Clementina Aina is an experienced, accredited inspector. She works with several local authorities to help schools improve their performance and raise the standard of teaching and learning.

She has a wealth of experience of conducting inspections of independent, mainstream and special schools in the UK and the Middle East. Through her extensive work in supporting school’s self-evaluation and improvement, she has helped schools to share a practical, contextual approach to improving the quality of teaching and learning. She has been successful in empowering schools to develop a creative and innovative approach to steering continuous improvement. 

As an accredited performance management consultant, she advises headteachers and governors on pay and performance of staff. She has empowered school leaders to develop a coaching and monitoring approach to teaching, lesson observation and feedback. Her strategic approach to supporting schools means she has assisted them in linking each school’s overarching priorities to teachers’ performance targets and pupil progress.  

She has conducted reviews of Early Years, whole school and SEN provision and developed school’s capability to meet the educational needs of their pupils.

​

​

Alice Aharon has worked in primary education for over 18 years both in London and in Hertfordshire.  She has been Executive Headteacher in Hertfordshire for over 5 years, as well as being the CEO of the Poppy Academy Trust.  Alice has a wealth of experience in Leadership, Mentoring, Coaching and more recently led the NPQML for a London Trust. She has a passion for ‘growing her own’. Alice is a governor on three local governing bodies. Alice’s Trust won a National Teaching Award for Outstanding Learner and Community Support in Autumn 2021.  

Alice can offer support in New Executive Headteachers/Headteachers/Heads of Schools/Deputy Headteachers; Middle Leadership development and leading subjects with intent, the implementation and how to measuring impact; New to Middle Leadership/Developing experienced middle leaders and how to use research effectively; Creating an excellent Safeguarding Culture: efficient recording keeping, working with families and new to the DSP role; parent and carer engagement.

Maggie Allen has been working as a teacher and consultant for over 20 years. She has worked with pupils and teachers across all sectors, including primary, secondary and Higher Education. She is currently a lecturer In Education at Middlesex University. She works as a superviser on the MA Education and has run an MFL MA module. She was the MFL Adviser for Barnet and developed and implemented the primary MFL Strategy. She was recognised as a national KS2 trainer for CILT. She has coordinated EU-funded study visits for teachers in France and Spain to enhance their language competence. She has an MSc in Computing and a BA Hons in Applied Language Studies.

Susie Averbrook is an Assistant Headteacher at Colindale Primary School, leading on EMA/EAL throughout the school as well as phase leader for LKS2. She has a wide range of experience from different school communities in London, having worked at Colindale for the past 10 years and prior to this as Deputy Head at Islington Pupil Referral Unit; as a specialist teacher for children with EBD in Southwark, and class teacher in Enfield.

As part of the Senior Leadership Team, Susie’s role of leading the EAL team has involved her working closely with children and families who are New Arrivals to the UK and school community.

Susie has set up a very successful initiative called Parent Champions in her school, which is part of a National Network, helping empower parents through peer-to-peer support; sign-posting other parents to local early education services, such as nurseries and children centres.

Susie can offer support by enabling interested schools to set up their own Parent Champions scheme as part of the new borough wide Barnet Parent Champions Scheme; helping to recruit and train staff and parents in schools, meeting with parent coordinators, organising meetings and networking between the local and National Network of Parent Champions.

​

​

Nicola Axford is currently the Education Lead for Children with a social worker at Barnet Virtual School. With a background in secondary education, she has worked in schools in Brent, Lambeth and Wandsworth in a variety of teaching and management roles.

Before working for Barnet, she was a Head of School at a KS4 Pupil Referral Unit in Ipswich where she had a track record of raising outcomes for disadvantaged learners. She believes passionately in providing all young people with the best life chances and works to find positive strategies to help children create their own personal success stories.

Nicola is able to offer support to curriculum and subject leaders in creating an inclusive curriculum, developing effective planning and assessment that addresses the needs of disadvantaged learners. She is also able to help leaders with their strategic planning for vulnerable learners.

Kiran Bagai is a qualified School Business Manager and a member of the Chartered Institute of Management Accountants. She has over 10 years’ experience working with schools, both within the Public and Private Sector. This includes 3 years working as part of the School’s Finance team for Barnet where she supported up to 12 schools and a further 8 years supporting both primary and secondary schools as part of their SLT.

Kiran has also been instrumental in helping schools in Financial Difficulty by setting and maintaining difficult school budgets as well as improving timely cash flows throughout the year. Kiran is currently helping lead several secondary and primary schools out of massive deficit positions of between £100,000 and £3,000,000. To achieve this she has been involved in reviewing and proposing major staffing restructures, negotiated major building projects, renegotiated existing contracts and implemented effective processes and controls. She has also helped set their 3 year recovery and action plans.

Kiran enjoys guiding and supporting schools in their drive to achieve and maintain effective and efficient use of all resources throughout all aspects of school life.

Kiran can offer support in areas of Finance, HR, Facilities Management, ICT and School Development.

​

​

Tania Barney has worked in Barnet for the past 20 years, within both education and health settings.  She provides consultancy and training support for schools to take a systemic approach to staff wellbeing, based on clear insights and whole school strategies.   This can include staff surveys, action plan development and stress management techniques.

As a registered Occupational Therapist, she also offers regular training on SEN topics, including developing fine and gross motor skills, handwriting, managing concentration and attention in the classroom, ADHD and understanding sensory issues in Autism.  Tania runs a termly OT School Advice Clinic to enable schools to receive support about implementation of SEN programmes and provision.

Yvonne is an experienced and forward thinking school leader with a passion for inclusion, independent learning and pupil voice. She was the founding Headteacher of Etz Chaim Jewish Primary School, one of the first Free Schools that opened in 2011. She was involved in the design and build process of a new and purpose built school including the design of the school's curriculum; building a successful staff team and ensuring graduates are well prepared for KS3 and life beyond school.

Yvonne is community minded and passionate about child-centred learning across the school. She successfully implemented continuous provision and independent learning opportunities in EYFS, KS1 and KS2 supported by SeeSaw and other technologies. She developed pupil voice across a range of aspects of school life, supporting children to become confident and responsible citizens. 

Yvonne areas of expertise include: developing vision; school improvement; staff appraisal; coaching and mentoring staff; curriculum development; behaviour management including social and emotional learning and pupil voice; analysis of performance data; and safeguarding

Ray Biglin is a highly experienced inspector, reviewer and consultant. Ray has wide experience of working internationally carrying out primary, all through and secondary school reviews in the Cayman Islands and New York and has delivered professional development in an international school in France. He is an accredited BSO inspector and recently was part of a team which carried out an inspection in Abu Dhabi.

Ray provides training for primary and secondary schools and Further Education/6th forms in lesson observation skills, effective senior/middle management and general school improvement. He is also an expert in the leadership and management of post-16 education.

Between 2013 and 2017 Ray worked as an Education Challenge Partner across Norfolk providing regular support and challenge for over 30 primary schools. Currently, he works as an additional inspector quality assurance reader with Ofsted and has worked as an Ofsted Lead Inspector in the past in both the primary and secondary sector He is also working as a school improvement adviser with Leeds Authority and is a Lead Reviewer with Challenge Partners.

Ray can offer support in the following areas: preparing for Ofsted; lesson observation skills; self-evaluation; SEN provision; effective use of pupil premium funding; middle management training

Jeremy Bird is an inspirational and visionary school improvement consultant. He has a passion for education with an excellent track record of supporting school leaders. He is a dynamic, pro-active leader and coach, empowering staff at all levels to take ownership using coaching, training and mentoring. A natural communicator, Jeremy has proven ability in building cohesive teams to achieve challenging targets.

Jeremy served as a headteacher in two primary schools prior to becoming a consultant.

Jeremy can offer support in the following areas: Coaching school leaders and governors in primary and special schools; Inducting newly appointed leaders and teachers; Facilitating professional discussion and development in a range of middle, senior and headteacher leadership activities; Supporting leaders in developing the rationale, implementation and evaluation of their curriculum;

Challenging leaders in their self-evaluation of school effectiveness.

​

​

Marc Boucherat is an experienced education professional and consultant specialising in leadership and management, school improvement and school based teacher development. He has extensive teaching and leadership experience in London and Hertfordshire. He was head teacher at St Joseph's Junior School, Barnet until 2004, leading the school to be recognised as outstanding. He was then senior adviser, SIP and Head of Primary School Effectiveness with Hertfordshire LA.

Since 2012 Marc has worked as a senior lecturer, tutor and consultant in teacher and leadership development with the University of Winchester, working directly with leaders, trainees and teachers in the southern region to develop schools, teaching schools and alliances within the new ‘self improving’ system. He has focussed on school based teacher training, teacher/leadership development, school to school support and system leadership. Marc completed Ofsted training in 2006 and supported schools as a national strategy consultant leader whilst a serving head teacher.

Marc can offer support in the following areas: school self evaluation and improvement; improving teaching and learning; analysing progress and attainment; head teacher, senior and middle leadership guidance, coaching and development; head teacher appraisal; support for schools in challenging situations; leading in a Catholic or faith school; system and executive leadership; guidance for teaching schools, alliances and MATs; school to school support; school based teacher training (school direct, assessment only); research based staff development; lesson study for improvement.

​

​

Jen is a headteacher with an active interest in leadership and school culture. Jen has a strong track record in school improvement, creating resilient and effective leadership teams and positive staff wellbeing. Jen has Masters’ level experience in coaching and has successfully supported school leaders in a range of strategies to enhance their professional performance and create a positive working culture in their schools. She also has experience mentoring new headteachers. As well as one-to-one and group coaching, Jen can run whole staff and governor training on wellbeing and work with headteachers using research-based strategies to improve staff wellbeing and retention.

Kelly Brooker is a specialist in Early Years Education. She has worked as a Foundation Stage teacher for over 15 years and as an Early Years consultant in Hillingdon and Barnet. Kelly is currently the Deputy Head of Brookhill Nursery School. 
Kelly is able to offer support on all aspects of Early Years Education, particularly supporting Early writing, Phase 1 phonics, planning and assessment, boys attainment and developing provision for two year olds.

Stacey Burman is an enthusiastic adviser with over twelve years’ experience making a positive impact on the learning of primary and secondary pupils in a wide range of schools, including SEND, faith and PRUs, across the spectrum of State, MAT and independent schools.  

She has built on relationships and recognition from several national organisations, institutions, charities and networks to support schools in achieving national awards and run popular training for teachers in RE and humanities for Early Years, primary and secondary.  When working in schools as a consultant, coach or as an Associate Deputy/Head Teacher Stacey builds an excellent rapport with teachers, school leaders and pupils alike.  She has created effective solutions to help schools achieve the required Ofsted and DFE standards, particularly with the new guidance on RSE, developing SMSC and British Values, by using her knowledge and understanding of each schools’ specific requirements whilst protecting the beliefs, values and traditions as well as the ethos of certain faith schools. In addition, she has created successful curriculum and assessment materials for ‘Kodesh’ subjects, which Pikuach approved.  

She is familiar with the most recent Ofsted Education Inspection framework, as well as the latest developmental thinking and effective pedagogy - including assessment for learning. She has additional qualifications for teaching swimming (ASA), Philosophy for Children (P4C), and coaching & mentoring (ILM)

​

​

Luke Bridges is the Headteacher of All Saints' CE (N20) Primary School.  He was previously the deputy head teacher of St Paul's Primary School for 6 years.  Before this, Luke has worked in a variety of nursery and primary schools internationally and in London.  He had responsibility for literacy, assessment and P.E.  He can offer support in using 'School Pupil Tracker' to analyse assessment data.  He can demonstrate how data can be shared with parents, teachers, school governors and inspection teams.  He can show senior leaders how to gather information on the relative progress and attainment of different groups of children in core learning areas.  This evidence can be used to support a school's self-evaluation and respond to questions raised during an Ofsted inspection.

Catherine Carroll is an education consultant and university lecturer specialising in inclusion, special educational needs and the education of children and young people in care.  Her practice and research interests also include professional supervision for educators and the development of evidence informed practice in schools.  For the past ten years she has held senior lecturer/research fellow positions in education at UCL, Roehampton University and currently at St Mary's University.  Catherine's research has been published in international peer reviewed journals and professional publications.  She is an experienced school governor.

