All the courses in the CPD Library and the Governance Library have been written by well-known experts in the field. Read about our growing list of consultants, editors and authors below.
Mark has been a teacher of science in secondary schools for over 30 years. During this time he spent 15 years as Head of Science, leading the department through significant expansion and to an outstanding OFSTED rating. He has written and led training workshops with science teachers locally as well as overseas. In his current role of Assistant Principal his areas of responsibility include whole school CPD, leadership development, Initial Teacher Training and ECT induction. He is an SLE and accredited facilitator for NPQML with extensive experience of developing and delivering middle leader development programmes and mentoring middle leaders. Mark is involved in managing a Science Learning Partnership and national schemes for science teacher recruitment.
Albany Associates provide comprehensive communications training across a wide range of areas such as strategic communications, countering violent extremism, media development and regulation, effecting behavioural change and journalism and media skills, including interview techniques and communications strategy planning and development. Albany Associates prepare organisations and individuals to engage with the media and communicate with confidence, clarity and credibility, from interviews to advanced strategic campaigns in complex environments.
Bernadette Alexander is one of the founding members of Aspiring for Children along with Marietta Harrow and Karen Berry. Aspiring for Children's mission is to train professionals in the knowledge, insight and practical skills to improve the educational attainment and life chances of vulnerable children. They believe that all children, whatever their background, have the right to a good education in accordance with the 1989 UN convention on the Rights of the Child. Bernadette is a qualified teacher and has many years' experience both in the comprehensive system and alternative provision. Bernadette has served as headteacher of three London Virtual Schools, working with children in care and those who have been in care.
Harry Banks has been a science teacher for 12 years and has been training teachers for 11. His experience includes working as head of department in a large school and as part of a team that has lifted schools out of special measures. Harry is currently a 'lead practitioner' responsible for training teachers at a University Technical College in Hull.
Bernard is emeritus professor of Educational Leadership and Management at the School of Education, University of Leicester. He was educated at Gonville and Caius College, Cambridge, the University of York and the University of Leicester. He taught History at three Hertfordshire schools before becoming principal of a large community comprehensive in Peterborough. After 17 years at the college he moved to lead Rowley Fields in Leicester out of special measures before joining the university's Centre for Educational Leadership and Management. He became Director of Post-Graduate Studies at the School of Education and taught doctoral and masters students around the world. He has published widely in journals and magazines and his recent books include Education and Social Mobility (with Kate Hoskins, 2014), Transforming Schools (2005) and The Pendulum Swings (2010), all published by Trentham Books (UCL/IoE Press).
Become is the leading charity for children in care and young care leavers, providing advice and support.
The British International Education Association (BIEA) is a not-for-profit organisation with its head office in London. Their mission is to promote British education to emerging international education markets, primarily in China and UAE, but also in other countries. BIEA works to meet the needs and challenges in the international education market. It is helping to build a platform for knowledge exchange between the UK and other national education services, through direct interaction between policy makers and education professionals.
Anne is a freelance speaker, writer and trainer, with a background in personal coaching and work consultancy. Her extensive experience as a Lead Invigilator ranges from large comprehensive schools to international schools and supervising Qualified Lawyers Transfer Tests. She helped form Exam Team Development in 2010 to help raise standards of invigilation through innovative, active training courses. Anne Co-Authored When Shhh Is Not Enough, an informative guide to managing candidate behaviour in the exam room.
Debbi has over 15 years' experience in supporting and developing governing boards, and is currently working to promote effective governance across the Diocese of Brentwood. Prior to this she worked as an HR professional for over 20 years, specialising in performance management, recruitment and learning and development. Serving as a school governor for nearly 20 years, at both a large primary school (now Outstanding) and several secondary academies, has given her a deep understanding of the difference effective governance makes to school improvement as well as the challenges faced by governing boards. Debbi is well respected as a school governance expert nationally, serving as joint chair of a regional board of governance support professionals, as well as the Eastern region representative on NCOGS.
Jane Branson was a lead trainer for two strands of the East Sussex Improving Writing Project. She is passionate about reading, writing and grammar, and brings over 25 years' experience to her work as an education consultant and trainer. She has numerous roles – school governor, education writer, teacher trainer, moderator – and has worked for the DfE and NACE on a range of projects. Also an experienced Philosophy for Children tutor, Jane writes regularly for Oxford University Press and is currently writing her first novel.
