Our Founders
A shared passion for making a difference
Our founders’ partnership began with taking synthetic phonics online as part of the Covid-19 emergency in 2020. This work was recognised in the 2020 Honours list, in which they were each awarded an MBE for services to education.
Their successful partnership rapidly developed into creation of the Little Wandle Letters and Sounds Revised Systematic Synthetic Phonics (SSP) programme which was validated by the Department for Education in 2021.
Mark Siswick MBE
Mark is Co-CEO of Wandle Learning Trust, a cross-phase Multi Academy Trust in South West London, and the Executive Headteacher for its primary schools, including Chesterton Primary, which has played a lead role in the development of Little Wandle Letters and Sounds Revised.
Mark also heads up Wandle Learning Partnership, which has strategic oversight of the work of Wandle Teaching School Hub, Wandle English Hub and the London South West Maths Hub. Most recently, Mark has been an active member of the DfE’s Teaching School Hubs Council, and has been instrumental in developing the strategic vision for teacher and curriculum development across the Hubs network.
He is passionate about working across schools and with experts and organisations to come up with new and innovative ways to improve primary education and standards. He has a particular interest in working with disadvantaged communities.
Rachel Davis MBE
Rachel is the Headteacher at Little Sutton Primary School and the Strategic Lead for Little Sutton English Hub. Rachel is a respected CPD provider, most recently facilitating the National Professional Qualification in Leading Literacy for the Teaching School Network. Since 2014 Rachel has been a National Leader of Education providing focused support to schools to bring about rapid improvement. She has served as an Ofsted Inspector for 10 years.
Mark and Rachel have both been active members of the DfE’s English Hub Council, they advised Government and the Department for Education on a range of topics including the reform of professional development frameworks in teaching reading.
