As a parent of four children, three of whom are dyslexic and one fundamentally so, Sarah has spent the past 23 years struggling with the education system. DYT’s first report, Fish in the Tree, clearly identified that teachers wanted the skills to be able to support those pupils that struggled, they just didn’t have the training to do so.
Her motivation in the development of DfL has been to ensure that no child goes through what her children did. DfL ensures that schools have a whole-school approach to those who struggle with literacy that it is embedded at the highest level – it is not merely a tag on within the school, but part of the school system.
Teachers and leaders are trained, pupils are identified at an early stage, evidence-based time limited interventions are put in place, and communication with parents is excellent. In this way learners are able to access the curriculum, take responsibility for their learning and learn strategies so that they are able to leave education and continue their working lives knowing what it means to be able to succeed.
Sarah has worked as a Solicitor in the City, taught Women Back to Business at Richmond Adult Education College, lectured law for the Open University, worked as a Commercial Mediator, done a Masters in Creative Writing at Kingston University and now divides her time between running Rathfinny Wine Estate with her husband, Mark, and leading on strategy at DYT. She is also a Patron Governor at Ark William Parker Academy in Hastings.
From February 2001 until December 2009, Mark was a founding partner of the hedge fund management group Horseman Capital Management where, together with John Horseman, he managed the Horseman Global Fund.
Prior to Horseman, he had more than eleven years experience covering the Asian markets. He set up and managed the Asian Equity desk in London for Donaldson Lufkin and Jenrette. Mark has also worked in a specialist sales capacity in Hong Kong and London, covering the Asian markets for Société Générale (Crosby) and Merrill Lynch. He began his career at Fidelity Investment Management in 1985.
His wife Sarah, and him have four children. His passion for wine developed whilst visiting New Zealand in 1990. Ever since it has been his dream to start up and run his own vineyard. This dream is now becoming a reality at Rathfinny Wine Estate in Sussex, where the Drivers are producing English sparkling wine.
Elaine had a varied career in the public sector before joining her husband’s food and wine import business. Her interest in literacy and education began when she became a Magistrate, where she noticed that many young people who had been failed by the education system too often landed up in court. At roughly the same time Elaine became one of the newly appointed lay Ofsted inspectors, seeing at first hand the number of children who struggled with reading and writing and talking to parents who seemed at a loss to either understand or help.
Elaine met Sarah and Mark when she became Chair of Governors of the primary school which their children attended and soon became involved in their campaign to change the way that those who have literacy difficulties are supported in school.
She is often surprised at the number of adult friends and family, including her husband, who have told her in later life about their struggles with literacy – one was in her book group and confided that she always bought the audio version as reading the book was too much of a struggle.
Elaine was until recently Chair of Governors of a primary academy, which has moved from special measures to being the best school in the area within two years.
Giles was the British ambassador to Spain and, before that, Mexico, until his retirement from the British Diplomatic Service in 2013. Prior to that, much of his diplomatic career had been spent dealing with Britain’s relations with the European Union in Brussels, Paris and Rome, as well as in the Foreign Office in London. In his later postings he spent much of his time advising British companies on how to develop their interests and ambitions in overseas markets.
Giles’ earlier career included a spell in the Department of the Environment and an interest in environmental affairs was a constant theme of his subsequent work. Having also served in the Department of Transport and the Cabinet Office, he has an extensive experience of policy making and the workings of government.
Giles retains a keen interest in international affairs and advises a number of not for profit organisations. He does not claim any in depth knowledge of the UK educational sector but aims to bring experience, a fresh eye and a challenging mind to the work of the DYT.
Chris is DYT’s Director and has responsibility for ensuring that the charity produces high quality, evidenced programmes of work. Chris started his career training as an occupational psychologist, and has experience of working in research, policy and as a practitioner. At first glance OP might not seem relevant to a career in education, however his expertise in training and professional development, and organisational systems are invaluable to what DYT does; it is these systems which are his particular area of interest in schools. The research and policy output of DYT is also part of his role, as well as overseeing the implementation of the charity’s strategy. Chris works alongside the DYT team and network of partners to ensure the design, delivery and development of projects, such as Drive for Literacy.
Aside from his DYT role, Chris is also Governor at an infant school in Berkshire, a Fellow of the Royal Society of Arts, a member of the British Psychological Society and sits on the Executive Board of the Division of Occupational Psychology.
As Operations Manager with several years of experience in campaigns, communication and project management within third sector organisations, Anja takes a leading role in developing and managing the Drive for Literacy programme for DYT – an innovative project that aims to improve outcomes for children and young people with SEND in a systematic and aspirational way.
Anja is a certified AgilePM Practitioner and manages DYT’s systems to ensure that the quality of the work is monitored and evaluated against key deadlines and good practice methodologies. She also holds a Master Degree with Distinction in Politics and Conflict Studies and manages the internal and external programme communication for DYT, influencing policy and practice across the educational sector. This work requires her to respond to the needs of a wide audience and multiple stakeholders to ensure the highest quality and utility of resources.
Having graduated in British Politics and Legislative Studies at the University of Hull, Dan joined the DYT team in October 2016 as Policy and Research Executive.