​

Catherine can offer support in the following areas: SEND, SENCO support, staff supervision, inclusion and the education of students in care.

​

Ruth Charteris is a highly qualified business leader at Wessex Gardens Primary and Nursery School.  She has extensive experience within leadership and in supporting leadership teams, teachers, support staff, children and families to significantly improve attendance within the Local Authority. 

Ruth provides whole staff training, and supports individual members of staff to develop strategies to improve class attendance.  She has successfully supported leadership, learning mentors and administrative teams in schools with low attendance to develop and implement effective action plans together with monitoring systems and polices.    

Ruth can offer support in all aspects of attendance: school-specific attendance reviews and action plans; reviewing areas of policy and practice; understanding and applying legislation; using data to identify areas/groups of concern; delivering training to senior leaders, teaching, administrative staff and learning mentors; implementing monitoring systems; delivering school specific advice and training; dealing with difficult parents to avoid conflict; reporting to the governing body.

Helen Cheung has taught across a range of London Schools within Hackney, Harrow and Barnet. She has over twenty years teaching experience and her leadership roles have ranged from Early Years Manager to Acting Headteacher. She has provided consultancy support for National Projects including the National Oracy Project, The National Literacy Project, EMAG and most recently the Communication, Language and Literacy Programme. Most recently she has been working as an Early Years Consultant for Barnet.  In this role she works closely with practitioners across the maintained and non-maintained sectors, delivering INSET, centrally based training and advising senior management. She is a fully accredited QCDA EYFS profile moderator and a member of the Chartered Institute of Assessors.

Diana Choulerton has 25 years’ experience working in education as a teacher, leader and inspector. Diana has worked as one of Her Majesty’s (HMI) from 2014 to 2017.  During this time Diana has developed a wide range of experience and high level of skill related to inspection and education improvement.  This included leading inspections and monitoring visits of primary and secondary schools as well as SEND area inspections.  Whilst working as an HMI she also took on the role of Ofsted National Lead for Design and Technology.  Prior to joining Ofsted she worked as a senior advisor for a local authority leading on 14 to 19 strategy.  Diana also has 13 years’ previous experience working in secondary schools holding middle and senior leadership responsibilities in that time.

Diana offers insight, support and advice for leaders in primary and secondary schools and local authorities on all aspects of education improvement.  Specific areas of expertise include; change management, monitoring and evaluation, development planning, curriculum and assessment, teaching pedagogy, SEND reform implementation and 14-19 strategy.  Diana also remains passionate about D&T education and welcome opportunities to utilise my expertise in the subject.

Rachel is an experienced educational consultant, specialising in Inclusion and parenting support. She has been working in and with Barnet primary schools for nearly 20 years and was an Inclusion Leader for 10 years. She has an empathetic and holistic approach to Inclusion, working closely with all stakeholders to ensure positive outcomes for young people.  Rachel can offer support to schools in all areas of SEND including: SENDCo mentoring and support; EHCP support (applications and annual review cycles); advice and support for disabilities including hidden disabilities; SEND compliance (policy work); supporting parents and carers; supporting Looked After Children (LAC).

Spencer Clayton has been a serving headteacher of Queenswell Junior School for fourteen years and understands the challenges of that role. In addition, he has taken the lead in ensuring the Junior School Alliance continues its school improvement role. He can offer mentoring for Headteacher; advice and guidance on workload, time management and work-life balance including long term leadership planning including event co-ordination.

Laura is in her 20th year of teaching and a Deputy Head Teacher at East Barnet School. She has been a Designated Safeguarding Lead for 8 years. Laura has worked closely with the LA to look at dealing with sexual harassment following the everyone’s invited report. She has produced safeguarding briefings for primary and secondary schools across the borough and supported the LA Safeguarding Lead to undertake Safeguarding audits to prepare for OFSTED inspections, check SCR etc

Lauren Cooper has over 10 years of experience teaching in the EYFS at different schools. She is currently Assistant Head and Early Years Lead at Monkfrith Primary School where she has transformed the Early Years provision. 

Lauren is an outstanding classroom practitioner who is passionate about all aspects of Reception and the teaching of phonics. She is able to offer practical support in a range of areas, including: Reception curriculum design; developing effective learning environments through the planning of continuous and enhanced provision; phonics and early reading; creating effective classroom routines; working with parents and supporting children with SEN in an EYFS environment.

Elaine Corcoran has over 35 years of experience in classroom teaching and leadership.  From 2008 – 2013  she worked for the School Improvement service in Hertfordshire supporting schools in a range of difficult circumstances, including those in Ofsted categories. Elaine is passionate about supporting leadership at all levels.  She has worked alongside head teachers, deputy heads, Sencos and Subject leaders, supporting them with monitoring schedules, school Self Evaluation and preparation for Ofsted and HMI visits. Elaine has coached and worked alongside class teachers.  She particularly enjoys working with staff to develop and manage ‘robust and sustainable systems’  for tracking pupils’ progress and identifying pockets of underachievement.
Elaine can offer guidance and support to schools with the following: detailed analysis of data; pupil progress tracking systems; developing the role of Senco/Inco; developing Subject leaders, both experienced and new to role; joint lesson observations/feedback to staff; detailed school Self Evaluation; Pupil Voice; Work/Planning scrutiny; developing the role of Support Staff.

James Coyle delivers school leadership training, coaching and mentoring in areas such as performance management, teaching and learning, leadership, and data analysis for improvement.
His school improvement experience includes: Ofsted and s48 Lead Inspector; Designated National Leader of Governance (NCSL); Approved Additional Support Governor (HSIP); Teacher Trainer; Chair in Harrow Primary and Secondary Schools over a 20 year period; Professional Development programme for Governors HSIP and Best Practice Network (BPN); Assessment of teachers for ITT, QTS and PGCE; Assessment systems for students learning.
Impact of work undertaken to support school improvement: Board member Harrow School Improvement Partnership since 2011; School Improvement Adviser Brent Secondary Schools; Chair of GB at outstanding Harrow school – Ofsted 2014; Completed school improvement interventions across London and SE following Ofsted RI referral to the National College and HSIP; Endorsed audits and action plans for improvement in teaching and learning, designed to drive up rates of progress, narrow the gap between learners and develop school leaders; Successful tutor to trainee teachers on behalf of the University of Buckingham.

Anthony is an experienced school leader and has been a Head of Children Centre, Head Teacher and Executive Head over the last 17 years.  He has worked in state, church and academy schools and has led three schools ranging in size from small, vertically grouped to a large academy within a MAT in Islington, Haringey and Barnet.  His area of expertise is growing leadership capacity and managing school finances strategically in tandem with whole school development. 

Anthony is a trained RLE leadership coach.    

Katie Dawbarn has recently retired as being Head of School Improvement and a Learning Network Inspector for Barnet Education Learning Service.  Prior to this, Katie has been a headteacher for nearly 10 years, in various roles (acting, interim and substantive). She has been responsible for supporting and monitoring many primary schools in Barnet.   This includes working with senior leaders on all aspects of school improvement.  She has a particular interest in developing leadership at all levels, whether aspiring senior leaders, subject leads or those new to senior leadership.  Katie has much experience of working with governors to recruit senior leaders and in providing governing body training around the curriculum and in preparation for Ofsted. She has also supported governors with headteacher performance management.  She is also a qualified performance coach (L5 ILM).  In this role, she has experience of supporting leaders to make those all-important career decisions, helping teachers to improve practice, worked with senior leadership teams to establish vision and values and review and refine their priorities.  She has also helped all staff in developing their skill in having difficult conversations and establishing positive working relationships.

Alexia is the School Administrator/Business Manager at Garden Suburb Infant School and has 12 years’ experience in education. Prior to this she worked in recruitment, her last role was Management Information Manager within various financial institutions working on databases and providing analysis and reports for senior management as well as working closely with payroll and finance. With 22 years’ experience of payroll/recruitment/personnel and over fifteen years’ experience in database management and reporting, Alexia has a good understanding of all these areas. 

Alexia has developed and managed systems within the school to facilitate all aspects of school administration including the termly census returns, managing the school database (Integris G2), admissions, finance, payroll, recruitment, redeployment of staff and premises management as well as producing reports for the analysis of data (incl financial, assessment and cohort). Alexia has a good working knowledge of all the processes and procedures required for ensuring that the school obtains maximum funding and best value from pupil premium and census data to contract management.

Alexia can offer support in the following areas: census returns; pupil premium and other school funding; Integris G2; reports and data analysis; MS Excel; payroll (incl Capita HR systems); contract management; general school administration.

Colin Dowland has been a headteacher for 15 years, leading schools in Barnet with very diverse catchments. He is currently headteacher at Woodridge Primary School in Finchley.

Colin can offer support and advice ‘from the inside’ on the 2019 Ofsted Framework, having survived an inspection in October 2019. He can also offer mentoring for senior leaders; advice on leadership and management; school improvement planning; staff re-structuring; school governance; developing middle leaders; provision in The Arts and Artsmark; staff well-being and how to use branding. He can also offer biscuits, a listening ear and empathy, if that is what is needed.

Colin is also a children’s author and an award-winning playwright. He can deliver fun, informative and interactive sessions about his approach to writing books and plays, through school writer visits – see www.colindowland.co.uk

Sandra Down is the Deputy Head at Oakleigh Special School based in Barnet. Sandra has a wealth of experience in teaching children with complex SEND across Early Years, Key stages 1 and 2 and supporting teams with key strategies to assess the children’s learning needs, to develop communication systems, deliver outstanding lessons and to manage behaviour positively. Her expertise has been used to design a curriculum for children with complex SEND. She is also Team Teach intermediate trainer.

Sandra can offer support in the following areas;

• Assessment of children with complex SEND;

• Curriculum design;

• Lesson planning and delivery;

• Understanding and positively supporting behaviour;

• Developing communication systems;

• Effective use of Intensive interaction and delivery of Attention Autism strategies;

• Supporting children with sensory processing difficulties.

Jillian Dunstan was the Head Teacher of Mathilda Marks-Kennedy Jewish Primary School for 11 years. This is a successful one form entry community school (with Nursery) in Mill Hill. The school is currently graded as outstanding and the recent Pikuach (Jewish Studies) inspection also graded the school as outstanding. Prior to that she was Deputy Head in a three form entry school in Harrow.

Jillian can offer support in Head Teacher performance management reviews as well as data analysis to inform the SEF and SIP. She can also assist in areas of leadership and management. Jillian has mentored new Head Teachers, as well as mentoring other members of SLT. She has also been involved in developing Middle Leaders, as well as in developing teams and leaders at all levels to improve standards. She gains much pleasure from seeing staff develop in their roles. Jillian also started work in her school focusing on the area of Staff Mental Health with a view to improving the retention of staff and developing a positive work environment.

Cobi Ebrahimoff is a former Head of an outstanding primary faith school with extensive experience in supporting school improvement. Instrumental in leading the school’s secular studies from ‘Good’ to ‘Outstanding’ and Jewish Studies from ‘Satisfactory’ to ‘Outstanding’, he is currently the Principal of the Independent Jewish Day School Academy in Barnet and the Executive Head of King Solomon, a British international all-through school in Israel. His qualifications include: BA in finance, MSc research in implementing change within school settings, NPQH, NLE, rabbinical ordination and Pikuach (Section 48) inspector. He tailored successful financial models for a range of schools and has substantial experience in developing Religious Education curricula, particularly in Jewish Studies.

Cobi can offer support in financial management and policies, effective appraisal systems, Headteacher Performance Management Reviews, data analysis to inform the SEF and SIP, training on effective use of data to inform planning, curriculum development and assessment in Jewish Studies, preparation for Pikuach inspections, SMSCD and training on improving teacher/parent partnerships. Cobi’s expertise provides support and training for Headteachers and Senior leaders aiming to achieve high standards of teaching and learning across secular and religious studies.

