Paul Burnett was Corporate Director for Children and Young People in Northamptonshire County Council from 2007 until 2011.
He began his career as a secondary school teacher in Northamptonshire holding a variety of roles including pastoral, staff development and special educational needs support posts. His local government career began with East Sussex County Council where he held a variety of posts covering in-service training, special educational needs, resources, strategic planning and support services as well as spending a period in the Executive Office. From 1997 he was Assistant Director in the new unitary authority in Brighton and Hove. Initially responsible for Parent and Pupil Services he took a lead role in the strategic planning for Children’s Services and the creation of the Children, Families and Schools directorate that drew together education and children’s social services. Between 2003 and 2007 he worked in the London Borough of Greenwich first as Director of Education and subsequently as Director of Children’s Services.
Paul has sat on a number of national groups focusing on provision for children in public care.
Her success within Foundation Phase led to Rebecca being called upon by Wrexham LA to offer advice and support to other schools in the county. She presented at conferences and shared her expertise with both existing teachers and those training to be teachers at Glyndwr University. In 2014 Rebecca gained the National Professional Qualification for Headship following a gruelling exam and interview which she describes as “just like being on BBCs The Apprentice!!”
Rebecca has undertaken consultancy work for the company INCERTs which strives for excellence in assessment. As an Ambassador for the British Council she has travelled to Berlin, Swansea and York to share good practice with teachers from across Europe. In 2014-2015 Rebecca undertook work for the Welsh Government, supporting Newly Qualified Teachers in their Induction across North Wales.
Rebecca is often asked why she hasn’t moved on from Ysgol Heulfan: “The simple answer is I enjoy my job too much to leave! I work with some fabulous people and the children are wonderful. At Heulfan we keep abreast (and sometimes ahead of) the latest initiatives within education and as a Senior Leadership Team we are strong enough to embrace these new ways for the benefit of all. There’s never a dull day, I’m happy and have a great work-life balance.”
From 1989-1990 Teresa was seconded to Belfast Education and Library Board to support Special schools with the new NI Curriculum. These 2 years out of school (no doubt for good behaviour) were a wonderful insight into teaching and learning in an environment which was a new experience for her.
Teresa further enhanced her professional development by completing a PQH and was fortunate to be appointed as VP of St Rose’s Dominican College, then Principal where her school was the first Post Primary school in Belfast to be awarded the IQM. This award was a tribute to the wonderful work of all the staff. The school also held the prestigious Charter Mark and Investors in People.
Teresa successfully applied for European Peace money of over £250,000 for both parent and student projects ensuring that special needs students were a high priority for support. Additional funding also came from the Big Lottery, American Philanthropists and the Dept for Social Development which enabled a very successful link with Invest NI.
After a busy professional career Teresa retired in 2013 to take life a little easier. This definitely gives time for some lunching but Teresa is not a lady to rest on her laurels. She works part time at BMC in their Inclusive Learning Department mentoring students, is on the Board of Governors of a post primary school and works with a charity Families First.
This is a snapshot of a lifestyle still dedicated to the most vulnerable of young people but an enjoyable time of life with plenty of socialising, travelling, learning new skills not forgetting a ‘wee’ bit of pampering!
I worked with the LB Brent ‘Building Schools for the Future’ which was very close to success when the programme was withdrawn in 2010. However, the work was not in vain as another Head and I took one of the key aspects of the bid and put the plan into action. We devised a transition programme between a special school and a mainstream school where pupils at the end of KS3 from Woodfield transfer as a group to the additionally resourced provision at Alperton Community School for KS4 and then move onto KS5. This programme has worked successfully since 2012 when the first cohort moved to mainstream.
In 2013 Woodfield became a Teaching School with the aim to raise standards for all children in Brent through training teachers and non teachers to be experts in SEND. All trainees have a school experience in a special school and all NQTS have a balanced induction programme of SEN and mainstream pedagogy.
In 2014, Woodfield converted to academy status to ensure that the curriculum would continue to meet the needs of pupils and in 2016, I worked with two HT colleagues to submit an application for a free school ‘The Avenue’ to enable Brent parents to have more choice for their children and to increase capacity of the existing special schools. This was approved in July 2016.
As a development partner, Andrea can work with established schools or start-ups, with trusts, academy groups and education providers, to deliver successful and effective change management and improved outcomes for children at all levels of ability and need.
