Mrs Heather Taylor
Head of House
Areas of Support
Mrs Heather Taylor | Head of House
Prior to completing a PGCE at Warwick University in 2011, I worked extensively with children at risk of exclusion through arts projects in London and Leicester. This was a natural transition from my previous professional work in theatre. It was this work that led to my desire to work with those who are driven by supporting those children who benefit from high expectations and a consistent approach toward developing aspirations. In my current role as Head of House I have coordinated a changed approach to the pastoral care and expectations of our children both within my own team and the wider school community. I have assisted in developing a clear and consistent approach to the school’s Behaviour for Learning policy and work closely with our Leadership Group on long term strategies that focus on expectations and reward. I have also made it a priority to support colleagues in managing those pupils who can often, for many reasons, prove more of a challenge. I have devised and led whole school INSET and CPD sessions that have focused on: ‘the highly effective form tutor’ and ‘getting the basics right’ (Newly Qualified Teacher session). I was also responsible for the Pastoral induction for our most recent SCITT cohort. As a Head of House, I have motivated my own team through termly targets which have included: ‘building a team’, ‘reviewing systems and processes’, and ‘establishing accountability’. This also influenced Leadership to address ‘leading a team’ during our most recent middle leaders conference.
I enjoy sharing ideas that are prompted by both my own experience and research in the field of behaviour management. I maintain a keen focus on other practitioners and schools, which has had an impact on whole school ethos. Etone College is now dedicated to a ‘no excuses’ and ‘high expectation culture. I have also worked with our Leadership team in the development of our Behaviour for Learning score an average which has had a significant impact on pupil expectations; this has created a competitive aspect towards good behaviour. By monitoring this data, we are able to provide tangible evidence of the improvement of behaviour across our school.