Richard's secondary education career spanned 34 years, 18 in senior leadership positions, including two headships. His passion today is training the leaders of tomorrow both for leading training providers and through his own consultancy. A fully qualified Performance and Corporate/Executive coach, he develops individuals and teams in business and education.
Ian Cant is an English teacher and senior leader who has worked with young people for over 25 years in a variety of settings. As well as obtaining an MSc in Educational Leadership from the University of Leicester, he has written a range of articles on leadership, teaching and literacy, as well as training others in middle leadership and in a variety of areas related to teaching and learning.
Corinne is an Assistant Principal with over 10 years of teaching experience. She has been a Designated Person for child protection since June 2013 and has been the Designated Safeguarding Lead since January 2014, overseeing a team of staff in a large school to ensure the highest standards in child protection. As Inclusion Lead, she works closely with the Local Authority to ensure the wider needs of young people are met by working collaboratively with a range of external agencies.
Geoffrey is a corporate lawyer. He was a partner in Titmuss, Sainer & Webb for 14 years, and in 1991 he set up his own corporate law firm. Geoffrey joined Lewis Silkin LLP as a consultant in 2000. He started to grow the firm's education practice and was involved in establishing over 70 academies. He was in the forefront of the development of academies, acting for many of the original multi-academy trusts, including United Learning Trust, Harris Federation, ARK Schools, Oasis Community Learning and Future Academies. In September 2012, Geoffrey joined Stone King LLP. He is recognised nationally as a significant figure in the education market. Geoffrey is now a director of Bonhams and a trustee of New Schools Network.
Huw Davies (Cert Ed, Dip Ed, MA) has had a long and successful career in education. He has worked as a primary school teacher, an Ofsted inspector and in higher education as a lecturer in PE (EYFS, KS1, KS2). He was a senior lecturer in PE at the University of the West of England (UWE), Bristol (1999–2013). Huw is the founder and Managing Director of Physical Education Primary Ltd, a company that produces high-quality PE teaching and learning resources for primary schools.
Mark Deacon is first and foremost a teacher. He has worked at every level in both primary and secondary schools and is well aware of the challenges of leadership and management. After 30 years working in schools, Mark now works in university-led Initial Teacher Training. He also teaches those studying for an MA in Education or an MEd in Education Leadership and has a consultancy practice supporting school leaders.
Liz Elks is a speech and language therapist who set up Elklan Training in 1988. She has worked with children with a wide range of communication needs in mainstream and special schools across the UK. She works full time as a Director of Elklan.
Elliot is Head at The Perse School, Cambridge, having previously been Head of Sixth Form. He has worked with a number of admissions tutors on university selection procedures and runs training courses nationwide to help teachers manage the university applications process. He is a registered ISI inspector.
Mark Enser is Head of Geography and Research Lead at Heathfield Community College. He has been teaching for 15 years, first in an inner-city all-girls school and then in a Church of England all-boys school. This was not as much of a change as he expected. He is the author of Making Every Geography Lesson Count and Teach Like Nobody's Watching, as well as a regular contributor to Tes.
Rhian Evans is a member of EVR Consulting, a respected firm of ICT Consultants working both in the UK and abroad. Their experience ranges from advising small primary schools to supporting governments in their strategies for ICT.
Eileen is an independent researcher and influential writer on social issues, children, care and adoption.
Paula Gladwin has more than 20 years' experience as a highly experienced teacher training/CPD course designer and Executive Director of a range of ITT programmes and academic qualifications. She has worked in and across a wide range of educational contexts for over 30 years. Her roles include School Development Adviser for Primary Schools, Ofsted Inspector and External Moderator for range of ITT partnerships.
Linda, now retired, was previously Educational Achievement Manager for the Virtual School, Suffolk County Council.
David Gumbrell has been a teacher in Surrey for over 20 years, in five different schools across the county. He worked his way up from ECT to headship, holding positions of responsibility for Maths, ICT and mentoring along the way. Throughout his career, he always endeavoured to develop a team, to nurture an individual teacher's career and to protect the wellbeing of children and staff.