Andrea is an accredited Visible Learning Plus Consultant (Cognition Education), a Consultant Principal for Kunskapsskolan Education (UK) and an IQM (Inclusion Quality Mark) Assessor.
Jo is the Head of School at Fairchildes Primary, an outstanding school in New Addington, Croydon. She has worked at the school for the last 26 years, working her way up from NQT to Head and has had many coordinator roles within that time including SENCO and Inclusion Manager. Jo believes that the success of Fairchildes is based in its Inclusion. “No child is left behind!” was a quote from the last OFSTED report. Fairchildes has had three successful Inclusion Quality Mark Flagship reviews which have helped the school to focus on its provision for gifted and talented, its role in the community and its pastoral care.
Jo enjoys music and runs a large choir for junior pupils at her school, as well as a smaller choir for staff. When Jo is not at school she enjoys playing the steel pans as part of the Croydon Steel Orchestra.
I have been a teacher for over 30 years and have enjoyed working in a range of primary schools and across all the age groups.
My most recent role in school was as the Head teacher of a successful and forward thinking primary school in Northampton. During my twelve years of headship, I introduced the Inclusion Quality Mark and was so proud that we achieved Flagship Status twice, most recently in 2017.
I am passionate about sharing good practice and recognising positive school development. I feel very privileged to be able to do this as an assessor for IQM.
I chose to retire from school in August 2017 and enjoy making the most of travel opportunities out of term time! With my husband retired, and our grownup children living in Switzerland and Holland, I feel very fortunate to have time to visit them, while continuing my passion for education.
I was headteacher of an Ofsted ‘outstanding ‘primary school for 15 years and during this time gave support to staff in other schools wishing to develop their vision and effectiveness. I led training sessions for other professionals and particularly enjoyed sharing expertise and success stories. I first became involved with IQM in 2004 when my school became one of the first 4 schools in Hertfordshire and one of the first 12 schools nationally to achieve the award. I am passionate about the inclusion of all pupils but especially the most vulnerable who often need a great deal of specialised support to achieve their potential. As a classroom teacher I taught across Key Stages 1, 2 and 3 with a special interest in the arts and in particular dance and drama. Earlier in my career I studied for and achieved a post graduate Advanced Diploma in Arts Education at De Montford University.
I have been an Associate Headteacher for a primary school preparing for inspection and was proud to be part of that school’s journey from ‘requiring improvement’ to ‘good’.
I am a school governor chairing the Teaching and Learning Committee with special responsibility for the monitoring of the inclusion and progress made by pupils in receipt of Pupil Premium funding. I also serve on the Safeguarding Committee.
For me preparation for the IQM award incorporates the essential elements of great schools determined to focus on the needs of every pupil. Involvement in IQM assessments continues to be a highly valued experience and it has been an honour to visit so many incredibly inclusive schools.
Ralph retired from teaching after thirty-nine years service. He started and finished his career in the London Borough of Enfield. He became a deputy in Upshire Primary School in 1990 and later became the headteacher there. He then became head of Honilands Primary School in 2007 and retired in 2017.
He saw the school through many changes and helped raise it from Requiring Improvement to Good. He oversaw the transition from a two-form entry school to three forms of entry. Honilands has a high level of deprivation and Ralph believes that children should be given as many opportunities as possible to succeed in life. The children are divided into three ‘families’ (one class from each year group) and each is led by a family leader. Each family has its own playground and area within the school. The parents like it as it makes the school appear to be smaller. Honilands welcomes many visitors to see its IQM Flagship school. It operates a fully inclusive ‘College’ for its KS2 students every Wednesday afternoon. Parents are invited to see their children graduate at the end of each half term.
As the college was so successful we created a parents’ college and each term we hold a graduation evening when children are invited to see their parents succeed.
Ralph now lectures for the Forest Independent Primary Collegiate running their Professional Studies Course. He mentors School’s Direct trainees and is delighted to support new teachers at the outset of the careers.
Pat has 40 years’ experience in the teaching profession across schools in London. She has been Headteacher of an outstanding Primary school for the past 14 years, having previously been a Deputy Headteacher and SenCo for 10 years. She is proud of the inclusive ethos of her school, which is underpinned by values education. The school achieved IQM Flagship Status in 2014. It is also the lead school in a Teaching School Alliance, which includes a school for children with autism. The Teaching School trains new teachers and leads a range of CPD.
