John Rees, Education Consultant - Chair
A former secondary school leader, John led the development of Health Education programme at Exeter University. Since 2006 he has worked across the UK and overseas to provide coaching and training, to improve the learning and life chances of children and young people.
Adele Bates, Behaviour and Education Specialist
Teacher, speaker, writer and educator for students with Emotional and Behavioural Difficulties. With over 17 years’ experience, Adele teaches these pupils in a variety of educational settings, trains others to do so - in schools, universities and conferences, and advises on whole school approaches to supporting these students.
Simon Botten, Headteacher, Blackhorse Primary School
Headteacher at Blackhorse Primary School in Bristol: a large inclusive primary school with high numbers of SEND pupils and an Outstanding Resource Base for children with Autism. He frequently supports other schools and has been executive Headteacher at two other school, supporting their improvement journey.
During 2018-19 he was invited to be a Consultant Headteacher for South Gloucestershire LA, focusing on improving inclusion and reducing exclusion within the county. The Better Behaviours Project, involving 63 primary and secondary schools was his response to this mission.
Ollie Frith, Head of Training, Pivotal Education
Ollie is a Teacher, Trainer, Facilitator and Performer. Following his theatre degree at St Mary’s University, Ollie taught Performing Arts and Drama in secondary schools as well as co-founding a Street Theatre Company Absolute Characters. Ollie then developed an education company delivering inspiring and motivational workshops for students in primary and secondary schools and in FE colleges.
Dr Maureen Nash, LPPA Adviser and Verifier, National LPPA Team
Maureen has over 20 years’ experience of teaching in primary schools, working as class teacher, SENCo and parental involvement co-ordinator. She was Teacher Adviser for Lancashire’s Parental Involvement Team, working to enhance the confidence, knowledge and skills of parents in order for them to support their children’s learning. As Teacher Adviser for Lancashire’s Workforce Development Team, she then promoted the recruitment, professional development and career progression of a range of support staff, including teaching assistants and Parent Support Advisers.
Maureen was awarded Doctor of Education, for which her thesis was Teachers and Teaching Assistants: The Perceptions of Teaching Assistants within National Frameworks. She feels privileged to work in her areas of interest through Optimus, supporting parental involvement through the Leading Parent Partnership Award and as author of Best Practice With Teaching Assistants Award.
Thérèse Hoyle, Head Facilitator of Thérèse Hoyle Consultancies
Thérèse is an educational consultant and executive coach with over 20 years’ experience. She advises schools and teachers on aspects of behaviour management, anti-bullying, social, emotional and mental health needs of children and teens, staff wellbeing, organisational development, coaching and leadership. Thérèse has worked with teams all over the world, so far reaching over 495 schools and 15,400 individuals. Her books include 101 Playground Games and 101 Wet Playtime Games and Activities. She is also an adviser for the Wellbeing Award for Schools.
Bradley Nash, Headteacher, Henley Bank High School
Bradley started his career in London in 2004 as a teacher of Mathematics and Science. As a Middle Leader, Bradley led both Science and Mathematics departments and his interest in all things behaviour for learning fuelled his first senior leadership position as Assistant Headteacher. Such is his passion for school culture, his ambition for this position was to promote the concept of Behaviour Leadership in place of the more traditional Behaviour Management concept, believing that cultures of positive behaviour can be planned for rather than managed reactively. Bradley has consulted in a number of primary and secondary schools across the UK. Commencing his first headship in January 2018, Bradley gives critical focus to his belief that thriving school cultures foster exemplary outcomes for both students and staff. "Hard work beats talent, when talent fails to work hard".