​

​

Annie Etherington is an experienced and well respected trainer. She has been delivering a wealth of courses on autism in Barnet, and beyond, for the past 14 years.  Annie has presented papers and spoken at national and international conferences on autism over many years. She has written a number of papers for specialist publications including The Good Autism Practice journal. She was Lead Author for the Autism Module for the TDA Advanced Training Materials for SEN, an online self-study course at level M. Annie is a Teaching Fellow on the Autism (Children) M.Ed Distance Education programme at Birmingham University.
Annie has developed an extensive programme of training courses which explore understanding, engaging with, including, education and celebrating the pupil on the autism spectrum. She also creates bespoke training sessions in response to specific requests.

Helen Elliott is an independent safeguarding and child protection trainer andconsultant. She has over 30 years experience as a practitioner and manager in children’s services and the Probation Service where she was a strategic lead in managing perpetrators of sexual and violent offenders. More recently, she was the Manager of Barnet Safeguarding Children Board and is therefore well placed to work with local schools. Helen has also contributed to national and London policy and procedures. She is involved in the Home Office Ending Gangs and Exploitation initiative as an accredited peer reviewer and is an approved WRAP (Prevent) facilitator. She also has recent experience as an associate lecturer on Early Childhood Studies and Postgraduate Social Work Degrees.

Helen has had a significant role developing and delivering training and support in safeguarding and child protection for partners, including schools and early years settings. She can provide consultancy and advice to help schools develop or review safeguarding practice, policy and procedures. This includes:

• Child Protection and Safeguarding Training for schools (including INSET)

• Home Office Accredited WRAP ( Prevent) workshops

• Gangs and Serious Youth Violence Awareness

• Safer Recruitment Training for Heads and Governors or others with recruitment responsibilities

• Safeguarding audit and review

• Support in developing safeguarding and CP policies

​

​

Jackie Engelberg has over 30 years experience working with young people as a teacher and youth worker. She is also a coach, trainer and qualified counsellor.  Jackie qualified as a secondary school teacher and has since worked in both primary and secondary education as a teacher and school counsellor. She is currently a Special Educational Needs (SEN) Coordinator at Akiva school.  Her work in schools has enabled Jackie to develop a wealth of experience and expertise in supporting disaffected young people and those with emotional and behavioural problems, particularly working with individuals and small groups. This has included training for young people in social skills, anger management, and assertiveness. She has also supported the development of restorative practices, anti-bullying and peer support systems in schools.

She is an independent Kidscape trainer who delivers anti-bullying and peer support training for staff and young people in schools across England. Jackie can support effective approaches to anti-bullying through raising awareness of issues and providing training and support for the school community, targeted young people and perpetrators; facilitate the development of restorative approaches and practices for managing behaviour and conflict; establish peer support/mentoring arrangements including policy and processes as well as skills based training for young people; provide coaching for staff on professional issues and challenges.

​

Hayley Follett is currently a Deputy Head Teacher in an 11-18 comprehensive secondary school in North London. She has been teaching in the secondary phase since 1994.  Hayley was accredited with Advanced Skills Teacher status and worked across her Local Authority whilst being a Head of Science for 9 years before moving into leadership and inspection.  Her expertise is in effective teaching and learning.

Having completed a degree in geography, Caroline Freedman trained as a secondary school geography teacher. She has since retrained as a primary teacher but has retained her love of geography and ensures that it is in its rightful place at the heart of the primary curriculum.   Caroline has over 20 years of experience working in primary schools across Enfield and Barnet. She has developed inspirational geography and history schemes of work in the schools she has worked in and believes strongly in developing children’s ability to work as geographers and historians.  Caroline has also written lesson plans for the Royal Geographical Society and The Mayor’s ‘London Curriculum’.

Caroline can offer support to develop both the geography and history curriculum across KS1 and KS2 (and links between the two), creating an enquiry approach and the use of critical thinking.  She can also offer help with progression in geography and history skills across KS1 and KS2, including map work, fieldwork and use of artefacts. 

Lynne Evans is able to provide support and advice for governors, with specific emphasis on turning around their governing bodies and providing the best possible support for their schools.

Lynne was appointed Chair of Governors at St Johns CE Primary School (N20) November 2015 after becoming a governor for the first time in December 2014.  During her first year of office, Lynne proactively sought information and learned about school governance with the primary aim of being the very best that she could be in this important voluntary role. 

In the first year, the governing board oversaw the appointment of a new Headteacher, Deputy Headteacher and whole school restructure and a rapid school improvement. The second year in office, Lynne led the governors through a successful OFSTED and SIAMS review.

Lynne is passionate about effective governance and has worked hard to ensure that the right skills are on her own governing body, that best practice is resolutely followed, there is always a cohesive Governor Action Plan in place and that an excellent relationship is in place with the Senior Leadership Team, built on robust challenge, trust and respect.

​

​

Jen Gaffney has been the Headteacher of Chalgrove Primary School for 8 years. She has led the school through 2 successful Ofsted’s with Leadership being identified as a strength. She has a proven track record of developing and mentoring leaders at all levels. Jen has experience of leading the school through significant challenges and building projects, including the successful opening of a new additional resource provision for pupils with ASD. She has considerable experience and can offer support with data analysis and strategic school improvement; mentoring new heads; raising standards in teaching and learning and developing middle leaders.

Ceri Gillo is an experienced early years teacher. Having completed her degree in Early Childhood Studies and working in a private day nursery, she has taught in Barnet schools for 14 years. During this time, she has worked in Nursery, Reception and led a large EYFS team as well as becoming Acting Deputy Head in an Infant School after the completion of the NPQML.

Ceri currently works as an Early Years Advisory Teacher and is passionate about raising standards in Barnet settings and schools. She works closely with early years leads in both maintained and PVI sectors to motivate practitioners to develop high quality practice as well as provide advice and INSET. She is trained to deliver Early Talk Boost training for practitioners and also delivers centrally based training covering a range of topics. She can support with creating and maintaining effective learning environments, EYFS curriculum development, early years reviews, Ofsted audits, assessment and planning and supporting transition to year one.

Margaret Julia Goodchild is a highly experienced educational consultant with over 20 years’ experience of leading school inspections. She is experienced in inspecting and supporting nursery, primary, secondary and special schools and PRUs, and undertaking quality assurance work for inspection service providers. She has wide cross-phase teaching and advisory experience and was a Senior Lecturer in Education at Middlesex University with a national role in SEN and EAL. She has been an External Adviser for the Performance Management of Headteachers, and an Advanced Skills Teacher assessor. She is a published writer of EYFS materials for parents and practitioners and of school self-evaluation materials. She has particular expertise in relation to special educational needs and alternative provision and is currently Hertfordshire Improvement Partner for 16 special schools and pupil referral units. She is a fully trained counsellor as well as being an educationalist. Margaret is able to provide the following services to schools: school improvement reviews focusing on whole school effectiveness or aspects of provision chosen by the school; governance reviews; early years’ reviews; headteacher appraisal; coaching for senior and middle leaders; support for school leaders in improving teaching and learning, including through joint lesson observations, and in the use of self-evaluation for continuous school improvement.

​

​

Belinda Goodman currently works in The Hyde School and has been teaching in Barnet schools for almost 20 years. She has extensive experience across the Foundation Stage and Key Stage 1. During this time she has had responsibility for Literacy, Gifted and Talented Learners, Design Technology and Art and Design. Most recently she has supported staff with the implementing of the Creative Curriculum and whole school creative projects. She currently sits on the Teacher Advisory Group for the Prince's Foundation for Children and the Arts, a charity to promote arts education entitlement.

Belinda is happy to work with staff to deliver lessons, assist with planning or lead INSET. She is passionate about developing creative opportunities for learning and helping staff find cross curricular links to give all children an opportunity to show what they are good at.

Royden Gothelf is a chartered IT professional providing independent advice to Primary, Secondary and Academy school leaders on cost management and strategic IT planning, linking the use of technology to whole school outcomes such as improve teaching and learning.  The approach gives the school a platform for moving forward, reducing spending in areas.

Royden is based in Barnet having over 30 years experience on the use of technology to deliver innovative changes in the workplace and in teaching and learning.

Royden provides advice and training to senior leaders, governors and trustees on: comprehensive strategic plan linking IT to whole school plans, use of technologies in the classroom, management of documents meeting GDPR and Safeguarding, data analysis and management, emerging technologies for use in education and how to be ready to benefit from them - e.g. AI (Artificial Intelligence), Procurement of IT - getting the best from suppliers. 

Jenny Gridley has worked in Barnet for over 30 years both as a teacher, deputy, headteacher and advisory headteacher. In her role as Headteacher of Oakleigh School, Jenny has taken the school from ‘improving’ to three times ‘outstanding’.  She has also been seconded to the Local Authority three times to support the work of the SEN departments within the Education and Skills service.

Jenny has an excellent understanding of the context of Barnet and a wide range of children and young people with special educational needs both in mainstream, additionally resourced provisions and special schools. Jenny can offer support in the area of SEN for new headteachers or SENCOs; progress and attainment for children with SEN; differentiation and how to support parents of children with SEN. Jenny understands how to provide an outstanding climate so that pupils with SEN can excel!

Andy Griffiths has been Headteacher at Brunswick Park Primary & Nursery School for the past seven years. During this time Andy has led the school through a successful OFSTED inspection, with the outcome being good. A recent BPSI review suggests that the school could realistically be judged outstanding at its next inspection. Andy has managed the school through a successful expansion process, as the school grows towards becoming a substantive two form entry school. As a member of the former EiC group Andy has invested considerable time developing and enhancing opportunities for disadvantaged children – with Brunswick Park being awarded a Pupil Premium Award for the past two years for the outstanding progress made by these groups. Andy has a proven track record of developing staff teams in order to improve standards and has grown a strong team of teachers through successful Schools Direct partnerships with Middlesex University. Andy has experience of mentoring new headteachers, as well as undertaking a BSIP role for the past two years. Further involvement with BPSI include offering peer support during LA reviews and running sessions on building effective partnerships with parents. 

Karen is a qualified Transformational Life Coach with a background in therapeutic counselling which she studied for 3 years.  Karen’s approach to coaching is very holistic, optimistic and future focussed and is based around ensuring people strive for a work life balance that improves their overall wellbeing and performance at work.  She encourages people to build resilience, resourcefulness and to take personal responsibility for their thoughts, feelings, actions and results.

Working and teaching in a high pressure school environment can leave staff feeling stressed and exhausted at times.  Investing in a coach shows your staff that you genuinely care about their wellbeing.   Coaching is an intervention that can have a very positive impact on wellbeing both on a personal and professional level.

​

The impact of investing in transformational coaching for staff can create a working environment where staff feel valued, motivated, confident, engaged, fully present and genuinely interested in others.  School staff will also know that their wellbeing and work life balance matters and this ultimately ensures that the school is a positive, healthy and productive place to work and teach in. 

Sunny Gunessee has taught for 15 years and held a range of middle and senior leader roles ranging from head of department, head of faculty and associate assistant headteacher across Sussex, Surrey and Essex. Sunny currently holds the position of lead practitioner for teaching and learning at JCoSS. He prides himself on delivering consistently excellent outcomes for key stage four and five as a Sociology teacher and supporting departments and faculties in and outside of Humanities. Sunny has a keen interest in supporting project based work which links different parts of a school organisation together alongside external organisation/educational charities and speakers. Sunny also has professional interest including the development and capacity building of staff at all levels to create consistency in the school improvement. Sunny can offer support in Sociology at KS4/5; teaching and learning strategies which support independence; curriculum planning; capacity building; ECT/SCITT supporting mentors; coaching of middle and senior leaders; use of technology to enhance learning inside and outside of the classroom; careers advice.

Clare Hallam is an EYFS teacher who has worked in Early Years for the whole of her career - mainly as a primary teacher but also for a number of years as a lecturer in Early Childhood Studies.