Pat is a National Leader of Education, with a proven record of supporting schools across London, helping them to secure improvement. She also shares the role of London Pupil Premium Champion, with a fellow Headteacher. Together they carry out Pupil Premium reviews, deliver training on best practice in Pupil Premium and train Pupil Premium Reviewers from across the country.
I am an Inclusion Manager and SENCo at Whitefield Primary School in Liverpool. Whitefield Primary is a highly inclusive school which gained status as an IQM Flagship school in 2016. Whitefield Primary was also judged to be ‘Outstanding’ in all areas following an Ofsted inspection in 2017. I have always been passionate about working with children with special educational needs and finding innovative ways to ensure they reach their best possible outcomes. After starting out as a mainstream teacher, I soon moved to teach in a specialist resource base for pupils with speech, language and communication needs and became SENCo. I started working at Whitefield Primary in 2011 and have enjoyed working with pupils from very diverse backgrounds and a wide range of additional needs. It is also wonderful to work with staff who truly understand the needs of the children and are always willing to try any alternative arrangement that may make the difference. No child is left without the support they need to flourish and the person-centred, holistic approaches ensure that the school motto of ‘Nothing But the Best’ is truly realised.’
Iain Witts has been a headteacher in Kent since 2012 and had been Deputy Head (in Kent and Oxfordshire) for a further 9 years before this. He is currently Executive Headteacher of Kingsnorth and Brenzett CEPs and the lead for the DfE funded English Hub – 1 of 32 Nationwide.
Iain believes that the successes gained whilst in school leadership have been driven through a basis of ‘inclusion’, values and ‘the whole child’. He is currently working through the NPQEL training with LLSE and has used this to ensure the schools are best placed to lead the English Hub. Iain is passionate about sharing good practice and recognising positive school improvement.
Iain has undertaken consultancy work for the Inclusion Quality Mark UK since 2015 and ensures he stays up to date with policy by being part of the Kent Association of Headteachers, the Canterbury Diocese Board of Education, Kent Safeguarding Children Board and playing an active role in Aquila (Diocese of Canterbury Academy Trust).
Kingsnorth has been through two Inclusion Quality Mark Flagship reviews which have focused the school and ensured best practice inclusion across both schools. Iain is passionate about sharing good practice and recognising positive school improvement.
Iain is a strong believer in coaching for the individual and for the work place. He recognises that the key to self-improvement lies within us all and a school to school self-improving model relies on school staff to coach and be coached!
I am currently an Assistant Head at Harris Primary Academy Merton, which is an outstanding primary school in Mitcham. In addition to being outstanding in all areas, we achieved IQM Centre of Excellence in summer 2018. At Harris Primary Academy Merton, I am the SENCO as well as the manager for the additional resource base for Autism. Since graduating in 2002 with a BEd (Hons) in Primary Education from Glasgow University, I have worked in a variety of educational settings including schools in Canada and Ecuador. My experience varies including working with asylum seekers who are new to the country, hearing impaired children (as I am a fully qualified Teacher of the Deaf) and SEN children in a mainstream school.
Amjid has worked within both mainstream and specialist settings for over ten years, with two years middle leadership and subsequent five years senior leadership experience. During this time, he has had the privilege of supporting children and young people from a wide range of abilities, ages and backgrounds.
As a dedicated and innovative professional and an Ofsted recognised outstanding leader, Amjid has the proven ability to: succinctly gather and analyse evidence to reach justified evaluations, create and monitor initiatives that foster inclusive learning opportunities, lead on staff’ development, devise a broad and balanced school curriculum and implement effective systems to monitor and raise whole school standards. He has previously led on the School Direct programme and supported the sustainable improvement of an all through (4-16) mainstream school requiring special measures.
Amjid has a proactive ‘can-do’ approach; building on capacity through a strategic, school-led, review based approach. Whilst having the proven ability to promote inclusion and developing experiences of cultural diversity, raising aspirations of students, families and wider society; primarily, challenging the expectations for every child and young person to maximise all that life has to offer.
