Meet our Primary SLEs


 Luke Rolls

SLE designated specialism: Maths

 University Primary School

Portfolio of experience, skills and knowledge               

I am a Teacher and Senior Leader at the University of Cambridge Primary School with a specialism in Mathematics Teaching. I have been trained as Mastery Specialist of Maths Teaching (NCETM Professional Development Accreditation), a Primary Mathematics Specialist Teacher (MaST) and hold a Masters degree in Teaching.  I have trained as a ‘Let’s Think through Maths’ (Cognitive Acceleration in Maths) practitioner and coach and recently had a lesson videoed for an NRich pilot research project and teacher trainees at the Faculty of Education, Cambridge. I strongly believe in high quality professional development as an entitlement for all teachers and the key to raising student achievement. Before moving to Cambridge, I taught in primary schools in East London for several years. Previous to that, I lived abroad teaching in Japan, China and Ghana. I am currently supporting 6 schools develop a ‘mastery’ approach to teaching mathematics in their settings and organising exciting professional development programmes at our University Training School.


Debbie Rankin

SLE designated specialism: Maths

Kettlefields Primary

Portfolio of experience, skills, knowledge

As Deputy Headteacher since January 2011, I was a strategic part to the school achieving ‘Outstanding’ in OFSTED from being in ‘Special Measures’ category in just 11 months.  I am currently leading ICT, assessment and transition although have previously been numeracy co-ordinator over a number of years in different schools.

I have completed an action research on whether the achievement in numeracy can be improved through thematic and experiential learning.  Additionally, I have implemented the Key Way approach to learning, identifying the success in motivating all pupils and developing independence (particularly self selection) and creativity. 
My leadership and teaching has also been recognised at county level leading to selection as a lead teacher, supporting and advising teachers.  Furthermore, I was asked to be a Challenge Teacher in order to develop transition and teachers’ provision.   More recently, opportunities have enabled me to play a key role in developing subject leaders.