After a year working for Toby Perkins MP in Parliament, he brings experience and a keen interest in British politics, which he employs within the DYT team to assist their mission to drive policy and lead research surrounding literacy difficulties. In his role he influences key decision makers on a national and local scale including MPs, Peers, Charities and Think Tanks. Dan is DYT’s representative at the Special Educational Consortium, as well as various APPGs, including Speech and Language Difficulties and Dyslexia. Dan took a leading role in creating DYT’s core policy strategy, including our five pledges to put SEND on the policy agenda during the 2017 General Election.
Education is a policy area that has always been of great interest to Dan, thus, working to improve the life chances of young people with literacy difficulties or a SEND is a valuable experience that he hopes to draw from in the future.
After receiving her Level 7 Specialist teaching certificate and working as SEN Specialist Advisory teacher for Dorset SENSS, the Thomas Hardye School in Dorchester was one of these schools where she was recruited as Literacy and Language Lead. This included a number or roles alongside whole school literacy: Head of a Speech and Language specialist base, Co-ordinator of literacy across the partnership (comprising 12 first, 3 middle and the upper school) and creating an outdoor curriculum for year 10 and 11 students who would be out of school for one day a week. Jules was also an SLE in SEND and Literacy for the Dorset Teaching school Alliance. In this position, she became a member of Driver Youth Trust’s Expert Advisory Group scrutinising training materials. Impressed with the Trust’s philosophy, she soon applied to work with the charity.
Jules also gives a yearly SEND lecture to Roehampton University primary ITT, is the SEND peer advisor on the TES community forum and is a regular contributor in TES writing on literacy and SEND. She has also written for Schools Weekly, InnovateMySchool and blogs as MainstreamSEND. She is on Twitter as @JulesDaulby.
Now working full time as Driver Youth Trust’s Senior Consultant, Jules is committed to ensuring young people with literacy difficulties, in particularly those with dyslexia, are supported in education to fulfil their potential. She believes the best way to do this is for schools to embed inclusive practices in systems and to help teachers to know how best to help students within the classroom.
Nancy is an experienced primary school teacher and has worked as a teacher specialising in SEN in a mainstream primary school in Gloucestershire for the last four years, with a focus on literacy and behaviour difficulties. She also worked as an end of KS2 writing assessment moderator for Gloucestershire County Council.
Nancy is an award winning writer, winning the first TES Teacher Blogger of the Year Award in 2015 for her blog, the Diary of a Not So Ordinary Boy, where she chart life and education with her son, who has Downs syndrome.
She is also a regular features writer and columnist for the TES and Teach Primary magazine and her first book, Inclusion for Primary School Teachers, published by Bloomsbury, was released in May 2016.
Emma joined the team at Driver Youth Trust as Consultant Teacher in September 2016.
She works exclusively on the Drive for Literacy programme, providing training and support across the DYT network to ensure the continued success and development of the model, and preparing to link with further schools to share this good practice with a wider audience.
The focus of her work includes ensuring schools are equipped and supported to teach young people with literacy difficulties efficiently through working closely with whole school teams as well as key individuals such as the Special Educational Needs Co-ordinator (SENCo), providing training sessions and materials and supporting schools to implement appropriate systems such as access arrangements to ensure young people with literacy difficulties are not disadvantaged.
Emma has 15 years experience working across both mainstream and special schools in a range of capacities including SENCo. She specialised in Equality and Diversity (including difficulties in literacy development) whilst studying for a Masters in Education with The Open University.
Emma recently began a PhD with The Open University – investigating a successful model for professional development. In her first year, she concentrates on reconceptualising a literacy audit.
Kenny became a SENCo in 2002 and has also been in senior leadership roles for over 10 years. Kenny has led SEN and Inclusion departments to Outstanding and was recognised as a lead practitioner for SEN in Bromley. He moved to Surrey where he supported whole school inclusion as a senior leader and SENCo. He now works as a SEN, Inclusion and Leadership consultant predominantly in London and the South East. He is a qualified facilitator for NCTL Middle Leadership Development Programme and subject expert for NPQML and NPQSL. He is experienced in delivering school to school support through National Teaching Schools and through consultancy support in order to raise leadership capability and improve provision for SEN pupils.
In early 2017 Kenny began to support Drive for Literacy as Consultant Teacher in Hastings where, through consultation, training and support, he and DYT aim to embed the DfL model in numerous schools.
Richard is an experienced primary school teacher having worked as a teacher at a range of schools in London, Leeds and North Yorkshire. He has also worked as an intervention teacher, focusing on supporting individuals and small groups across the primary age range.
Since 2014, Richard has written about education for the Guardian, the Times Educational Supplement and Schools Week, and has spoken at national education conferences including Northern Rocks and ResearchEd. Richard is part of ASCL’s Expert Panel on Primary Assessment and has worked closely with bodies responsible for education at a national level.
His first book, Databusting for Schools, published by Sage Publications, is due for release in 2018.
Wendy has worked as a speech and language therapist for 30 years, in clinical practice, higher education and the third sector. She was Professional Director at The Communication Trust until 2015 where she led on a number of projects, as well as inputting on national policy and research.
Wendy is currently the Director of Lingo, which provides consultancy, professional development, resources and speech and language therapy into schools and settings. She works in partnership with local and national organisations such as Cambridge University, DYT, Voice Bradford, I CAN and The Communication Trust on all things speech, language and communication.