Clare is able to offer support in the following areas;

• Mentoring and advice for EYFS teachers

• EYFS curriculum design

• Reception phonics

• Effective classroom routines for teaching and learning

• EYFS Observation and Assessment

• Child centred/play based lesson planning

• Organisation of the learning environment

• EYFS phase leadership

Bob Hamlyn has extensive school leadership experience and has served for 17 years as a headteacher in two contrasting London schools. Within these roles Bob has chaired local authority headteacher groups and worked closely with key stakeholders to help secure school improvement.  More recently he has led inspections in primary, secondary and all-through settings across the London region. Bob therefore has a strong understanding of the inspection framework, including identifying best practice related to curriculum design and implementation, and safeguarding procedures. 

Bob can also offer support in: coaching and supporting school leaders; helping leaders to develop effective self evaluation and school improvement plans; developing effective governing bodies; dealing with complex complaints.

Kim Henderson has been involved in Physical Education for over 30 years as a secondary teacher and then Advisory Teacher for primary PE. She has worked as the National Sports College Development Officer for the Youth Sport Trust and led primary teacher training courses for PE at St Marys, Twickenham and Hertfordshire Universities. Kim has been the key LA Officer in setting up the four School Sport Partnerships that have had a huge impact on high quality PE and School Sport in Barnet. She has recently achieved approved provider status for PE CPD from the National Association for Physical Education and currently there are only eight other Local Authority PE consultants or agencies in the country with this status. Kim is passionate about her subject and strongly believes that PE can play a vital role in developing effective learners as well as contributing to their physical and emotional well-being. She can offer a huge range of support including exemplar high quality lessons; health and safety issues; exemplification of standards; and subject leadership. She can help your school to be a healthy, physically active school by supporting family programmes, through links with clubs and community providers and by gaining the most from local and national opportunities such as London 2012. Kim has carried the Olympic torch through Barnet during the 2012 London Olymipcs and volunteered as an Audience Leader at both the Paralympic opening and closing ceremonies.

​

​

Terry Hogan currently works in Holly Park School and is a highly experienced Music teacher, particularly skilled at inspiring and motivating teachers and pupils to engage in high quality Music lessons.  He has worked as a primary Music Advanced Skills Teacher for Barnet and, previously, as a Leading Music Teacher for Islington.
Terry can offer support in the following areas: in-class support (modelling lessons and team- teaching); rhythm activities and African drumming; getting reluctant singers to sing; raising standards of choral singing; musical creativity and composition; music technology; music curriculum design and developing a scheme of work; INSET for whole staff;  firing up enthusiasm for music in your school. Terry’s career began as a primary school class teacher in Islington and he has also worked as a professional musician.  He gained a Master’s degree in 2008 in Music Education and is currently working on a university research project involving raising standards of children’s singing across the country. He has worked at Islington Music Centre and Southwark Music Centre specialising in African drumming, composition and directing choirs. Terry prepared a 100-strong Barnet choir which sang at the BBC’s ‘Children in Need’ event and Terry one of his school choirs recently performed at the House of Lords.

​

​

Jeni has over 17 years of Headteacher experience, ten of which were as an Executive Head; extensive and significant experience of special educational needs at school and county level across different local authorities and 28 years of experience of teaching and leading mathematics, including working as a Primary Strategy Consultant, and obtaining Maths Specialist Teacher status.

Jeni can support your school by offering a wide range of bespoke provision tailored to your needs. This could include professional development and training for your Maths Lead, including effective use of data and how to hold colleagues to account;  delivering small group or whole school staff training on a wide range of teaching, learning and assessment and school improvement aspects; supporting your staff in keeping abreast of changes in education such as the proposed changes in the SEND Green Paper 2022; class based support to improve teaching and learning from Early Years through to Year 6; support for middle and senior leaders to review and improve the use of your chosen schemes of work or professional develop, support and training for middle and senior leaders new to leadership.

Jeff Howson has worked with Primary and Secondary schools across the UK and internationally for over 35 years as a teacher, HOD, senior teacher, examiner, trainer, project manager, adviser and education consultant. He also runs his own consultancy company and works in the private sector in the field of Artificial Intelligence and Education, winning many international awards for various projects.

Jeff has many specialisms including the Computing Curriculum, Digital Literacy, Artificial Intelligence, Emotional Intelligence,  IT Governance, IT Support, IT Infrastructure, IT Procurement, Edtech innovation and implementation. He provides consultancy guidance and support on the above for school leaders and classroom staff.

Jennifer Hourihan is an experienced Deputy Headteacher having been at St Agnes for 7 years.  During that time she has experienced 3 Ofsted inspections, the last of which graded the school as outstanding in all areas under the new Inspection Framework October 2019.  Jennifer leads on curriculum, assessment and works alongside subject leaders who are both new to the role and experienced.  Jennifer is passionate in offering all children a challenging broad and balanced curriculum, with a sequenced flow of learning.  She has extensive SENCO experience and ensurers the curriculum meetings the needs of all leaders.

Özlem Imil is a qualified and DISC accredited Executive Coach, Facilitator and Trainer. She has 20 years’ experience in education, predominantly in inner London primary schools- as a senior leader, teacher and a coach. During her years as a teacher and senior leader she was known to be an expert in bringing outstanding results to children from disadvantaged backgrounds. Özlem’s current passion is to raise the achievement and well-being of children and young people through raising the achievement and well-being of the adults working with them first.  She is a coach who connects with clients quickly to get to the heart of the matter and is skilled in helping them change mindset, behaviours and habits.  She has a keen eye for detail and is experienced in creating strategic roadmaps to meet individual and organisational needs. As well as one to one coaching and group coaching, Özlem offers facilitation and interpersonal skills training to schools in the areas of leadership, communication, team building, productivity and well-being. She works with leaders, staff at all levels and governors. Her training is designed carefully to meet the individual needs of each school.

​

Alison Jacob is an experienced Head teacher with a proven track record of significantly raising standards, achievement and behaviour. She works strategically, and is passionate about critical thinking, with a specialist knowledge in how to embed opportunities for developing independent learning.  She has also worked across a range of schools successfully managing change. 

Currently Head at Edgware Primary School - a school with very high levels of EAL, mobility and disadvantage. Alison has taken it from, 'very challenging, with long standing special measures' to a 'good' school. It has an accreditation from Exeter University as a Thinking School and is also a hub school for best practice.

Alison also works as a Barnet Improvement Partner and carries out school reviews.

She offers consultancy and supports staff with a mix of coaching and mentoring. Alison is highly experienced in developing teams and leaders at every level, motivating them to improve standards and staff practice. She loves to see people positively grow in their roles. ​

​

She offers help in the following areas: developing vision; strategy for improvement; raising standards, developing effective and impactful teams, effective appraisal, staffing structure, challenging behaviour; EYFS; developing parent partnerships; whole school curriculum development and assessment. 

Caylin Joski-Jethi specialises in working with senior leaders to facilitate data to be an accessible and valuable asset to schools: using it effectively to inform self-evaluation, drive improvements across the school, develop strategies (e.g. pupil premium or SEND) and prepare senior leaders for any Ofsted ‘trails’ which might appear in an inspection. Previous roles have given her experience of strategic school changes, such as expansions, amalgamations or conversion to academy status, and a good knowledge of GDPR.

Caylin can offer support for analysing and evaluating pupil outcomes and attendance using bespoke or commercial tracking systems; in-school consultancy during an Ofsted inspection to support the school to provide the required evidence; support to identify school improvement priorities and improve self-evaluation; strategy development, such as pupil premium, SEND and broader school systems; training for governors, leaders and staff on assessment, data analysis and evaluation; advice and guidance on data protection and GDPR; support for leaders and governing bodies during an academy conversion, amalgamation, federation, or expansion; and provide guidance on monitoring, evaluation and providing evidence of impact for interventions, including the use of pupil premium.

​

​

Alison de Jong has taught Primary French and Spanish at Childs Hill School for over 20 years.  As a Leading Teacher and Advanced Skills Teacher Ali has served many schools in Barnet, modelling lessons, team-teaching, developing resources and delivering INSET training. Her work for the Institute of Education has impacted teachers across London and the U.K. Ali has experience of OCR Languages Accreditation and the British Council’s International School Award. Ali is available to support MFL Coordinators in all aspects of leadership and encourage non-specialist teachers by modelling strategies which make a “little language go a long way.”  She is passionate about making languages fun, accessible and relevant to all kinds of learners through games and classroom techniques.  Ali can enrich the curriculum with tailor-made resources and give guidance on recording and assessing attainment.  She is available to lead INSET training sessions, and welcomes visits from MFL teachers who would like to observe her lessons.

Sally King has over 10 years of experience as a senior leader in primary schools in Barnet; most recently being four years as a head teacher, two of which as an executive head teacher after establishing a federation of two schools.

She has a very successful history in school improvement at all levels and has a wide range of skills, knowledge and experience to offer. She has a particular interest and expertise in developing a dynamic and powerful learning environment for all members of the school community at every level. Sally enjoys mentoring and coaching members of staff and has a proven track record in distributive leadership and building capacity for change and improvement with senior and middle leadership teams.

As a teacher and leader Sally has established and developed high quality child-centred curriculum and classroom practice across key stages leading to high levels of engagement, enthusiasm and excellent progress for all. 

Sally can offer support in the following areas: supporting new head teachers; developing leadership capacity; interrogating data and evidencing impact; action planning for school improvement and evaluating impact; developing high quality teaching and learning in the classroom and developing pupil voice and empowering learners.

​

​

Lisa Lalor has an enthusiasm and a passion for the teaching and learning of mathematics. Her mission is to support children to develop a confidence and love of learning mathematics. Lisa believes that by working with staff in schools, she can support them in developing their own confidence, deep subject knowledge and mathematical pedagogy, to provide successful mathematical learning opportunities for all children.

Lisa has worked in education for over 14 years as a class teacher, maths subject leader, member of senior management, Numbers Count teacher, school based maths advisor for Barnet LEA and Numicon affiliate consultant. Currently Lisa works as an independent professional development consultant to support the teaching and learning of mathematics through Polygon Maths Education Ltd. As an independent consultant, Lisa also provides professional development opportunities for Oxford University Press as a Numicon and Inspire Maths consultant as well as Barnet Partnership for School Improvement, BPSi as a mathematics adviser.

Lisa is experienced in supporting staff and children across the early years and primary phase. She works with staff and children to develop the teaching and learning of mathematics through problem solving and advocates the use of manipulatives, visual representations, mathematical talk and variation to embed deep understanding.

Lisa can offer a range of support including but not limited to the following: the development of mathematical subject knowledge and pedagogy for teachers and support staff; planning and assessment support; using a range of manipulatives and visual representations to support understanding; support for all learners;
building home/school links; analysis of data to identify areas of strength and weakness to help under performing groups; working individual children or groups of children who need additional support.

Due to the current circumstances, Lisa will only be providing digital, online professional development opportunities for schools until further notice.
 

Tony Lampert is a professional HR practitioner and Member of the Chartered Institute of Personnel and Development with over 30 years experience working in senior positions within the public sector. This includes 2 years operating as Head of HR for Barnet Council and over 10 years supporting Barnet schools and the Children’s Service in a Senior HR Business Partner role, coordinating major organisational change, managing employee relations’ matters and applying creative HR solutions. Tony can offer support to schools comprising any aspect of the generalist HR Business Partnering role. In addition, he specialises in Job Evaluation, preparation of job profiles, investigations into allegations of misconduct and delivering the accredited Safer Recruitment Training for Schools. Bespoke support / training can be developed and delivered on all HR related topics, including handling capability / disciplinary, managing attendance, recruitment / selection and employment law.

Soli Lazarus was formerly the assistant SENCO at Colindale Primary School with 30 years experience. Soli supported children with special needs; including those with cerebral palsy, Down’s syndrome, developmental delay, autism and ADHD. Soli is an expert in inclusion, differentiation and planning.

Soli is passionate about ADHD as her son was diagnosed some years ago so has experienced first-hand living with the condition.

In 2015 Soli set up Yellow Sun to support families with ADHD and Autism. She runs support groups and offers advice and coaching. She is presently training teachers and staff on how to effectively support pupils with the neurological condition of ADHD that perhaps affects 2 in every class.

