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John Rees, Education Consultant (Chair)
John is passionately committed to improving the achievement and life chances of children and young people, through the professional development of individuals and organisations. An independent consultant since 2006, John works with primary, secondary and special schools to improve leadership; teaching and learning; behaviour management; Governance and parental engagement, across the UK and overseas.
Liz Bates, Education Advisor, Emotional Health and Wellbeing Lead, School Support Service
Liz taught for over 25 years before becoming an education advisor specialising in mental and emotional health and wellbeing. Liz has written three books and teaching resource packs for schools and other organisations that work with children. These are used nationally and help children to explore the internal world of their feelings and thoughts.
Oliver Brandon-Davies, Founder, Trackit Lights
Oliver is the founder of the groundbreaking behaviour management software - Trackit Lights. He is a former teacher, behaviour specialist and behaviour management trainer who has worked in some of the most challenging teaching environments in the country across Primary, Secondary, SEN and Pupil Referral Units. From teaching young people recovering form abuse, neglect and family break down to pupils with learning difficulties prone to crisis and violent outbursts. He aims to promote a supportive culture in schools and reduce the anguish for both teachers and pupils around behaviour management.
Sam Coy, Headteacher, Benjamin Ardlard Primary School
Sam Coy is the Headteacher at Benjamin Adlard School in Gainsborough Lincolnshire. Initially as Head of School and then as Headteacher, he moved the school from Special Measures to Good in 12 Months and in 2018 was awarded the Pearson UK Primary School of the Year for making a difference. Sam’s team focuses on helping to create a haven for pupils to flourish in an area of high deprivation, excessive social mobility and high crime rates. ‘It’s not magic, it’s about caring.’
Ollie Frith, Principal Trainer and 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.
Ben Morgan, Vice Principal, Burton Borough School
Ben is currently working as Vice Principal overseeing safety, welfare and behaviour. A real focus within this role has been on inclusion and the development of mental health support across the school. As a result the school has virtually eradicated fixed term exclusion and more than halved incidents of poor behaviour within the classroom.
Nicola S Morgan, Consultant, NSM Training & Consultancy
Nicola is an international education consultant, teacher and author with over twenty years experience working in a variety of schools implementing behaviour change and empowering children, young people, parents and staff to reach their full potential. Nicola has developed a reputation for successfully managing the most challenging schools and students as well as motivating and inspiring staff to help implement change and ensure sustainability.
Stacy Moss, founding Director, ABC Training
Stacy has worked with children and families for over 20 years in a variety of roles including as a volunteer, frontline practitioner, line management and in middle management. She is the founding Director of Aspirational, Bespoke, Creative Training Ltd. Stacy has developed and delivers a range of bespoke training packages with a focus on the evolving field of safeguarding. She has recently devised a building resilience programme with a train the trainer option.
Greg Perry, Founder and Lead Consultant, Future Behaviour
Greg has worked with over 400 schools nationwide over the last 10 years, supporting both primary and secondary schools with behaviour management. His simple, research-driven, multi-tiered approach improves behaviour for all, using universal, whole-school approaches, alongside targeted and intensive behaviour interventions.
Dawn Platt, Director of Science, Data and Assessment, Shaw Education Trust
Dawn is the Director of Science, Data and Assessment at the Shaw Education Trust. She joined the trust from Ofsted where she was one of Her Majesty’s Inspectors. Dawn has extensive inspection experience of all phases and all sectors (including independent). Prior to working for Ofsted, Dawn has held senior leadership positions as assistant headteacher and deputy headteacher. She has taught across the full secondary age range and has held senior leadership posts in schools within the Midlands and the North West. She worked as an Advanced Skills Teacher and head of science prior to school leadership. Dawn’s particular areas of expertise are science and leadership development, careers education advice and guidance, sixth form and post 16 transition, online safety, initial teacher training and the education of the most able.
Christine Raymont-Hall, Principal, Burton Borough School
Christine is a secondary school Principal who is passionate about highlighting the importance of mental health and wellbeing in schools and how this focus can impact on behaviour. She has worked in a variety of different schools and settings and using this experience has successfully changed the culture of her current school.
Rachel Tomlinson, Headteacher, Barrowford Primary School
Rachel is the Headteacher of Barrowford Primary School in Lancashire. Barrowford School has the motto, 'learn to love, love to learn'. This demonstrates the school's commitment to educating the whole child, both in terms of academic attainment and social and emotional literacy and wellbeing. Barrowfords practices are heavily embedded in their Relationships Policy which promotes a sanction and reward free context for all children which enables a safe and secure environment for all the community to develop an intrinsic desire to exceed their best, to imbue a passion for learning and to have healthy and respectful relationships.