Anita has a long association with the IQM having engaged with the process in early headship, showing a deep commitment to Inclusive practice. She continued to use the process both as a systematic tool for improvement and a way in which the milestones of success could be celebrated, at the various schools with which she worked. Anita became an assessor for IQM whilst still a headteacher in Wandsworth, and has now continued after retirement. She is married with three grown up sons and a grand-daughter. In her spare time she is a member of a community choir, and enjoys dancing and travel.
Since 2006 Sue has been as an independent trainer and advisor. She has undertaken projects for children’s services, schools, charities, voluntary and community bodies, faith groups and universities in the UK and the Middle East. She has her own teaching and assessment practice and since 2010 has thoroughly enjoyed her work as a school assessor for the Inclusion Quality Mark.
Barry led the school to achieving several awards including; The International Schools Award, Leading Parent Partnership Award, the Inspiring IAG Careers Quality Mark, Teaching Leaders Delivery School, Stonewall Champion School, The Diana Award (Anti Bullying Ambassadors) and of course, the Inclusion Quality Mark.
I currently head up two schools, one of which is in a thriving tourist location and one of which is a small rural school, but I have worked in a wide variety of settings of all shapes and sizes, including primary schools, junior schools, infant schools and Childrens Centres. I currently serve as a member on the Isle of Man Fostering Panel and I am also the President of the National Association of Headteachers branch in the Isle of Man.
One of my schools is a member of the IQM family, and holds Centre of Excellence status, the other has just started on that journey.
My work as a director at a children’s residential home, contact centre, adoption and fostering service and nursery has given me a wide experience of working with children and families and has shaped my views of inclusion and why it’s so vital that we get this right in our educational settings.
I believe that everyone should be treated equally and with respect, from the student who is causing issues to the parent and or colleague who has issues, looking beyond these issues/conflicts to the potential that always lies beyond. Partnerships with students, colleagues, parents and others is essential in ensuring that young people are successful and given the opportunities they deserve. I believe in setting high personal standards for myself and expecting the same from others including student’s colleagues and parents. Partnerships with parents’ are fundamental to successful outcomes for young people. All young people should be given the opportunity to achieve their full potential in an atmosphere of mutual respect and taught to respect staff and peers while also challenging stereotypes. I believe that when working with people, especially young people adults need to be approachable and have credibility with them, with staff and with parents. I have always been an enthusiastic self-confident teacher that enabled a rapport to be built effectively with students and colleagues allowing them to engage effectively in their learning. This continues to be the case as an IQM Assessor working in different educational settings.
For the last three years Sandra has also worked as a SEND consultant within the Local Authority supporting professionals embedding the SEND reforms. This takes her into a range of settings including pre-schools, PVIs, mainstream schools, special schools, academies and colleges.
Sandra also delivers bespoke training in inclusive practice, policy and legislation through an outstanding National Teaching School.
David was awarded the Mivan Prize for Strategy in 2006 and the Barbara Clark Scholarship for Gifted and Talented from the World Conference for Gifted and Talented in 2007.
Anne has a wealth of experience in various leadership roles in all sectors of education including the state and independent sector including mainstream and special schools.
Whilst a Head, Anne worked with the National Strategies showing how the school had developed a whole-school subject and group analysis. This enabled the school to consider wider teaching and learning issues and significantly improve outcomes across the curriculum for all SEN pupils.
Anne’s last role in school was Headteacher of a secondary mixed SEMH school that Anne led from RI to Outstanding from 2009-2016. The Ofsted report described her as an ‘exceptional leader’.
Anne is a freelance consultant working for IQM and is also a consultant leading workshops and supporting with school improvement in a variety of schools. She works for Best Practice and Herts for Learning as a consultant.
Anne is also a qualified coach and mentor and is a member of the Institute of Leadership and Management. She coaches senior leaders in education and business.
Anne adheres to key documents such as the ICF core competencies as well as the EMCC code of ethics.
My second headship was in a 3-11 Primary school in Gloucester which included both a Community Centre and a Children’s Centre. When I took up my post the school had been placed in Special Measures for the second time, serving a very disadvantaged and mainly White British community. With a great team to work with, we achieved a “Very Good” Ofsted verdict, and I took early retirement after nearly seven years there, getting married for the second time with the whole school attending. I am especially proud of transforming behaviour management at that school: visitors used to comment on the very good atmosphere and relationships they observed.
I enjoy painting in oils, and sold seven paintings in this year’s exhibition. My ambition is to display a painting at the Royal Academy Summer show eventually. I also give art appreciation talks: a recent one was on “Islamic Art”. My parents are in their nineties and still live in their own home close by, and I bring my 96-year old father to choir with me every week. I love my IQM school visits and work hard to stay up-to-date with new developments in education: currently I’m reading up on girls with autism. I am constantly overwhelmed by the quality of teaching and leadership that I see in schools now.