Having qualified as a teacher in both primary and secondary education in 1977, I have worked in both areas of teaching, but in the last 30 yrs, predominantly in the field of special education. In my last school, a special school for learning difficulties, complex speech and language and Autism, I have been a department lead, pastoral lead including DSP for Child Protection, DT for Children Looked After and more recently Head of School. I regularly continued to work directly with the children despite my workload as Head of School and successfully introduced a LOtC (Learning outside the Classroom) curriculum into the school, which was recognised by the National Autistic Society as excellent practice for ASC children. For this, I myself trained as both a Forest School Leader and an Internal Quality Assurance Assessor to moderate examination work with the ABC examining body. I have both led and line managed senior staff in a variety of accreditations including IQM, Autism, Healthy Schools, Anti Bullying, Learning Outside the Classroom and Dyslexia.
Holly Evans is an experienced senior leader in both primary and secondary schools. She has also worked with two local authorities as a school improvement advisor. She has specialised in inclusion for over fifteen years. She is currently employed as an Assistant Headteacher in a London primary school and volunteers as a school governor in a neighbouring borough.
Holly is especially interested in children’s wellbeing and mental health. As well as working at a primary school she also has a young family.
I am a successful Primary Headteacher and National College Local Leader of Education with a specialist knowledge of high quality Inclusive practice and Early Years’ provision. I have over twenty-eight years of experience in Education, fourteen of which have been as a Headteacher. I have led two Hertfordshire schools to “Outstanding”. I am currently working as an Executive Headteacher with a Primary Multi Academy Trust in the south west. I also mark assignments for the National SENCo Award which has enabled me to continue to maintain a clear understanding of excellent Inclusive Practice.
Julia is a highly regarded school improvement consultant, trainer and key note speaker. Until 2015 she was Director of Education at Tribal Education, responsible for the development of school improvement training and CPD programmes. As a successful lead inspector and Headteacher in primary and special education she was awarded her Doctorate in 2005 for her work on inclusion and school improvement. She currently works delivering school improvement, inclusion and effectiveness consultancy and training throughout the UK and Internationally and works as a critical friend to schools, particularly those struggling to improve. She is most proud of the positive impact her work in is having on improving teachers, middle and senior leaders professional and personal skills. Julia was appointed as a Trustee of Young Epilepsy in February 2015.
I believe I am a true advocate for inclusion in schools. I am passionate about offering the best provision for all children in order to enable them to be successful, independent and happy. I believe in looking beyond behaviours in order to support the most challenging needs and ensure that all children feel safe and well supported, as well as equipped for the next stage in their lives. “Inclusion and integration go hand in hand at Riverside and it is a pleasure to see.” (IQM July 18)
As Headteacher of a mainstream school with funded places for children with ASD and VI, my mission has been to ensure that my staff look beyond behaviours and have a real understanding of additional needs. We are all experts in inclusion and as a result, we offer a personalised approach to the curriculum and environment in order to successfully integrate children with complex, challenging needs within the mainstream classes. We are in our third year of being recognised by IQM as a Centre of Excellence for Inclusion and now have staff from other schools visiting us to learn from our best practice. In September 2018, we expanded to accommodate 2 forms of entry and have more than doubled in size, with happy children and staff who embrace individual needs and differences.
I was raised in a Naval Family in Yeovil, Somerset, but my parents are both from Sandwell. From the age of 15, working with people with learning needs and disabilities at Sandwell Leisure Project, I knew that my future was in SEN provision. I completed my degree in Special Educational Needs and Inclusion in Society, at Wolverhampton University. I continued at Worcester University for the National Award for SENCos. I have worked in Sandwell for 12 years been the SENCO at Wodensborough since Easter 2016. I also support LAC, post LAC pupils and Young Carers at Wodensborough Academy. I am committed to inclusivity of pupils from all walks of life and I believe every child has a potential that, when nurtured, can exceed all expectations, including their own. I feel honoured to have been awarded ‘Centre of Excellence’ as we recognise inclusion in all our basic values.
I am Headteacher of a therapeutic special school for students with social, emotional and mental health issues. I have a Masters’ Degree in Primary Education and have taught for many years in Early Years, Primary and Special Education. I have been an initial teacher trainer for both the B.Ed QTS Primary programme and the PGCE Primary and Secondary School programmes. I have been part of a team who wrote, validated and then delivered a Master’s Degree in Early Years Education. I have also been a Lead Inspector for Ofsted Inspections in Nursery, Primary and Special Schools around the country. I have been a Headteacher in my current role for 13 years, and have loved every minute of it, having set up the school from the beginning of its inception and having guided it through Ofsted inspections to achieve Outstanding in all elements of provision. I am, and always have been, fully committed to the inclusive nature of schools as a learning community for students, staff and families. High levels of well-being promote effective learning and commitment, but the promotion of well-being does not happen by accident and cannot be secured in policy alone. Relationships of trust and respect across a school community together with the courage to ‘think outside the box’ can help a school to identify strategies that help to make them truly inclusive. To me this means valuing everyone’s perspectives, efforts and achievements and making sure that everyone has a voice that is heard.