Soli could offer support and training to schools on helping pupils with ADHD.  Practical strategies to use in the classroom that don’t cost a fortune but can make a massive difference to a child’s feelings of self-worth and helping them reach their full learning potential.

​

​

Michael Larkin is an independent educational consultant with experience teaching in a variety of secondary and primary schools. He has considerable experience as a headteacher in London and in Milton Keynes. Michael’s leadership was consistently judged as outstanding. Michael has an excellent track record both as a headteacher and as a school improvement consultant. Schools appreciate the level of insight, which enables them to address their improvement agenda in a rapid and sustainable manner. Michael is friendly, funny, personable and incredibly organised and makes sure excellence and providing an exemplary service is at the heart of all of his work with colleagues in schools. Michael lives in Barnet and is keen to work with schools to support the best outcomes for pupils in Barnet.  Michael is passionate about ethical leadership. Michael can offer support in the following areas, including strategic school improvement;  leadership development through coaching and mentoring; developing ethos and critically reflective practice of all staff; headteacher appraisal; school self evaluation; through strengthening leadership at all levels;  improving teaching and learning; using drama techniques in all subjects; building an outstanding computing curriculum; governance training and reviews;  curriculum review and development; safeguarding, including audits.

​

​

Debby Lipkin is a highly experienced educational consultant with over 20 years’ experience in working with local authorities, MATs and schools. Her long association with the London Borough of Brent started with a lead post of Inclusion Adviser and she has for many years been an associate consultant, having worked independently since 2000. She now leads the school reviews in Brent. She has wide cross phase experience and has had recent interim headship experience in three diverse schools, a special EBD secondary in Southwark, a diverse multi ethnic and challenging secondary school in Enfield and most recently a large faith secondary school in Brent( JFS). Debby led all the schools to improved Ofsted status. Debby can offer wide ranging consultancy support including: self-evaluation and development planning; school and curriculum reviews; implementing school wide systems and processes in order to rapidly improve provision; senior and middle leadership development; support for new headteachers; auditing SEND, safeguarding, pupil premium and governance; effective monitoring of teaching and learning; improving behaviour and emotional health and wellbeing for all. Debby can also provide a wide range of useful and practical resources.

​

​

Steve Marshall, has been involved in Science education, specifically Primary for 30 years. He is able to offer advice and support to assist in the development of science programmes in school. This includes both strategic planning, classroom implementation and pupil interaction. He is keen to work on developing contexts for science lessons, pupil recording of science, pupil assessment of their science, and science enquiry. Steve has a number of big projects under his belt available for schools including Forensics, café science, microscope festival and family challenges.
Steve has both a National and International presence and currently co directs the roll out of the Primary Science Quality Mark.

Eleanor Martlew has over 20 years’ experience in teaching in secondary and primary schools, with a particular focus on English, Literacy across the Curriculum and working with EAL pupils. Eleanor worked as Secondary English Consultant for Kensington and Chelsea before moving into primary education. She has worked alongside teachers and senior leaders in schools to improve teaching and learning and outcomes for pupils, providing specialist English training, targeted support and coaching. She has run successful school-based projects such as the “Excellence in Reading” project which resulted in higher attainment for pupils in Year 6 across a number of schools in Kensington and Chelsea. Eleanor has supported schools to lead on whole school initiatives, such as Literacy across the Curriculum and Assessment for Learning. She has delivered highly-evaluated training courses for a number of local authorities and bespoke in-service training for schools. Prior to working for Kensington and Chelsea, Eleanor worked in two large secondary schools in Haringey as Ethnic Minority Achievement Coordinator and EAL teacher. Eleanor is able to offer literacy support for reading and writing, in particular with a view to challenging more able pupils. She also has a keen interest in improving teacher subject knowledge and confidence to teach grammar in interactive and engaging ways, both at KS1 and 2.

​

​

Declan McCarthy has extensive experience in the field of special educational needs and disabilities. He has considerable leadership experience as; a head teacher in a special school, head of two large local authority support services and as a local authority adviser for SEND. 
Declan has published and developed resources for schools including the dexFRAME reading aid and the ‘SEN Resource Manual for schools’. Declan also currently works as a Hertfordshire Improvement Partner for six special schools and is the director for education of an independent special school in Horsham for pupils with Autism and associated SLCN.
Declan leads school inspections in academies, maintained and independent primary schools, special schools (day and residential) and PRUs. He has also taken part in national surveys on; Learning Difficulties and Disabilities; Pupil Referral Units and Learning Support Centres.
Declan’s training in school inspections and in safeguarding are fully up to date.

Declan can offer support in the following areas: Strengthening self-evaluation and school improvement planning - Whole school reviews and preparation for inspection - Training guidance and support including developing monitoring skills of middle leaders, and governors - SEND and safeguarding audits - Checking compliance of website and school policies

​

​

Craig has over ten years senior leadership experience including two as acting headteacher of an outstanding secondary school. In addition, his other roles include being; a PiXL associate, Chief Financial Officer of a stand-alone academy and the Chair of Governors at a primary school.

Craig can offer support in the following areas: effective use of data to improve pedagogy and outcomes for students; development of the curriculum in order that it is ambitious, well planned, and clearly sequenced; subject and pastoral based reviews to support leaders in creating efficient strategies to improve outcomes.

Jan McGuire is a Religious Education and Spiritual, Moral, Social and Cultural (SMSC) Consultant. As an experienced Adviser for the Standing Advisory Council for Religious Education (SACRE) Jan works as a governance officer and Adviser in RE for Local Authorities.
Jan is involved in developing regional and national curriculum materials for use within the broad area of SMSC, cultural and religious diversity. Jan project manages the national Religious Education leadership mentoring (REvitalise)programme for the Association of RE Inspectors, Advisers and Consultants (AREIAC). Jan is named lead author and editor of the ‘Teaching Controversial Issues Toolkit’, adopted by the UN in 2018. An accredited lead internal verifier and assessor, Jan is an Assessor for the Religious Education Quality Mark (REQM).
An experienced classroom teacher and leader in RE for over 25 years, teaching from Primary through to Higher Education level, Jan provides training and support in all aspects of RE and SMSC, including:
SMSC/ RE / EHWB auditing and action planning, SMSC/ RE: Ofsted: Governor and Headteacher statutory responsibility,
teaching sensitive and controversial issues, Coaching and mentoring RE Teachers/Heads of RE/ aspiring RE national leaders using motivational dialogue coaching 360 techniques, Developing the RE curriculum, planning and assessment, Religious Education Quality Mark (REQM), SACRE support: Agreed Syllabus writing.

​

​

Tim McLoughlin is a very experienced school leader having been a headteacher in inner London before working as a School Development Advisor. He has over thirty years experience of working in education. He is an School Inspector and currently inspects primary and independent schools. Tim can support schools with reviews and evaluation of leadership and curriculum practice as well as training for staff and governors on many aspects of school leadership. He is also able to act as an external advisor for headteacher performance management meetings. As a qualified counsellor he is also able to work with leaders on the development of mental health and well-being within a school context.

Jacob Mitchell is an award-winning teacher (Pearson's National Teaching Awards 'Primary School Teacher of the Year' Winner — London and The South East of England, 2014) and national trainer/consultant.  Creator of 'The Secret Code' SPaG teaching and assessment scheme, 'The Word Wheel' and 'The Legends of Literacy' cartoon series, Jacob's resources are currently being used in over 100 schools, both primary and secondary, across the UK, supporting and inspiring over 10,000 children every day.  His unique, motivational and engaging approach to SPaG and Literacy includes a variety fun and inclusive games/activities to stimulate, challenge and inspire learners from all ages ranges and ability levels.  Jacob believes 'that if a child does not learn the way we teach, we should teach the way they learn' offering a child-friendly and memorable style of teaching and learning, always. He can offer support in a variety of areas:  'Word Wheel' training, SPAG test support, using coding and other creative strategies to teach grammar and punctuation, confidence coaching, The Creative Curriculum, 'Exciting/Inspiring Writing' workshops, behaviour management and memory/anchoring techniques (NLP).  Jacob describes his purpose and passion as the empowerment of others (the future); a goal that he believes is possible through a positive, innovative and inspiring learning approach/environment. 

​

Laura Monro is the Deputy Headteacher at Woodridge Primary School. In October 2019, she led on ‘deep dives’ across the curriculum, including early reading, during an Ofsted inspection under the new framework.

Laura has recently re-designed an ambitious curriculum for the foundation subjects, ensuring that there is clear progression of objectives and skills throughout, whilst making meaningful links to ensure the learning is ‘sticky’ for pupils.

As a Literacy leader for seven years, Laura is passionate about promoting a love of reading and transferring this enthusiasm to writing in a meaningful and interesting way. She has supported staff to implement whole class guided reading, develop genre-based teaching sequences in writing and moderate work from Years 1 to 6.

Laura is able to offer support in creating a well-planned curriculum; supporting curriculum and subject leaders with the expectations of an Ofsted under the new framework; becoming a reading school where a love of reading is promoted; effective marking and feedback; teaching a purposeful and engaging writing sequence in KS2; and English subject leadership.

Janet Moffat a highly skilled and effective primary practitioner with over 30 years of experience of working in teaching and leadership roles in inner city schools in London.  As the headteacher of a challenging inner city school in serious decline, she developed a strong ethos and corporate team and a model of teaching and learning which led to significant improvements in teaching and learning practices and was instrumental in moving the school to outstanding.

Janet is currently a local authority School Improvement Partner with 9 years’ experience of supporting schools in challenging circumstances on their journey to securing excellent outcomes for all pupils. Janet can offer support in the following areas:  Strategic school improvement and self-evaluation practices - Development of an enquiry based curriculum  - Strengthening links in the teaching of reading and writing - Deep dives in core and foundation subjects - External advisor for governing bodies to support the performance management of headteachers.

Joann Moore has been working in the field of Special Educational Needs and Disability for over 20 years.  She was the Assistant Head Teacher and Inclusion manager at Moss Hall Infant School for 12 years.  During this time OFSTEDs and BPSI reviews considered Inclusion to be outstanding.   Joann has worked in a variety of roles in Barnet, Haringey and Newham and has undertaken considerable work around the implementation of the SEN Code of Practice both in school and with Barnet.  Currently she works as a Pre School Inclusion Teacher at Oakleigh School and the Early Years Centre.  She also works for the specialist team within Barnet and as an Educational Consultant in social care for Camden Local Authority.  She is particularly passionate about Inclusion being at the heart of everything schools do. Joann is able to offer support to SENCos; provide training and advice around all aspects of Inclusion; and provide SEN support for staff, children and families.

Patrick Moriarty has 20 years’ experience as a senior leader in secondary schools, 10 of them as Headteacher at JCoSS in Barnet. His 35-year career in North London schools has included selective and all-ability, single-sex and mixed, faith and non-faith, independent and maintained institutions. He took JCoSS in a decade from pre-opening (as sole Deputy) to Sunday Times Greater London School of the Year (as Head). He is guided by a desire for inclusion and aspirational achievement, humour and humanity in leadership, and the highest standards across the teaching profession.

He can offer support across the range of issues facing school leaders, in particular:

Whole-school vision and ethos development; Leadership and team culture; Headteacher coaching and appraisal; Conflict management; Inclusion strategy and practice; Curriculum development and innovation; Vocational education; Marketing, communications and parental engagement; Recruitment and retention strategy.

After 36 years of working Education, Kevin retired from full time work earlier this year. Most recently, he was Director of ITE at Brunel University where he had strategic oversight for primary and secondary PGCE Courses. and supporting schools with CPD.

Prior to this is Kevin spent 8 years in Local Government in three London Councils and was Assistant Director for Education in Southwark with responsibility for School improvement.

His career includes a secondment to Ofsted inspecting schools, teacher education and FE colleges.

He taught in secondary schools for 13 years, up to and including leading a large English department in Kent and Assistant Headteacher for CPD and ITE.

Kevin is currently working as a consultant for LB Harrow School Advisory service and supporting primary schools with Ofsted preparation, Headteacher Performance Management, Safeguarding and ensuring the curriculum is Ofsted ready.

He has been a governor and have delivered governor training across primary and secondary schools, in the maintained  and  academy /MAT sector.