Joe has been teaching for 20 years and has, in that time, been a teacher of pupils with SEND, head of two different departments, head of faculty and head of year. He has worked as an advisor for Essex Local Authority and is currently on the senior leadership team of an Outstanding OFSTED school having been the Head of Department for PSHE and Citizenship. He recently completed his Masters in Education.
Kamal is the executive principal of Waverley School, an outstanding school in Birmingham. He has presented nationally and internationally on community cohesion and preventing radicalisation. He is also a National Leader of Education and has received national awards for teaching and school leadership.
Marietta Harrow is one of the founding members of Aspiring for Children along with Bernadette Alexander and Karen Berry. Aspiring for Children's mission is to train professionals in the knowledge, insight and practical skills to improve the educational attainment and life chances of vulnerable children. They believe that all children, whatever their background, have the right to a good education in accordance with the 1989 UN convention on the Rights of the Child. Marietta is a qualified teacher and has many years' experience both in the comprehensive system and alternative provision. Marietta is currently Assistant Headteacher of a London Virtual School and has extensive experience of training young people, parents and carers in how to be effective learners.
After starting her career as a Chartered Surveyor, Catherine Harwood then spent 20 years working in three different primary schools (14 of which she spent in senior leadership in an inner London school). During this time, she worked extensively to engage hard to reach parents and carers. She now works as a Primary School Link Adviser for the Diocese of Brentwood.
Dr Paul Heery is the CEO of a multi-academy trust and has almost 20 years' experience of headship, including at primary, middle and secondary level. He has extensive experience of leading schools in challenging circumstances, including taking over a school in special measures and taking it to Good. He is a lead inspector for Ofsted and inspects both primary and secondary phases, and has a master's degree and a doctorate in Educational Leadership.
Dr Kate Hoskins is a Reader in Education at Brunel University. Her research focuses on education policy, identity and inequalities in relation to FE and HE opportunities and experiences. Her most recent publication, STEM, Social Mobility and Equality: Avenues for Widening Access, examines the role of the family in intra- and intergenerational social movement. Her most recent research project is funded by the British Academy and examines how doctoral researchers make the transition to early career research and any associated challenges.
Kendra Houseman has been involved in gangs, exploitation and CSE for 26 years. She has both an academic understanding and 'streets' knowledge of how gangs, exploitation and CSE affect young people today and those surrounding them. She has studied criminology at an extensive level, gained a degree and has worked for many years in one of the most gang entrenched areas in England, Brixton in SW London. She founded Out of the Shadows, delivering training and workshops about gangs and exploitation.
Roger has been a primary school teacher, a deputy headteacher, a headteacher, a university lecturer and a teacher trainer. He has also been a consultant advisor to the Home Office and the Children's Directorate on how to help children develop a positive attitude to school. He was involved with On Track and Sure Start when working as an advisor to the Home Office and also did some sessions for the Dads and Lads initiative. He is now a full-time writer and storyteller with over 60 books published for children. As a storyteller, he has told stories with an anti-bullying theme in schools.
Juniper Education works with schools nationally to improve educational outcomes. Juniper provides a range of world-class school support services, including services in academy conversion, clerking, education finance support, education HR, education visits, governor services and school effectiveness.
As Chief Executive of CJ Learning and CJ Learning Technologies, Chris Jones has supported schools for over ten years in curriculum development, budgeting and strategy. Previously a teacher and senior school leader for 25 years, Chris is now a DfE-approved provider of the Integrated Curriculum and Financial Planning methodology. In 2018 Chris created SMARTcurriculum®, an impressive online tool enabling senior leaders to assess, analyse and model the efficiency, effectiveness and ethics of their curriculum. Chris brings his education and business expertise to the role of governor and director for several school and charity boards, having served as a chair of governors, parent and teacher governor and trustee, CEO and board chair in several charitable organisations.
John Kane has been a teacher for 24 years and is currently the Director of Leadership, Learning and Teaching for the Challenger Multi Academy Trust. Whether as a teacher, leader of education or consultant, he has strived to help schools to improve quality first teaching in classrooms, believing that the key to raising standards and closing the achievement gap lies with the teacher.
