delivery across multiple sectors, in particular developing creative delivery solutions and securing rapid improvements. She has achieved the National Professional Qualification for Head teachers and has had strategic leadership experience in education, especially in schools facing challenging circumstances.

Siobhán’s work has included the strategic oversight school improvement in the south and east of Kent, which includes membership of the steering committee of IBCP schools, KAH area boards and the creation of a new school improvement team which engages with maintained schools and academies across the county and beyond. She has extensive senior leadership experience, having been an associate Head teacher at an alternative provision responsible for school improvement, deputy headteacher and senior vice principal at two mainstream non selective schools.

He has extensive experience within the SEN field, notably the field of SEMH which qualifies him to support and monitor the PRUs and SRPs. His work in mainstream ranged from class teacher to Head of Department and Head of Year over a 12 year span. His career then took him into Special Schools. He has held SLT positions in different SEMH schools that were in difficulties and within teams that put rapid improvement measures in place in each school, moving from class teacher, Assistant Head, Deputy Head and then Head teacher of 2 SEMH schools both judged as ‘Good’ by Ofsted over an 11 year period. During this time, he achieved a Masters Degree in the Management of Pupils with SEBD and has used his experience and understanding of these SEN pupils to help and support many Young People with SEN with their futures.

His main role within The Education People is to monitor and support the curriculum development, delivery of quality of teaching, relevant personal development, to support leadership and to ensure that destinations are realistic and achievable for all pupils. He also supports schools with SEN reviews so schools become aware of their strengths and where they could improve their provision for disadvantaged pupils in relation to Inclusivity.