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Our NLEs

NLEs (National Leaders of Education) are outstanding Headteachers who, together with the support staff in their National Support School (NSS) or Teaching School, use their skills and experience to support schools in challenging circumstances. In addition to leading their own school, NLEs work to increase the leadership capacity of other schools to help raise standards.

NLEs can be deployed in a number of ways and each deployment can be tailored to suit the needs of the school receiving support. NLEs are expected to support schools in the most challenging circumstances such as those in an Ofsted category, facing closure or amalgamation or falling below the floor standards.

You should contact an NLE if you want to improve performance at your school. They will meet with the Headteacher and senior staff from your school to discuss the challenges you face and what help is required. Their work will be tailored in partnership with you.

They can get involved in different ways, including:

• Working with your school alongside their staff
• Working with your school on their own
• Their staff working with your school under their initial direction

Our Team

Meet our National Leaders of Education:

Peter Bell

CEO at C.I.T Academies

A National Leader of Education and member of the Regional Schools Commissioners Head Teachers Board. Bringing drive, ambition and the skill set to ensure that children across Lincolnshire receive the highest levels of education and care.

Daran Bland

Director of Governance and Operations at C.I.T Academies

With a proven track record in leading schools through to Good or Outstanding Ofsted Inspections, Daran is dedicated to special educational needs. He is a National Leader of Education, and supports and improves outcomes for pupils within special school settings.

Sheridan Edwards

Executive Head of Denton Primary School and Harlaxton CE Primary School

Sheridan works closely and collaboratively with a number of rural and urban primary schools whose core function is to develop secure moderation within each year group, robust peer to peer review, a framework of middle and senior leader networks, joint CPD and a shared ethos which promotes high expectations for the progress of every child.

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