Joanne Kelly is currently Deputy Head of Virtual School Kent and has been championing achievement for children in care for over eight years at VSK. Her particular interest and one of her strategic leads at the school is training multi-agency practitioners in ACEs/trauma and attachment. She has been working closely with a national charity to roll out nurture training across the county so that nurturing environments can be developed for vulnerable learners.
Jacqueline is manager of the primary behaviour support service for Essex, having previously worked as a teacher and as a lecturer at the University of East London. She has completed training in relaxation skills at the Centre for Stress Management and carried out extensive research on the impact of stress on pupils' learning and the value of relaxation in schools. She has also delivered relaxation training to schools to support staff with their own stress management and to enable them to deliver training to pupils and parents/carers.
Matthew studied a computer science degree and worked in the IT industry for a number of years, before deciding to train to become a teacher. He has been teaching at Comberton Village College for over a decade and is an advanced skills teacher (AST). More recently he has been accredited as a specialist leader of education (SLE) due to his contribution to staff continued professional development. He has written courses for cover supervisors, SCITT trainees, newly qualified staff and highly experienced staff.
Anne Marquess entered teaching after a first career in publishing. Anne's employment at Comberton Village College began in 2005. As Comberton grew and became the Cam Academy Trust, Anne has been involved in development work with other schools joining the trust. As a chemist, Anne's main subject is science but she has welcomed opportunities to teach other subjects and leads Health and Social Care. This diversity of experience within and across schools prompted Anne to take a closer look at learning outcomes in cover lessons and develop a programme to raise standards in this domain.
Darren Martindale (BA, PGCE, MA) is a Virtual School Head for children in care and other vulnerable pupils for the City of Wolverhampton Council. He has 15 years of experience in this area of work, having spent several years as a secondary teacher beforehand. He works regularly with Ofsted on raising awareness of the needs of LAC and disadvantaged pupils. Darren has contributed to statutory guidance on the education of children in care and those who have left care and writes regularly for the Tes and other publications on education inclusion.
Manar is Managing Director of Living Autism, helping people with autism and their families to find the most appropriate support for their needs. Manar provides training for care providers, employers, families and professionals across the country. She also offers coaching to individuals on the autism spectrum. Manar has over 20 years' experience at director level in the specialist care and education sector, in particular in the field of autism. Manar holds a Masters Degree in Education Management and she helped to set up and develop the first transitional residential service in the country for young adults with autism and complex needs. Manar is passionate about helping people on the autism spectrum to enjoy a good quality of life and reach their full potential.
Cherisse Macsorley is an Education graduate who has worked for several years in a variety of management positions within the Inclusion teams of Children's Services.
Amanda McGough BSc (Hons) RGN MSc is a qualified Senior Nurse and Manager who has 30 years of clinical and managerial experience in the NHS. She delivers health and wellbeing training into schools, colleges and organisations across Teesside, Durham and North Yorkshire. Amanda specialises in wellbeing for staff and students and brings her clinical experience, together with up-to-date knowledge of research and evidence, into her training.
Cathy McKenna taught for over 30 years mainly in secondary schools across the country but also had experience of all phases of education. She moved through to senior leadership and is currently working as an adviser at the Diocese of Brentwood where she supports secondary schools. She has an MPhil in Education.
Henrietta McLachlan is a speech and language therapist who set up Elklan Training in 1988. She has worked with children with a wide range of communication needs in mainstream and special schools across the UK. She works full time as a Director of Elklan.
Tracy McPhail BEd (Hons) has 30 years of primary school teaching experience in a variety of senior management, leadership and teaching roles. Tracy has taught in a number of primary schools in inner city, suburban and rural settings. She is the Wellbeing Lead at her current school and is working with Stockton Borough Council on the Future in Mind project, training to be a Mental Health school champion.
Livia Mitson teaches secondary maths. She has worked in education for about 20 years, originally training for secondary maths before spending some time in primary schools working with various different groups such as pupils with SEND and gifted and talented pupils. She then moved back into secondary and following a teacher exchange to Shanghai, has also spent time working with teachers and pupils in Ghana at a collaborative maths summer camp. She is interested in ways of teaching mathematics that enable all learners to access and experience an authentic way of doing maths.
