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.

for over 20 years’ experience in mainstream non-selective schools, including seven years as an Academy Principal.

Kim has also worked as a consultant for The Schools, Students and Teachers Network (SSAT) and delivered on the suite of National Professional Qualifications for the Institute of Education and Ambition Institute.

Kim has chaired her local Headteachers Board for four years and has also sat on the Schools Forum as well as, Teaching Schools Alliance Strategic Boards and the Strategic Board for Kent and Medway Progression Federation, the latter of which has successfully increased the number of children from disadvantaged backgrounds attending university. She holds National Professional Qualification for Headteacher and an MBA.

Kim’s work has focussed on schools in challenging circumstances and has devised and led strategic change which has resulted in improved and sustainable change. She has particular experience and interest in the curriculum, data, vulnerable groups and the development and training of staff, including Newly Qualified Teachers (NQTs).

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.

starting her career in special education, supporting students with learning needs, before moving into English teaching. She spent two years as Second in English, with responsibility for KS3, as well as whole school Literacy. In 2005 Zoe became Head of Department, leading not only English and Literature, but Drama, Media and Film.

Before joining The Education People, Zoe was part of her school’s leadership team, initially ensuring challenge for the highest prior attainers and for whole school CPD. Finally, she led on Teaching and Learning across the school, looking at how they could utilize research to the best effect.

Zoe was also the school’s Professional Tutor, working with ITTs from different routes, as well as offering bespoke training and coaching for teachers and Middle Leaders.

Zoe is passionate about English and Literature, and is about to embark on her second MA, this time on the Victorian Gothic. She is also passionate about all things to do with Teaching and Learning, reading research, attending events to discuss its implications and has recently started to present at some of these events too.

In addition, she writes for TES and Teach Secondary Magazine, and has case studies included in books by Michael Chiles, Jamie Thom and Mark Enser.

As an English Adviser, Zoe can support in the evaluation of the impact of Teaching and Learning in your team and help review your curriculum. She can also provide advice and training on English pedagogy and knowledge. She can offer support with planning, as well as coaching support for the practical application in the classroom, plus advice and training for NQTs and RQTs. Zoe is happy to explore a range of topics beyond English, including middle and senior leadership, teaching and learning, approaches, CPD and Literacy.

Starting his career in Walsall (West Midlands) he taught maths and as part of the teaching and learning team worked as a coach coaching staff in a special measures school.

Andrew quickly moved into department leadership when he moved to Bristol and made significant changes to the KS3 maths curriculum and assessment ensuring it reflected the changes in the national curriculum at KS2 and the changes in assessment. The Maths department were recognised for their success and were shortlisted for Maths Department of the Year in the TES awards. While doing this Andrew completed a Masters in Leadership in Education from the University of Bristol. This was with a particular focus on assessment and specifically formative assessment.

Andrew embraced more challenge and moved to be Head of Maths in another area in Bristol. There, he led through reform at KS4 and implemented many effective changes which resulted in praise in the 2019 Ofsted for helping the school achieve a Good rating.

More recently, he has been a Lead Practitioner supporting Teaching and Learning in a Grammar School in Canterbury and teaching the Further Maths A-level as well as developing stretch and challenge resources for high attainers.

Andrew believes that without trying new things we don't improve. It is through trying and experimenting with teaching and learning and pushing our comfort zones that we develop the habitats that make us effective teachers.