Kevin was educated in Barnet at Broadfields School and Orange Hill Secondary.

Helen Morrison is currently a Learning Network Inspector for Barnet Local Authority and a School Inspector. Helen was previously headteacher of a large Primary in Barnet.  During her time at the school, Helen has led the school successfully through two Ofsted Inspections, the last inspection team judging the school as Outstanding. Helen has a particular interest in effective leadership structures and enjoys supporting schools to identify and plan for school improvement. Helen has direct experience of leading major change and  has led on the amalgamation of two schools as well as experience of leading major building projects, including school expansion. Helen's Ofsted work enables her to have an up to date understanding of what Oustanding school effectiveness looks like. She enjoys supporting schools in their drive to achieve and maintain this across all aspects of school life.

Helen Morrison is currently a Learning Network Inspector for Barnet Local Authority and a School Inspector. Helen was previously headteacher of a large Primary in Barnet.  During her time at the school, Helen has led the school successfully through two Ofsted Inspections, the last inspection team judging the school as Outstanding. Helen has a particular interest in effective leadership structures and enjoys supporting schools to identify and plan for school improvement. Helen has direct experience of leading major change and  has led on the amalgamation of two schools as well as experience of leading major building projects, including school expansion. Helen's Ofsted work enables her to have an up to date understanding of what Oustanding school effectiveness looks like. She enjoys supporting schools in their drive to achieve and maintain this across all aspects of school life.

Dinah is a primary school teacher and primary PGCE lecturer and Supervision Tutor at the UCL Institute of Education. She is also a qualified Personal Performance Coach and NLP Practitioner.

Since starting out as a parent volunteer, delivering a maths intervention programme in 2010, she has made significant impact on school improvement and held various roles of responsibility, including lead practitioner on raising attainment in writing, lead PSHE practitioner, and UKS2 phase leader and whole-school curriculum lead.

With her competencies in coaching and NLP, she is particularly interested in supporting schools to develop effective, whole-school practice that is cognizant of the impact of pupil well-being on educational outcomes, and which consistently and proactively promotes the wellbeing of all pupils and all staff.

She provides whole-school, group and individual training and services that encourage positive communication and cohesion amongst staff, in both the primary and secondary phase.

Beverley Perin began her career as teacher of French, and then became a Head of Modern Foreign Languages. Gaining skills and confidence, she moved on to deputy headship, and then took up post as a headteacher in a good secondary school, with outstanding leadership. Beverley undertook interventions as a headteacher in schools in the most challenging areas. She gained an MBA from Hull University in international educational leadership.
 

Beverley supports primary and secondary schools across the country. She has worked in special schools and chaired governing bodies in primary and secondary schools. Some of these required her to help schools get out of special measures.

Beverley delivers inset for trustees and governors - is a good diagnostician and identifies what schools need to do next. Beverley is skilled at writing SEFs and school improvement plans, training leaders to do the same. She especially enjoys training and developing middle and senior leaders, in addition to lay leaders, and works with staff to improve  the quality of education.
 

Beverley coaches headteachers and puts together school reviews including senior leaders as much as she can. She is fully trained in safeguarding level 3, and has led safeguarding reviews. Beverley can give support in all areas of school improvement.

Miranda Perry offers 1-1 coaching for school leaders and group coaching for staff teams. Her style depends on the needs of the clients and her coaching work overlaps with facilitating, mentoring, and hands on practical work, as necessary, to provide the best support.

She is an expert in non-selective state education and runs national education charity.

Her relevant qualifications:

• Diploma in Coaching

• European Individual Accreditation, Practitioner level, Coaching, EMCC

• Research MA Counselling

• Diploma in Counselling

Miranda is on your side. 

Miranda Perry offers 1-1 coaching for school leaders, group coaching for staff teams, hands on practical work, head teacher appraisal support, training on current national educational requirements, trends, and issues. 

Miranda ensures she has an up to date, 360 degrees understanding of non-selective state education.  For example, she has been a senior leader, an Ofsted lead inspector, a national research facilitator, a governor, an LA adviser. She is a parent, director of a national education charity, consultant, and trainer. 

Sharon Plummeridge has been a Head Teacher and Deputy Head with more than 29 years teaching experience. Sharon is a very experienced Inclusion lead, NQT induction tutor and mentor. Sharon has also led on ‘School Direct’ across three local authorities. Sharon can offer support and expertise in SEND; organisation & priorities; use of teaching assistants; writing successful EHCP assessments. Sharon can support NQTS, student teachers and new Deputy Head Teachers. She also has considerable experience in training mentors for each of these roles.

​

​

Charles Rice is an experienced Local Authority and independent School Improvement Partner and Inspector, currently in a freelance role supporting and monitoring the maintained schools in Barnet, and also continuing to be trained by and inspect for Ofsted.
In his recent Learning Network Inspector role he was accountable for the performance of all maintained secondary schools in Barnet, and responsible for developing and maintaining a secondary network across all secondary schools, including academies. In this role he left individual schools accurate in their self-evaluation and well-prepared for inspection, and the network professionally developed through meaningful Peer Enquiry sessions and well-planned training opportunities.
His role has also supported and been supported by the Teaching School Alliances, ensuring that the borough has been able to continue to adapt and develop effective relationships with all secondary schools in a rapidly changing context.  His work with Governing Bodies on HT/DHT appointments, HT appraisal, and undertaking their responsibilities, has been commended.  

Charles has also been involved in leading CPD programmes in and across schools, training whole school staff teams, and coaching individuals and groups, in both leadership and teaching. During his tenure the leadership capacity of Barnet Secondary schools has strengthened, as evident both in the % of schools that have been judged Good or better, and in raised achievement at KS4 and KS5.  A particular passion, which he is sometimes briefed to lead on, is the development of strong literacy practice and expertise across and within all subjects.

​

​

Penny Rabiger was a primary and secondary school teacher for 12 years. Since 2007, she has been supporting school leadership, working with social enterprises and charities. She was Director of Business Development and one of the founding team that set up The Key for School Leaders, Head of Membership at Challenge Partners, and Director of Engagement at the Finnish edtech resource, Lyfta.

Penny is a long-serving school governor and MAT trustee. She is a co-founder and trustee of The BAMEed Network, member of the Haringey BAME achievement group, an NFER associate, and a coach for the Leeds Beckett University Antiracist Schools Award. She is a PhD candidate researching antiracism, school leadership and governance.

Penny can offer support and challenge:

• Strengthening governance (Recruitment, induction, succession, EDI & antiracism, BAME achievement, strategic planning, governance reviews)

• Race and antiracism (Racial literacy, strategic planning  and whole-school antiracist strategy, understanding inherent bias, cultural capital & the curriculum, diverse recruitment, retention and staff development)

• Coaching for success (Strength-based support for leaders)

• INSET, CPD and conference curation (Sourcing & engaging diverse speakers, impactful workshop delivery, end-to-end design, delivery & debrief of CPD and conferences)

• Project management (Research, focus groups, strategic planning and bringing ideas & initiatives to fruition)

Nazneen Poonawalla currently employed as a teacher and member of the senior leadership team at Whitings Hill Primary School.  She is an outstanding and highly experienced early years practitioner who is particularly skilled at inspiring and motivating teachers and pupils to engage in high quality learning.  She is passionate about children’s early development and ensuring all children get the right start. Having worked as a Foundation Stage Advanced Skills Teacher for Barnet for the past 8 years she has supported many schools and made a marked improvement. She is also an experienced Foundation Stage Profile Moderator and is training to become a facilitator for the Outstanding Teacher Programme.  Nazneen can support schools in the following areas:  creating quality indoor and outdoor learning, planning from children’s interests, learning stories and children’s involvement in their learning, involving parents, implementation of the EYFS, completion of the EYFS Profile and early years data analysis.

Michael Reilly is an experienced KS2 class teacher who is currently Phase Leader, English & Computing Lead and Y6 Class Teacher at Fairway Primary School & Children’s Centre. Michael has a passion for quality teaching with expertise in English at KS2 and making lessons memorable for children. Michael’s drive and focus on memorable experiences has seen an increase in writing outcomes within his classes and phase. Michael also has key skills in utilising IT and computing within his lessons supporting both children and teachers. He has recently embedded a digital portfolio platform across KS1 & KS2 within his school which has empowered pupil driven learning and helped in reducing workload.

Michael can offer support in the following areas: Creating, planning and delivering high quality memorable English lessons; Using IT and Computing within lessons to increase engagement; English lesson sequencing; English targeting and intervention. 

Gareth Richards is the Deputy Head Teacher at Sunnyfields Primary School. His role involves leading the school in developing effective systems of assessment and ensuring that gaps are narrowed for vulnerable groups of children. Gareth became part of a successful Pupil Premium Team which supported the school in narrowing gaps in the attainment of children eligible for pupil premium and their peers. This team was praised by Ofsted. Gareth has developed assessment systems which have been effectively embedded throughout the schools he has worked in to ensure that children make excellent progress based on their starting points. Gareth has taught in Years 3, 4 and 6 in his teaching career to date.  Gareth can support in the following areas: effective use of pupil premium and setting up assessment systems to support the curriculum.

Anne Roots has been the manager of Connect, The Network for Global Learning in Education (formerly NLSIN), and worked within Barnet's School Improvement service for over 20 years providing guidance and training for schools in embedding a global dimension to the curriculum, preparing bids, accessing funding and understanding the range of opportunities for schools to develop international links, partnerships and CPD activities.

She is a British Council Schools Ambassador, a UK Global Learning Association Consultant, Connecting Classrooms Through Global Learning Trainer and an assessor for a range of funded programmes. 

Anne delivers training on Middlesex University's BA Primary Education (QTS) course and has worked with the NQT leaders in local authorities to provide global learning training to support Teaching Standards.

Anne organises short-term Language Assistant placement programmes with universities in Spain and Germany and facilitates the on-line New York Global Scholars Programme linking schools all over the world through curriculum based collaboration.

The support Anne offers enables an outcomes focused approach underpinned by evaluation and monitoring processes that ensure good practice and sustainable impact at all times.

Global learning which provides a real-life teaching and learning approach and context can be an effective vehicle to address the requirements of the new Ofsted framework and help schools deliver a broader curriculum that will motivate, enhance and expand the learning experience for pupils.

​

Eileen is a highly experienced and passionate education professional who is currently working as a School Improvement Partner and mentor for Headteachers in a Multi Academy Trust. During a successful career, Eileen led a Catholic primary school to outstanding Ofsted judgements, and was the founding Principal of a large International School in Malaysia. In addition, Eileen qualified as an Ofsted inspector and was appointed as a National Leader in Education in 2012, to provide direct support to schools in difficulty on behalf of the DFE.

Eileen offers early headship advice and mentoring, and a wider range of leadership development for leaders at all levels. She can support schools in overall school improvement planning and implementation, with a strong focus on teaching and learning.

Alexander Rosenberg is an artist, writer and educator with a background in cognitive neuroscience. Working across a range of disciplines allows for an approach that is creative and playful, as well as rooted in cutting-edge research. Since 2013, he has applied this diverse thinking to designing educational tools, providing student workshops and teacher training across the UK.

As a practicing artist, much of his work with teachers involves building their confidence in being creative themselves. Whether that be in inspiring visual and fluent creative writing, or harnessing the power of ‘making stuff’ to enhance learning in any given context. Alexander’s cognitive research experience at both UCL and Harvard’s neuroimaging laboratory focused on the use of humour in how the human brain absorbs information. This is reflected in his warm, personable style. He has written and illustrated a number of dynamic resources that are used by thousands of teachers, students and parents nationally and endorsed by leading educational consultants.

Alexander can offer support in the following areas at both primary and secondary level: raising the standard for creative writing; making reading comprehension relatable; ambitious and academic art education; supporting students in cultivating revision methods and organisational skills through to A-level.

​

​

Kim Sanett has been the Headteacher of Foulds School for five years.  Having worked in a range of schools, in Barnet, Enfield and Hackney, Kim has experience of being a leader in schools of both high and low deprivation.   She uses a coaching approach to support leaders and in this way has supported leaders to improve.  She has experience of making rapid changes, whilst also taking the long standing team along.