Sheila Mulvenney spent many years as a teacher and was drawn to phonics as she encountered so many older children who struggled with reading and spelling. After initially training in phonics over a decade ago and using the approach with groups and individual students, she trained as a Sounds-Write phonics trainer in 2015 and now runs regular courses in schools to train teachers and school staff to use the approach.
Matthew has worked in the education sector for forty years as a practising teacher and in schools IT support in a large local authority. He now advises schools on the use of ICT and how to make the best use of their investment in technology. He is experienced in data protection and works closely with other professionals in this field. Over the last year he has done many presentations to schools in the eastern region on the topic of GDPR.
James Nwaogwugwu has worked in a management position within Children's Services for over 20 years, having initially trained as a Solicitor. James is currently a self-employed consultant and a Youth Magistrate.
Christine Chen and Lindsay Pickton are well-established primary education advisors and co-authors based in Greater London. A happily married team, Christine and Lindsay support schools, specialising in primary English and curriculum development, across the UK and beyond. As primary school teachers, they were nominated as Leading Teachers before becoming trusted Local Authority Advisors in Surrey/Kingston and Richmond upon Thames. From 2014, they opted to support schools independently and have, since then, worked with thousands of teachers and many respected educational organisations, federations and alliances.
Marie-Claude Poulin is a qualified teacher who specialised in Early Childhood and Primary Education and who has worked in international schools for the past ten years. She was Head of Primary at an American international school in Taipei, Taiwan and is currently Head of Early Years at a British international school in Bangkok, Thailand.
Michael is Headmaster of Chigwell School in Essex. Previously he was Deputy Head (Curriculum) at The Perse School, Cambridge, having also been Head of Sixth Form. Over many years, virtually all students from Chigwell and The Perse have gone on to selective universities and Michael has worked with UCAS teams to ensure that all students receive the best help and advice to maximise their chances of success.
Lisa Rockley has taught for over 20 years, and is currently Deputy Head with a responsibility for Teaching & Learning and CPD development across a Trust. Her previous roles have included head of English, AST and SLE, giving her the opportunity to work in a diverse range of secondary schools in Nottinghamshire. Lisa is committed to supporting her colleagues in the pursuit of high quality teaching and learning and firmly believes in the power of sharing good practice. She strives to ensure that teachers constantly learn from each other in order to raise standards and improves outcomes for students.
Richard is currently an Assistant Principal at a large secondary school in Kent and is also the SENco there. He has 19 years' teaching experience and has a diverse portfolio of experiences. Richard has been leading CPD sessions on the grey and invisible student since 2007 and many of the ideas included in his publication are the results of the sessions he has conducted.
John Rutherford has over 20 years of experience of working in education. He is the winner of three national education awards for innovation and founder of the Online Safety Alliance, providing online safety education for pupils and staff in schools across England.
Louise Selby is a teacher with extensive experience in assessing and supporting learners with specific learning difficulties (SpLD) and dyslexia. After a number of years of class-based teaching, supporting teaching of pupils with English as an additional language and SENCO experience in primary schools, Louise has spent the last ten years working for Hertfordshire Local Authority as a specialist advisory teacher for SpLD. She also works freelance in assessing for dyslexia.
Kate has been teaching English for the past 17 years, has been a Head of English, Assistant Headteacher and is now Deputy Headteacher at a large inner-city comprehensive in Peterborough. Her particular interest is in EAL learners and how multilingual young people learn.
Carl Smith is Principal of Casterton College, Rutland, shortlisted for Secondary School of the Year in 2019. Carl has been nominated for Headteacher of the Year 2021, and was the UK's first Advanced Skills Teacher in 1998. Carl has worked as a teacher and school leader in the state sector for over 30 years and written on a wide range of educational topics and issues.
Helen Snelson is the PGCE History Secondary Course Leader at the University of York. She was a history teacher and subject leader in 11–18 schools for over 20 years. Helen is a Fellow of the Historical Association and a Chartered History Teacher. She regularly presents and writes for history conferences and publications in the UK and elsewhere in Europe.
Nicky is a mental health occupational therapist specialising in children and young people with SEMHD. She is a Thrive trainer and practitioner and an adoptive mum of two boys.
