Tony has over 25 years experience in education the last 12 of which have been in senior school and LA leadership. As a Deputy Head, Headteacher, Associate Headteacher 14-19 Learning and an Interim Associate Headteacher in a school in Special Measures he has gained experience in Secondary (and Middle) schools across the West Midlands and the South East. These schools have been characterized by the challenging nature of their catchments and the complex range of needs displayed by the students. In all these settings he can demonstrate an impact upon improved outcomes for all learners.

With a secure foundation of educational practice in a variety of challenging and testing environments and a fundamental belief in inclusion and the ECM agenda, he can demonstrate success in the management of change in complex and challenging contexts. His expertise lies in the ability to create and develop effective sustainable teams with clear accountability foci.

Operating as an independent educational consultant he currently delivers and support a number of National College leadership programmes including – MLDP, Tomorrows Heads, NPQH and HeadStart. Working with a local University he supports the delivery of post graduate Masters programmes on Leadership, Management and Coaching and Mentoring. He is also actively engaged in developing school professional development clusters in the West Midlands.

Dianna is an experienced Literacy and Reading Recovery Consultant. She holds an MA in Literacy Learning and Literacy Difficulties. During the past eight years she has worked with more than 40 primary schools in London, establishing a reputation for designing innovative training and support programmes to raise language and literacy levels.

She has worked extensively with Head teachers, SENCO’s, EMA and Literacy Coordinators, class teachers, support staff and parents.

Her work includes training at LA and school level, provision of initial training and ongoing professional development for Reading Recovery and classroom teachers, facilitating progress of underachieving groups and individuals, developing language and comprehension, enhancing guided reading practice and establishing robust assessment procedures.

She has played a leading role in implementing a highly successful guided reading programme for Reception and Year 1.The Y2 Intensive Reading Support Materials and Early Reading Development Pilot, published on the Standards website, are based on Dianna’s work.

David is a headteacher of a 3 form entry over-subscribed Junior School in Surrey, which prides itself on being an inclusive and inspiring centre for learning.

He has a breadth of experience over a wide range of roles in education;

• Chairing national disciplinary panels for the General Teaching Council (GTC) (Primary & Secondary)
• Chairing newly qualified teacher appeal panels for the GTC (Primary and Secondary)
• Newly Qualified Teacher Inspector for Hampshire County Council (for Sixth Form Colleges and Private Schools)
• Leadership Coaching
• Developing Learning and Teaching Cultures through modeling, coaching and observation
• OfSTED Framework specialist (training with regional provider as Team Inspector)
• Developing and conducting inspection trails using school and national data

I have recently left teaching after 34 years in the Cambridgeshire and Peterborough areas. During this time I worked in seven primary schools and was a Headteacher in three schools for a total of 19 years – two Community Schools and one Church School. My qualifications are B.Ed (Hons) and Diploma in Primary Education.

My experience ranges from small rural Fenland schools to very deprived urban schools with high SEN and EAL pupils. As a Headteacher I have experienced five OFSTED inspections.

I am now a Governor of three primary schools, one of which is in special measures. I was appointed by the LA as an additional Governor and my role has been to introduce and develop Governor visits and monitoring processes.

I am involved with the PGCE students with Anglia Ruskin University in Peterborough – both at interview and lesson observation level.

My particular areas of interest and expertise are in supporting/mentoring newly appointed Headteachers, senior staff and NQTs, succession management and supporting Governors through promoting Governor visits and Performance Management.

I am an experienced consultant, having worked part time in the London Borough of Hackney for the last five years successfully supporting primary schools to raise achievement in science. I have also been working for the Science Learning Centre London as a trainer for many of their CPD courses and have provided support to schools in other boroughs that have identified science as an area for development.

I have experience of supporting schools in a range of ways depending on their particular needs - INSET to raise the profile of and enthusiasm for science, pre OFSTED health checks and longer term projects which bring about asignificant change in practice. Typically these longer term projects will involve me working with the coordinator initially to establish the strengths of science in the school and pinpoint the key areas for development. This information will then be used to plan with the senior leadership team how the school can best be supported in moving forward. This may well be a combination of INSET, planning and teaching with individual teachers and developing the coordinator in their role of leading and managing science. There is no standard package as all schools have different priorities.