Pav Saunders has experience of teaching in a number of schools, which includes secondary, middle, junior and primary. She is particularly interested in school improvement, leadership and management, staff development, teaching and learning and early years. Pav has been the headteacher of an outstanding primary school.  She was also a National Leader of Education (NLE) and has done school to school support work in schools facing challenging circumstances. She has extensive experience of leading Ofsted inspections. Pav has recently become an independent education consultant. She now leads training sessions and does consultancy work with a number of providers. She is an accredited lead facilitator with the National College and is currently delivering the leadership curriculum.
Pav can offer support in the following areas: Teaching and learning; Assessment for learning; Analysis of data; Monitoring and evaluation; Leadership training for middle and senior leaders; Governor effectiveness; School Self-evaluation; Performance management; Early Years; Working with parents and the community.

Ros Savournin is Director of Learning and Participation for Barnet Education Arts Trust where she supports schools across Barnet with music festivals, CPD and resources. 

Ros is very experienced in supporting both specialist and non-specialist teachers and she can help your school develop and improve your music offer whatever the starting point.  This could take the form of staff INSET, mentoring individuals, team teaching or skilled observation of music teaching for your performance management cycle; content could include inspiring and building confidence in leading practical music making, effective planning and assessment for progress in music, raising standards in singing/choirs, making the most of your music cupboard and developing whole school music provision in the light of recent publications The Model Music Curriculum and Ofsted Research Review Series: Music.

Ros is a specialist music teacher and adviser with a wealth of experience acquired during more than 20 years working in schools and music hubs and also for choirs, community music projects, opera companies and orchestras.  In addition to her BEAT role, she is also the Specialist Music Teacher at Woodridge Primary School. 

Jodi is a DISC accredited, qualified and experienced personal development and life coach. She has over 20 years of experience as an educational professional as; Headteacher, teacher, consultant and mentor alongside coaching independently as well as through the Best Practice Network.

Jodi can offer one to one coaching to all levels of staff as well as group coaching for teams within schools. She works closely with school leaders to tailor the coaching to match the needs identified, combining mentoring as necessary to benefit those involved.

Jodi is an excellent facilitator and listener and as a coach will challenge you in a safe space, supporting you to think through solutions and to feel confident about facing challenges and able to implement change. She behaves with integrity and believes in empowering and developing others, enabling them to achieve their goals.

She can offer coaching or mentoring for;
-    Those new to headship,
-    Senior and middle leaders in leadership and management, as individuals or groups,
-    Developing confidence and resilience, building self esteem,
-    Raising awareness of self and that of others, in order to be able to see things from alternative points of view and to be able to work together in harmony moving forward.
 

Stephanie Segal is an organisational consultant and coach, facilitator to leadership development programmes and action learning sets to Headteachers, Deputies, NHS and public sector staff. She has worked extensively in Education, Social Care, the NHS, Children, Young People and Families, Learning Disabilities, Domestic Violence, Safeguarding and Mental Health.

Stephanie is a visiting lecturer and tutor at the Tavistock and Portman NHS Trust on Strategic Leadership and Management in the Public Sector, Team Facilitation and Conflict Resolution, Refugee Care, Working With Groups and Supervision programmes. She is a qualified counsellor, has an MA in Consultation and the Organisation, a Psychoanalytic Approach and studied the Systemic Approach to Organisations, Children and Families (Tavistock Clinic/UEL). Stephanie’s MA dissertation focused on role consultation with a Headteacher and Deputy of a school experiencing difficulties, evaluating roles, interpersonal skills and staff group dynamics. Stephanie is a Fellow of the Chartered Institute of Personnel and Development, Member of ISPSO, ASIIP, Association for Coaching, British Association for Counselling and Psychotherapy (BACP), BACP Registrant, BACP Coaching, EMCC UK and EMCC EIA Professional Designation at Senior Practitioner level.

Stephanie can offer support with leadership and management, coaching, safeguarding supervision, school staff engagement, managing difficult conversations and conflict.

​

​

David Shakespeare is an education consultant who works with learners and teachers in individual schools and colleges, as well as with broader educational organisations - including many local authorities, various DfE programmes, the National Strategies, Science Learning Centres, the ‘learned’ societies, the Standards and Testing Agency, private companies and others.  He helps develop others in class, in training, and in providing CPD within and across schools; and is an evaluator of educational initiatives both in schools and in wider contexts.  David can offer support in the following areas: Development, training and facilitation of networks and mutual support between teachers and schools – such as through Peer Enquiry and network meetings; Development of classroom practice and teachers supporting others – through coaching, mentoring, paired observations and so on; Support for provision of science in primary and secondary school and college settings – in class, in schools, through training.

Jatin Sheth is currently the Deputy Head at Tudor School.  He leads teaching, learning and assessment across the school which includes spearheading KS1 and KS2 SATs.  Since his appointment in 2015, Fairway’s attainment outcomes have risen year-year-on, particularly strong in KS2.  Jatin also plays an integral part in children’s well-being; he is the school’s deputy designated safeguarding lead, communicates effectively with parents/carers and monitors effective provision at school on a daily basis.
 

Jatin specialises in raising standards in English and Maths, ensuring summative data correlates to the progress in children’s books. Through a rigorous cycle of monitoring, Jatin is able to identify staff that need support.  Jatin delivers masterclass lessons and carries out effective lesson observations which enable him to set teachers SMART targets. Children’s ongoing targets and end of year targets are regularly referred to through formal and informal meetings with teachers. Through staff meetings, Jatin is confident in engaging staff to adopt innovative strategies which are embedded with high expectations of children and staff.  Jatin has already delivered training and supported others Barnet schools as well as working alongside heads at SSIF Project conferences.

Ruth Shlovsky is a history and art history specialist. She is also a qualified London Blue Badge and City of London heritage guide and is head of the humanities faculty at the Noam Primary School where she has taught for the past sixteen years.

She lectures at the Guild of Registered Tourist Guides, on a range of historical topics. Ruth regularly leads historical guided walks in and around London.

Ruth has developed a wealth of experience and expertise in supporting colleagues and is committed to raising overall standards in history. She has developed a range of strategies for bringing history alive through the curriculum and is deeply passionate about making history accessible to students of all ages and abilities.  

Ruth is able to offer support to schools on all aspects of history teaching, including: planning, staff training, writing schemes of work, planning extracurricular activities, incorporating British values in to the curriculum and developing cross curricular links.

She has a M.A in Art History and a B.A in Music Education and Performance. She is currently writing a Ph.D. on the social history of the East End of London during the late nineteenth century.

Ruth Simpkins is a successful inclusion specialist with over 25 years experience in education. She has worked as a local authority advisory teacher, deputy head teacher, assistant head teacher, resource base manager, teacher and inclusion consultant across six London boroughs. Ruth is an approachable people person who quickly develops positive relationships with all stakeholders in schools. She has successfully mentored many new and inexperienced SENCOs into role and has vast experience of supporting experienced SENCOs, in auditing provision and developing a strategic approach to inclusion in their schools.

Ruth has led on inclusion and safeguarding at 9 different schools and understands the challenges currently facing senior leadership teams. She has vast experience of auditing need and provision in schools, developing inclusion action plans, referring children to outside agencies, setting up effective admin and record keeping systems, developing and monitoring interventions, successfully applying for EHCPs, organising and chairing multi agency meetings and supporting staff in meeting all areas of the SEN code of practice.

Suzanne Singer is an experienced early years teacher who is currently teaching in Reception at Mathilda Marks-Kennedy School. Suzanne has supported schools to develop quality early years practice. She can offer support in: implementing the EYFS; planning and teaching through small projects to enhance learning; developing indoor and outdoor learning environments; working with parents and mentoring practitioners.

Following a career spent in private sector business development and marketing, Justin moved into the education sector over 20 years ago and has worked as a senior leader in 3 large secondary schools in Suffolk and Norfolk.

In 2017 Justin established his own business, Chameleon Training and Consultancy, designed to provide specialist marketing, income generation and bid writing services to the education sector.

A vastly experienced bid writer, Justin has secured over £7 million in additional income for schools, from a variety of sources including conventional grants and trust funds, commercial sponsorship and donations.
Chameleon Training and Consultancy has developed a suite of practical and innovative products, services and masterclasses to support school leaders nationally, from stand-alone  primary schools to large multi-academy trusts.  

Justin was awarded the Guardian/ISBL Marketing Award in 2015, became an ISBL Fellow in 2017 and is a member of the Institute of Fundraising.

 

Karen Smith is an ILM Level 5 Qualified Coach and Mentor

Karen is passionate about developing leaders at all levels to achieve the very best for every child.  She has extensive and proven leadership experience in a variety of schools and authorities.  Karen is currently Interim Head of School at St Mary’s CE Primary School, Finchley, and previously the Head at Queenswell Infant & Nursey School for ten years.  Karen has been a peer headteacher on BPSI Reviews, a School Improvement Partner and also a consultant for the Local Authority.  She is a qualified coach, having recently completed the Level 5 ILM Effective Coaching and Mentoring qualification, where she enjoyed supporting senior leaders to achieve their personalised goals.  As the Senior Mental Health Lead, Karen is committed to embedding a whole-school mental health and well-being approach for all children and staff.  Karen is a very good listener, but will challenge you giving you space to think through solutions and feel confident to take on the challenges ahead.  She loves developing and empowering others, and believes leaders will find her coaching style really supportive too. 

Karen can offer coaching or mentoring support in:

• leadership and management for middle and senior leaders (new or experienced) for individuals or groups

• developing confidence and self-esteem

• raising self-awareness and awareness of others to be able to see alternative perspectives and find practical and workable solutions

• effectively managing time and workload to improve work/life balance.

​

Kelly Smith has been a primary school teacher in Camden for 29 years. During this time, she has been a full time class teacher in KS1, KS2 & EYFS. She has been Key Stage leader in each and a member of the Senior Leadership Team. She has experience in supporting colleagues at all stages in their careers and working closely with whole school staff who support children and families in overcoming barriers, achieving goals and making excellent progress. She is experienced at delivering INSET and planning/monitoring initiatives to improve experiences and outcomes for all.

Kelly’s most recent experience has been as the EYFS leader and Nursery teacher at Gospel Oak Primary School. She has loved working at Gospel Oak for the past 20 years and now wants to share her experience, skills and knowledge in a wider setting. Her most recent Ofsted experience was in October 2021 where the school was rated as Outstanding.

Kelly can offer practical & solution focused advice. She can offer support with creating & sustaining effective learning environments; EYFS curriculum development; early reading & phonics; developing routines & systems to support children who face extra challenges and team focused teaching & learning.

Hilary has been working in special educational needs and disabilities (SEND) for over 25 years.  A qualified teacher and assistant head at Oakleigh School in Barnet, Hilary leads Barnet’s Pre-school Inclusion Team.  This specialist team advises and supports the inclusion of early years children with SEND in Barnet’s private, voluntary and independent early years settings, in child-minding settings and children’s centres.

Hilary can support schools in the following ways: advise the SENCO and other school staff to help to identify the needs of children with SEND in the early years; offer practical advice regarding specific early years children; support school staff to offer a comprehensive targeted package to each identified early years child with SEND; support the completion of an inclusion audit in the early years; deliver bespoke training to the school SENCO, early years and SEND staff about inclusion and SEND issues in line with recent legislation; offer support and advice to develop an inclusive learning environment in the early years.

Sasha has worked at JCoSS for 9 years and had many different roles during this time. As a 2 i/c of the Religious Studies department, there has been much gained in planning and training a team to be engaged with curriculum changes, exam protocol and how to instil a love for learning. In addition,

Sasha has also taken on the role of Head of Year and the teacher i/c of Pupil Premium. In both these roles, there was a focus on intertwining Teaching and Learning with pastoral responsibility, focusing on embedding a pastoral curriculum in the school framework to help support students and work with form tutors. Currently, Sasha is now Lead Practitioner for Teaching and Learning, helping improve the T&L across the school.

