Stephanie Barnes Drama and Performing Arts Secondary

Name Stephanie Jane Barnes
SLE designation
(Date of designation & Teaching School)
Drama and Performing Arts SLE
Designated SLE in February 2015 - Ashton Community Science College
Preston Teaching School Alliance
Current School
(LA or Sponsor)
Ashton Community Science College, Preston
Recent OfSTED judgement
(Overall and Leadership)

Overall – Good

Leadership - Good

Context of School Local Authority Secondary (11-16) mixed comprehensive community school.
638 pupils on roll.
Ashton Community Science College is smaller than most secondary schools.
The number of pupils supported by the pupil premium funding is larger than average.
The proportion of pupils from ethnic minority groups is lower than the national average.
The proportion of pupils who speak English as an additional language is lower than average.
The proportion of pupils who receive support for SEN and/or disabilities is small in comparison with the national figure.
The proportion of pupils who have a statement of special educational needs or an education, health and care plan is higher than the national average.
In 2017 the school met the government’s current floor standards, which set minimum expectations for pupils’ attainment and progress.
For a small number of pupils the school uses alternative provision at Preston’s College, Larches House PRU, Larches Medical, Preston Vocational Centre
and Tower Learning.
The school is a member of Preston Teaching School Alliance and Ripley Teaching School Alliance.
The school is also a member of a local collaborative group for Headteachers.
The school has a resource base which caters for 13 pupils who have hearing impairment.
Particular area(s) of Expertise/Strength
  •  Subject Leader for Drama – planning and curriculum across KS3 and KS4
  •  Lead IV for Performing Arts Level 2 – planning and assessing KS4
  •  Leadership of curriculum - Drama and BTEC Performing Arts – including Drama within English across the KS3 and KS4 curriculum
  •  Initial teacher training (ITT) and newly qualified teacher (NQT) development -PGCE; GRTP, Troops to Teachers
  •  18 years’ teaching experience
  •  Conference Days and Training for University of Cumbria Drama Trainees and Primary Trainees (using Drama in the Primary Classroom and Staging the School Play)
  •  Behaviour and discipline – Safe behaviour in practical performance subject
How have you supported other schools or middle leaders and senior leaders in your own school?
  • Support of Curriculum Development in my own and other schools for KS3 Drama, GCSE Drama and BTEC Performing Arts
  • Support of marking and assessment practices in my own and other schools, including marking GCSE drama and BTEC Performing Arts, as well as devising assessment systems for KS3 Drama
  • Mentoring trainees and facilitating training days and conference days for the University of Cumbria Drama Trainees and Primary trainees
  • Demonstrating and coaching an understanding of what makes an ‘outstanding’ lesson in drama, in my own and other schools
  • Analysis of data and approaches to improve results, in my own and other schools - identifying and prioritising needs
  • Setting and establishing new and innovative working practices in my own and other schools, supporting with motivation and creativity
  • Coaching in my own and other schools, to grow leadership capacity in others - leading by example, in a professional and enthusiastic manner
  • Securing funding from The Arts Council (England), which enabled me to trial a technique, used in some theatres, where the director (teacher) becomes part of the ensemble (class)
  • Raising of Literacy Standards through drama and connections with the literacy heritage of our country
  • Organisation of Performing Arts trips abroad, (Paris and New York)
  • Supporting Colleagues in my own and other schools to facilitate similar trips.
What was the Impact of your support?
  • Sustainable improvements made within my own department and in other schools
  • Improved leadership and communication between colleagues in my department and in other schools
  • Assurance of the quality of the provision of planning and teaching, to meet rigorous national standards, in my own and other schools - as well as implementing clear and effective marking and quality assurance systems
  • Creative curriculum implementation and drama and performing arts provision in my own and other schools
  • Improved literacy standards in my own school


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