Paul Stevenson is a Teaching School Director and Education Adviser with wide experience of working strategically with schools and settings. Paul has worked across the Primary and Secondary sectors with roles in teacher training, professional development, mentoring and coaching.
Erica Stillwell holds an MEd in Specific Learning Difficulties. She has taught students with special educational needs at primary and secondary levels in the United States and the United Kingdom. She is currently an Academic Support teacher at Mander Portman Woodward, London.
Lucie Swannell has been teaching for 18 years and is currently a Lead Practitioner in the English Department of Jack Hunt School. She has completed research in student/teacher collaborative inquiry and is now working with a team in a school on a motivational project for students with high prior attainment.
Dr Kim Taylor is a National Leader in Education and serving special school Headteacher in Cambridgeshire. In October 2013 she was awarded an honorary doctorate in education by Anglia Ruskin University. Kim has made a huge contribution to schools in the Eastern region and values their commitment to equality and diversity.
Elaine Taylor-Klaus, PCC, CPCC, and Diane Dempster MHSA, PCC, CPC, are parent educators and certified coaches with six complex kids between their two families. Recognising that there was a lot of support available for kids with ADHD, they created ImpactADHD® to provide much-needed support for adults.
TP Fire & Security provides fire safety solutions including installing and maintaining industry standard fire protection equipment and offering fire training courses and fire risk assessment.
Penny Todd has been the Headteacher of the Buckinghamshire Virtual School for the last ten years and prior to that worked with vulnerable learners in her role as Deputy Head in a London Comprehensive school. She also coaches and delivers training to middle leaders in challenging schools as part of a national leadership programme.
David has been involved in education since 1991 and has served as a classroom teacher in six schools. Alongside his classroom practice, David has worked in subject leadership (History), KS4 achievement, industrial relations and governance. He has also served as a senior leader in two schools, with responsibilities for self-evaluation, school improvement, teaching development, sixth form, languages, design and technology and performing arts.
Unitas is a charity registered in England and Wales which provides training to youth justice practitioners. Unitas also offers the Youth Justice Effective Practice Certificate, an approved learning programme for both current youth justice professionals and those who wish to work in youth justice.
Rama Venchard has a background of over twenty years in business change management, process improvement and strategic planning within the retail, hospitality and banking sectors. Since 2005, he has worked with schools and trusts to facilitate the set-up of academies, university technical colleges, studio schools and free schools. He is a trustee on two multi-academy trust boards, has assisted in the set-up of several multi-academy trusts and is the preferred Project Manager leading on Academy conversions and free schools for over ten academy trusts.
Ian has worked in a number of different schools, both inner city and rural, taking on various roles within English departments including Head of English and Literacy Co-ordinator. He spent five years working as English Consultant for the National Strategy where he developed and delivered professional development courses for English colleagues and senior leaders. He is currently an SLE (specialist leader of education) at Comberton Village College where he has worked for five years. Iain's SLE role has allowed him to co-write and deliver a range of CPD courses.
Chris Wardle is an experienced primary years teacher and also Head of Pre-Prep at a school in Surrey. Previously he was a Leading Literacy Teacher for Cambridgeshire County Council and has taught across the primary age range in both the state and the independent sector. Chris has written for a range of educational publications covering topics encompassing English, mathematics and science.
After ten years as Suffolk Virtual School Head and having established one of the first Virtual Schools for children in care, Gareth started working independently in September 2015 to provide interim management and support to local authorities and other agencies including schools. He has been interim Virtual School Head in several authorities.
Felicia is the Training Director at Kate Cairns Associates. She was previously a Research Associate and Lecturer at Bath Spa University and is a founding member of Emotion Coaching UK. She taught in schools for 16 years and also worked as a secondary pastoral manager, supporting vulnerable pupils and their families.
Barbara's work in education extends over 40 years: from social priority schools in inner London to 14 years as a headteacher in West Berkshire. Her international consultancy work in both education and industry includes wide-ranging work on examinations and invigilation, leadership and behaviour management. She helped form Exam Team Development in 2010 to help raise standards of invigilation through innovative, active training courses. Barbara Co-Authored When Shhh Is Not Enough, an informative guide to managing candidate behaviour in the exam room.