We are happy experts with boundless enthusiasm and who love working with like-minded educators. We build our service around your needs. Whatever you have in mind, ask us how we can help.

Happiness, Learning, Humility, Reflection

Our Values

Our Associates

Carly Waterman

Carly Waterman

A champion of values-driven leadership, Carly is experienced in developing teachers and leaders to be effective, respected and happy.

Carly delivers training programmes in all aspects of school improvement, but has particular expertise in developing and empowering inexperienced leaders, transforming under-performing teachers and developing teams to work together with moral purpose.

After twenty years in the classroom, and ten as a senior leader, Carly has experience in all aspects of school leadership. Carly's responsibilities include professional development for teachers and leaders, assessment and curriculum design, performance management and whole-school approaches to mental health.

With a Master’s degree in Educational Leadership and School Improvement from the University of Cambridge, Carly is an advocate of research-informed education and is an active member of the research community.

Carly’s areas of expertise include: culture and ethos, emotionally intelligent leadership, monitoring and evaluation, managing difficult people, developing leaders, assessment and curriculum redesign, teaching and learning, evidence-based practice, behaviour management, PSHE and whole-school approaches to staff and student mental health.

Esther Grey

Esther Gray

An experienced and energetic leader, Esther has 17 years’ experience of working in secondary schools and across education networks. Esther is an outstanding classroom practitioner who believes in the importance of human resource and ensuring that teachers are happy, healthy and motivated in their roles.

As Associate Principal of a large rural secondary school, Esther has experience of leading change and developing culture. She has worked within a range of education networks, including multi-academy trusts, research communities and with university partnerships. She believes in inclusive education and is passionate about securing the highest possible standards for disadvantaged students. Responsible for the quality of teaching and learning, professional development, appraisal and staff wellbeing, Esther has significant experience of developing others.

With a Master’s degree in Teaching, Esther believes that great leaders in education never forget the core business of their classroom craft; for learning to be memorable for students, Esther believes that teachers and educators should be lifelong learners themselves and model by example.

Esther’s areas of expertise include: coaching and mentoring; culture and ethos, developing leaders; provision for Pupil Premium students; staff and student wellbeing; evidence-based practice; teaching and learning; building networks and change management.

 
Kay Brennan

Kay Brennan

Kay is an energetic and innovative senior leader and teacher with 29 years’ experience of working in inner-city secondary schools. Kay’s motivation is to ensure that all students gain the very best opportunities in life. An outstanding teacher and trainer, Kay’s area of expertise is in the provision and sustainability of quality first classroom teaching.

Kay has 15 years’ senior leader experience and a further 10 years in middle leadership. She has worked across a range of different schools with significant issues around social mobility. Kay’s specialism is in developing a consistent and courageous approach to learning and teaching which has the power to change a school’s culture and really raise standards.

Experienced at leading whole school quality assurance, line-management and coaching, Kay has a deep understanding of how to build staff capacity. Kay is an inspiring and engaging trainer and speaker who has designed and delivered professional development at all phases to whole staff teams and to groups of schools. She has designed and delivered powerful professional training sessions as part of long-term, formally accredited courses (e.g. The National College Middle Leadership Programme and SSAT Middle Leadership Programme) and as part of her vision for professional learning and development in her role as deputy headteacher.

Kay believes that education is a profession where one can really make a difference to someone else’s life chances. She feels honoured to have dedicated her career to such a profession that has changed the lives of both the students she has taught and the adults she has coached.

 
Joy Giannaros

Joy Giannaros

An experienced leader and outstanding teacher in schools for children identified as having special educational needs, Joy is skilled in enabling leaders, teachers and children to learn and achieve. Joy enjoyed being able to innovate and support others as a Specialist Leader of Education (SLE) with the NCTL. She was also a Middle Leader of Education involved in the SLE pilot.

As deputy headteacher, Joy was responsible for whole school curriculum design, assessment, CPD, and set up a new nursery for young children who would be gong through the special educational statementing process for autistic spectrum conditions. During Joy’s decade of teaching and leading experience, a large part of her role was providing outreach services, training (including Team Teach) and coaching to leaders in mainstream schools.

Joy actively advocates educational learning, teaching and leadership based on moral values which promote children’s rights and ‘caring leadership’. Joy has an interest in and experience of ‘unschooling’, home-educating (‘worldschooling’ in particular) and child-centered education that promotes autonomous learning and democratic school systems.

Joy has a Master’s degree in Educational Leadership and School Improvement from the University of Cambridge where she received a distinction and the Simms Prize for best results in education for her research. She currently works at the Faculty of Education, University of Cambridge, in the Leadership for Learning department, and is an active member of the research community.

 
Janet Goodliffe

Janet Goodliffe

With 15 years’ experience as an Assistant Headteacher, Janet is well-versed in the challenges leadership teams face in the rapidly changing educational landscape. Her last school was the top performing school for Progress 8 in its county and in the top 5% of schools nationally. With a proven track record in supporting students to exceed expectations, Janet is a passionate advocate of the power of pastoral care.

Janet has extensive expertise in safeguarding, improving attendance and embedding provision for disadvantaged students. For Janet, student mental health is at the heart of the school improvement. Skilled in designing and implementing health and well-being programmes, Janet is confident that only a whole-school approach that is adopted wholeheartedly by everyone brings about the levels of success and happiness that all children deserve.

Janet has been responsible for the strategic management of multi-million pounds budgets and has overseen large building projects from design to reality. Acutely aware of the challenges of operating with reduced resources, Janet is a champion of creative solutions to income generation and has significant experience of working with governors to take a long-term, strategic approach to school expansion. With a thorough understanding of the process of academisation and of cross-phase collaboration, Janet is well placed to advise and guide schools and MATs that are embarking on institutional change. Janet’s robust approach to school change is anchored by her deep-seated belief that all decisions must be taken in the best interests of the child.

Janet’s areas of expertise include: recruiting, training and supporting governors; finance and resource management; pupil premium reviews; whole school approaches to student emotional health and well-being; academisation and system-leadership; safeguarding and attendance.

Our Values

Happiness, learning, humility and reflection.

We believe our values are best communicated through the impact we have.

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