Phil is an accomplished leader and practitioner in the provision of New Schools, School Organisation Planning, Major Education Programme and Project Development, Schools Capital Strategy, Business Management and Governor Development. A former Local Authority Head of Service, Senior Consultant, Project Manager and School Governance Trainer, Phil currently holds Associate positions also with The Key Service for School Leaders, the Hertfordshire School Standards and Effectiveness Service and, from 1 September 2011 with the Essex School Improvement Service.

Through successful leadership of multi-disciplinary teams Phil has supported new school providers, academy sponsors, local authorities, central government agencies, dioceses, governing bodies and school senior managers. He has constructed persuasive bids to secure vital funding packages for initiatives such as Building Schools for the Future and the Primary Capital Programme. Phil crafted the successful and innovative proposal for a new foundation school in Devon in partnership with local stakeholders. With a creative and collaborative approach to work, Phil commands the confidence and respect of others in striving to enhance educational achievement and community development through resource planning and management.

An experienced Headteacher with more than 35 years working in schools serving areas of relatively high deprivation in a range of roles including interim and substantive Headship roles, Head of Department and Faculty; staff development to IiP, subject consortium and local curriculum development leadership, accredited SIP, mathematics advisory teacher; secondary mathematics and ICT teacher for students aged 11 – 18, FE subject teacher and primary school governor.

Key achievements:
• Successfully taking a school through and out of Special Measures,
• Improving quality of teaching and learning from OfSTED ‘inadequate’ to ‘good’ in all areas of work within 4 years; teaching to 87% ‘good or better’,
• Increasing GCSE examination performance from 13% 5A*-C to 85% in 5 years with significant cva,
• Changing a significant projected budget deficit into substantial surplus,
• Leading the development of local area 14-19 diploma agenda and successful subject submissions,
• Developing and managing a highly successful community education programme.

Currently Head of an 11-16 school in an urban setting, catering for students with a higher level of special needs and an expanding Nepli community; successfully managing a school closure. Providing consultation and support for heads of other secondary schools and an Education Centre / Inclusion Unit and advising LA Governor Support organization.

Sarah is an experienced and successful teacher, trainer and project manager within the field of social, emotional and behavioural difficulties, health education and well-being in schools. She has over twenty years experience of supporting children, families and staff in London primary and secondary mainstream and special educational settings.

Sarah holds a BA in History and French and a Masters degree in Social and Cultural History. She originally trained as a primary school teacher and has worked in various teaching and management roles including specialist teacher for students with statements of SEN across KS1-4, team leader in a large centralized SEN service, Coordinator of a Primary PRU and senior manager in a large behaviour support service. In her various roles supporting challenging behaviour, Sarah has delivered a range of universal and targeted interventions and supported schools in developing whole school systems and policies as well as strategies for individual pupils.

Sarah’s most recent work is at a local authority level supporting school improvement in primary schools within the area of Personal Development, Health and Well-Being. This involves delivering national and local programmes across a range of PSHE, Citizenship, SEAL, Circle Time, Anti-Bullying and Healthy Schools topics.

Sarah successfully coordinated the Primary SEAL programme with the result that 100% of primary schools engaged with the work. Sarah developed a set of curriculum resources and guidance which are being used by 90% of Brent primary schools and have been purchased by a neighbouring LA and various schools nationally and internationally. She has taught and assessed students on the PSHE National CPD course in conjunction with Roehampton University, designing and delivering core training at degree and master’s level, carrying out workplace assessments and providing portfolio support.

Sarah is also the Project Manager for the Targeted Mental Health in Schools (TaMHS) Programme which is run in conjunction with the local CAMHS service. She recently put together a successful bid for funding to continue the TaMHS programme at a local level.

Sarah is also a governor of a local EBD school.

An experienced secondary school senior leader, with recent substantial experience as a consultant to secondary school leadership teams and local authority support teams.
National authority on using management information systems effectively to support school leadership. Groups such as Partnerships for Schools and ASCL have recommended my thinking, approach, knowledge and interpersonal skills.
A broad range of experience from timetable and curriculum planning, assessment and pupil progress to improving attendance and leading staff development, all brought to bear to provide practical advice and replicable strategies for improvement. A track record of excellence and tangible school improvement across a range of business processes, for example cited in a White Paper for excellent practice. Two successful examples of starting new schools from scratch.
Recent strategic work at local authority level, identifying key training and development needs in data management across groups of schools and designing appropriate professional development to address them.
Nationally recognized work on developing rigour in school improvement planning, taking best parts of commercial models and using in the school context. Advice and consultancy on developing the accountability and quality assurance role of middle leaders and approaches to identifying and reducing in-school variation.