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 NQT 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.
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 seventeen 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.
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.
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.
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 the upcoming book 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 NQT to headship, holding positions of responsibility for Maths, ICT and NQT 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 Special Educational Needs, 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 PSHEE 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.
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.
Gareth Honeyford is the Strategic Lead for Essex Teacher Training and has been involved in teacher training for over 15 years within both university- and school-based contexts. He is passionate about supporting new teachers into the profession and helping to ensure that young people have enthusiastic teachers with high expectations of them and aspirations for them. With a clear focus on high quality support for trainee wellbeing and localised recruitment, he has a wealth of experience in supporting trainees through their training. Outside work he is a Fellow of the RSA and enjoys boating, camping, cycling and walking with his wife and daughter.
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.
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.
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.
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.
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.
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.
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 twenty 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.
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.
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 sixteen 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.