Andrew Sturgess is an experienced primary school teacher who has taught in both KS1 and KS2. He is currently the English Lead and a member of the Senior Leadership Team at All Saints’ C of E Primary School. In 2024, he qualified as an 'Associate Moderator' for BPSI to support standards in writing across the borough.

As English Lead, he has been highly praised by consultants working for the diocese and the local authority who have described the impact of his work on reading and writing as truly impressive.

Andrew is passionate about supporting children in English. His enthusiasm has led him to develop a writing sequence which he has implemented across KS1 and KS2; moderate writing from Years 1 to 6; implement whole class guided reading practices; and embed a phonics programme.

Andrew can offer support in the following areas: developing reading in KS1 and KS2; teaching a purposeful and engaging writing sequence in KS1 and KS2; scaffolding writing in KS1 and KS2; supporting moderation of Y6 writing; and developing a cohesive English curriculum.

Susan Sutton has 35 years’ experience in school improvement, having worked at a senior level in four local authorities and at a national level with the National strategies. Prior to this she was a secondary deputy head teacher. She has long standing experience as a SIP, link adviser and head of school improvement service in London, working with schools and settings across all phases. She has recent successful interim senior leadership experience in diverse schools nursery- 19 and can quickly establish excellent relationships with staff.  Susan holds NPQH and remains a serving Ofsted inspector, a trained coach and an Expert Governor. She currently works part time leading the school improvement and education services team in a London borough. Susan has a strong track record of improving outcomes in partner schools.

Susan can offer wide ranging consultancy support in most areas, including: Self-evaluation/ development planning; Ofsted preparation; leadership development; governance; data and pupil tracking; behaviour, attendance, inclusion, SEN; performance management systems; improving teaching quality/coaching; literacy development and assessment. Susan can offer school website reviews and has had long experience supporting governors to undertake head teacher performance management.

Sandra Teacher is a highly experienced educational consultant with over 20 years’ experience in leading Ofsted inspections.  Her inspection work has covered Early Years, primary, secondary and special schools and PRUs, and included quality assurance for inspection service providers. She is continuing her inspection work with Ofsted as an Early Years Inspector and is also an Education Adviser at the Department for Education.
She has wide cross-phase teaching and advisory experience and is a School Experience tutor and Lecturer in Education at a range of Teacher/training Institutions. She has a national role in Special Education; Early Years and Faith communities. She has been an External Adviser for the Performance Management of Headteachers, and an Advanced Skills Teacher assessor. She is a published writer of EYFS materials for parents and practitioners; of school self-evaluation materials and most recently guidance on promoting Fundamental British Values and The Prevent agenda, as well as a Safeguarding Toolkit for all types of educational settings.

Sandra is able to provide the following services to schools: school improvement reviews focusing on whole school effectiveness or aspects of provision chosen by the school; governance reviews; early years’ reviews; pupil premium reviews; headteacher appraisal; coaching for senior and middle leaders; support for school leaders in improving teaching and learning, including through joint lesson observations, and in the use of self-evaluation for continuous school improvement.
Support in achieving the requirements for the SEN Code of Practice including provisioning mapping and on measuring the impact of spiritual, moral, social and cultural development.

Sara Tilley has 20 years’ experience in education and is passionate about enabling all children to reach their full potential in mathematics. Working in Wales and England, she spent 11 years in schools as a class teacher, maths subject leader and senior leader before working for Enfield Local Authority as a Primary Maths Consultant for 9 years. This role included writing and delivering central and bespoke maths CPD; planning and team teaching; supporting maths subject leaders with whole school development and supporting leadership teams with raising attainment and achievement in maths. The post of Enfield LA KS1 Moderation Manager has ensured Sara has a deep understanding the STA requirements for assessment and moderation and is experienced at developing models for school based moderation. Sara has a Masters in Education, is an Advanced Skills Teacher and an NCETM PD lead.

Sara can offer support in all areas of teaching and learning in mathematics across the primary phase. Support could include: the use of manipulatives and images; communicating mathematically; mastery and reasoning for all; developing subject knowledge; effective questioning and differentiation; strategic planning of whole school maths development; engagement and creativity in maths and development of KS1 assessment and moderation models.

Bronwen Tumani is a NLG (National Leader of Governance) and provides support for Chairs and Governing Bodies in a range of different circumstances. She is currently Chair of Governors at Foulds Primary School in High Barnet, which was judged Outstanding by OFSTED in all categories in May 2013. Bronwen has a strong background in governance, having held various leadership roles for over 15 years in the Ministry of Justice. Between 2010-2014 she was a Non-Executive Director for the Barnet, Enfield and Haringey NHS Mental Health Trust, where she served on the Governance & Risk Management, and Audit Committees. During this time she participated in a number of Board level Homicide Inquiries and an organisational wide Governance Review. Bronwen is also highly experienced in recruitment and works for the Judicial Appointments Commission recruiting judges and tribunal members for courts and tribunals. Bronwen can assist with all matters relating to governance including conducting Governance Reviews; providing support for new Chairs of Governors and training for Governing Bodies; advising on Headteacher recruitment and helping Governors prepare for OFSTED.

Lisa Walker is currently the Headteacher at Courtland Primary School which is based in Mill Hill. She has been in post for eleven years during which time she has taken the school from Good to Outstanding. Courtland is a one form entry school with a diverse population and changing demographics.  Lisa has experience of working with a strong Governing Body and has put systems in place to ensure they have a thorough understanding of their role. Lisa also has experience of mentoring Headteachers and Deputy Headteachers and offering peer support during LA school reviews. In the Autumn Term 2012 Lisa was Interim Headteacher at The Hyde School for three days a week, whilst also leading Courtland School.  During this secondment she was able to work closely with the LA to help stabilise a school which was experiencing difficulties. This experience of leading a school through a period of extreme change has enabled her to have a healthy respect for all staff members working under intense external pressure, whilst simultaneously having to raise standards. For the last few years Lisa also has experience of working with the LA as a BSIP. This involved conducting Attainment reviews, Learning walks, and general School Improvement.

Sarah Walton is an AST and an experienced early years teacher who is currently working at Holly Park School. In her role as an AST she has supported schools to develop quality early years practice. She can offer support in: implementing the EYFS; developing effective planning and assessment based on children’s interests and experiences; developing open ended learning environments and activities; and mentoring practitioners.

Peter Warwick is a Primary Maths specialist with over 23 years’ teaching experience. He has worked across several London boroughs, including Barnet, where he was integral in his school’s journey from satisfactory to outstanding. His positive impact has been acknowledged in several OFSTED reports.

He was an advanced skills maths teacher in Barnet before becoming a Teaching & Learning Consultant for the London borough of Enfield. He is an accredited Numicon & Inspire Maths Consultant; presented at both national & international conferences; and is a published maths author.   

Peter can provide consultancy & support including maths reviews and action planning, KS1 maths moderation, developing the role & capacity of the maths leader; and supporting planning & team teaching with identified staff.

‘’Continuing professional learning and development are central to the success of any school’’. Early & Porritt 2010. Peter can provide CPD on areas such as Mastery, CPA, Variation Theory & Intelligent Practice, Bar Modelling, Early Years Maths, Supporting Children with Maths Difficulties, Reasoning & Problem Solving for All, Developing Literacy in Mathematics, and Developing Challenge within Maths Lessons. Other bespoke areas of maths subject knowledge of whole school priorities can also be catered for as can parental workshops.

Paul is an inspirational and energetic school improvement consultant. He has a passion for education with an excellent track record of supporting school leaders. Paul is committed to supporting schools in the UK and internationally, to build resilience and have clarity of direction. He is an experienced and highly successful primary headteacher and has worked in schools within a range of contexts. Paul has extensive experience of managing changes in school structures including successful federation and conversion to academy. He has been an Executive Headteacher and a CEO of a Multi Academy Trust.  He is a facilitator and assessor for the NPQ programmes.

Paul is a dynamic coach, consultant and mentor and a qualified Resilient Leaders Elements (RLE) consultant and coach. He strives to model integrity. His work as a learning network inspector and Ofsted inspector enables him to support and challenge schools. Paul enjoys providing high quality professional development to schools through coaching, mentoring and training. 

Paul supports new Headteachers and provides performance management for senior leaders. He has achieved a distinction in the Professional Qualification for School Inspection and has achieved NPQH. 

Paul is committed to nurturing talent. He is an excellent communicator and is passionate about working with Headteachers, Governors, leadership teams and teaching staff to achieve the very best for children.

Michael has extensive experience as a headteacher working in London schools, including ten years leading a school in Barnet. He is a qualified and experienced coach working in the educational and business sectors. His two most recent headships were in all through schools and working across primary and secondary is a particular area of Michael’s expertise.

Michael can offer support in all aspects of educational leadership and specialises in the following areas:

• leadership coaching

• student coaching

• strategic development

• curriculum design

• developing school culture

Paul Wiggins was the Headteacher of Barnfield School, which has more than 50% of its pupils on free school meals.  He has led the school to two Outstanding Ofsted reports. He has worked as a School Improvement Partner for Barnet, supporting heads in reviews of attainment, setting priorities and school improvement planning, as well as supporting governors with Headteacher performance management.  As a local leader of education, working for the London Challenge, he supported Headteachers in Brent and Hillingdon who were either new to the role or in challenging circumstances. He was a founder member and for several years Chair of Barnet’s Excellence in Clusters’ schools, which gave highly effective support to those schools in Barnet which were in more deprived circumstances and contributed to his expertise and experience in the areas of vulnerable children and children facing barriers to their learning. 

Malcolm is a highly motivated and successful educational consultant, trainer, and coach with a strong track record of leading and transforming schools.

He is a Lead Ofsted Inspector with the Qualification for School Inspectors gained through Middlesex University and Tribal in July 2015. He has worked for both Ofsted and the Department for Education (DfE), as an Ofsted Inspector and an Educational Adviser respectively, since 2015. He is a Consultant School Improvement Partner for Haringey Education Partnership and also for a number of other authorities and multi academy trusts across the country.  Malcolm therefore has considerable experience of working directly with schools and supporting them in the raising of standards. During a long career in education, he has nearly twenty years of experience as a headteacher of three different schools, two of which were in particularly challenging circumstances.  He is an EMCC Accredited Coach.  Malcolm is also a self-employed school leader, adviser and consultant and the managing director of LeadingSchs2Success Ltd., an educational consultancy company. He is passionate about education and its ability to enable children to achieve beyond their dreams.

Malcolm offers a wide range of services for schools including headteacher, senior and middle leadership development, subject area audits, whole school reviews, SEND reviews, reading development and training for governors.

Tony is an experienced headteacher of 18 years and a Professional Coach who works with Senior Leaders and Headteachers enabling them to find their way through the forest of challenges faced on a daily basis so that they can realise their full potential. Tony will help you to shine a light on creative ways to re-energise, solve problems and ultimately work more efficiently. 

His belief is that you have the answers - he can provide a safe space for you to explore how you achieve these using a thoughtful, stimulating approach.  The work you do together can be playful, as you explore opportunities, strategies and approaches to attaining your goals. 

Why coaching? Like most people you’ll have many, many ideas for moving yourself forward.  Tony can work with you as an objective partner.  He is a great listener and uses a variety of powerful questions and useful tools, can help you navigate your journey, personal or professional, ultimately leading to a calmer, more balanced life style. 

Having taught for many years in a breadth of settings across all primary ages Louise has experienced a wide variety of primary schools. Over the years as a Headteacher, she successfully managed challenges including budget deficit, staffing concerns and anxious parents. Most importantly, her schools were dedicated to a diverse and busy life for pupils, a curriculum designed to excite, challenge and support everyone, to find strengths and to build aspirations. Ofsted recognised this academic excellence, enriched through sport, music and the Arts and nurtured through golden values, as outstanding.

As a Learning Network Inspector for 6 years, Louise enjoyed the privilege of working with school leaders to monitor, challenge and to support their schools too, to prioritise targets for the next steps and to grow the expertise of their teams. 

Now, as a freelance consultant, Louise can offers senior and middle leadership support to find effective strategies for school improvement, curriculum development and confident subject leadership.