Clare Chapman - Picture


Mrs Clare Chapman




Teacher of English


Ormiston Shelfield

Areas of Support

  • Induction planning for trainee teachers and new staff.
  • Teaching and learning development for trainees and English
  • Curriculum development in English

Mrs Clare Chapman | English

My motivation for leadership lies in the element of collaboration, innovative trial, and reflection in order to develop an inclusive, and transparent environment that allows all members of a school to be aware of motivations made prior to, and the progress from, implementation of new ideologies, or the consistent reinforcement of ideologies, that suit that particular school.

I have previously worked as Director of English and Literacy working with a substantial number of new team members in the department. I developed a secure curriculum to ensure that the transition from all Key Stages (2-5) was smooth whilst also focusing on the development and revision of key skills. I worked with post-holders to develop their approaches to leadership and give them the autonomy to try new strategies and reflect upon their impact in order to close gaps within the department results.

I have also developed an Induction Programme for trainees that is repeatedly adapted to cater for the trainees’ needs considering the various points in their training year and encompassing several Initial Teacher Training providers. Working alongside mentors, I can ensure that feedback to trainees is of a high quality and also ensure that both the trainees and mentors are getting the support they need.


Through the application of tailored departmental CPD, standardisation of assessments became more robust which in turn improved the accuracy of our data. Through routine use of quality assurance e.g. through learning walks, work-audits and student voice, the CPD had also clearly developed the confidence of teachers’ subject knowledge with particular reference to the new specification. Through modelling and a ‘hands-on’ approach, leadership within the department became stronger and data was rigorously analysed to intervene appropriately.

The updated curriculum reflected the requirements of the exam board and schemes of learning and resources were produced which ensured that differentiation and AfL was embedded into every lesson. Alongside this, pre-planned assessments across all key stages were married effectively with the schemes of learning to certify that the progress of the students was our main priority.

The Induction Programme for trainees has allowed them to develop both their knowledge and implementation of the teacher standards. Through whole-school and subject specific observations, trainees have been able to witness best practice, trial ideas and, through reflection, evaluate strengths and weaknesses before returning to the classroom.