Rekha Bhakoo has recently left headship after 25 years and has had extensive experience in leading and manging schools to achieve rapid school improvement. She has worked as a National and Local Leader in Education and also as an Executive Headteacher. Rekha has had experience in mentoring and supporting new Headteachers as a Professional Partner. She has particular expertise in developing senior and middle leaders, inclusion, teaching, learning and assessment. Rekha was awarded the CBE for her services to education.
Sarah is a dynamic and strategic leader with a wide expertise of inclusion, notably through her different leadership roles. As Deputy Headteacher responsible for Inclusion at a successful Secondary School in Tameside, Sarah has enjoyed many accolades, including more recently being awarded the IQM Flagship School status. She graduated from the University of Sheffield with a BA in Hispanic Studies and went on to complete her PGCE in 2006. She speaks Spanish, French, Italian and Catalan and taught English in a Spanish secondary school for one year. Sarah achieved her first leadership role during her NQT year when she was successfully promoted to Head of Department. During successive leadership roles at Assistant Headteacher level, Sarah gained substantial experience of whole school leadership across all aspects of school improvement (progress and outcomes, inclusion, teaching and learning, safeguarding, behaviour and rewards, CEIAG, disadvantaged students, SEND provision, more able students, staff appraisal and CPD). She was successfully selected for the Future Leaders Programme in 2012 and was lucky enough to go on a study visit to New York to experience the American Charter Schools, with a focus on improving provision and outcomes for students from disadvantaged backgrounds. In 2015, Sarah completed the Serco Ofsted Training which has supported her own School’s evaluating, monitoring and improvement planning but also enables her to carry out internal and external reviews (across all Ofsted categories) and offer support at other Secondary Schools.
I have been lucky to be teaching in inner city primary schools in Birmingham for over twenty years and am currently an Assistant Head Teacher with responsibility for inclusion at Lozells School in Birmingham. Lozells School was judged to be Outstanding in March 2015 and we were excited to be awarded our IQM Flagship status in July 2015 and are about to embark on our next three year cycle as a Flagship school. Our intention as a school is to create an ‘oasis of calm’ for our children and families and we are passionate about all children having the opportunity to reach their full potential. High quality inclusion and individualised provision, along with harmonious relationships with parents are fundamental to achieving this and our staff and children are totally amazing (but perhaps I’m a little bit biased!)
I have led on staff development by delivering the Outstanding Teacher Programme to eleven staff in school and have worked alongside our SENCO to develop an Outstanding Teacher Assistant Programme focussing on maths interventions for SEND pupils. I am currently leading on the Unicef Rights Respecting Schools Award and a Junior Leadership Project where year 6 children have led on whole school initiatives such as; online safety and grooming, fundraising and improving teaching and learning from the child’s perspective. Sharing new experiences with my own two children aged 11 and 7, is something I love to do – they certainly have ideas and opinions about these opportunities and have taught me the importance of pupil voice!
Azra Butt is the Headteacher at Eldon, an outstanding, inner city primary school in Preston. Having worked in education for 27 years, in three challenging settings, she is committed to pursuing excellence through establishing a caring and ambitious ethos, ensuring equality of opportunity and learning through innovation and creativity.
In 2018 Eldon scored a hat trick! Not only did it secure a local and regional award for ‘The Primary School of the Year’, it went on to gain the nationally acclaimed TES award in the same category. However, it is no surprise that Eldon’s inclusive ethos underpins the very foundations of its success, as it inspires a hugely diverse community boasting more than 20 different languages and that’s just in the school itself!
Under Azra’s leadership, Eldon achieved IQM Centre of Excellence status in 2015. Three years later it became the first primary school in Lancashire to achieve IQM Flagship status. Eldon’s nationally recognised work on developing ‘Life Skills’ through creative learning approaches has been shared widely and with other IQM schools regionally.
As well as being a dedicated school leader, Azra is a proud mother of two amazing daughters. She exudes a love for learning and life and, as such, enjoys travelling and sampling different cuisines.
After running a successful business with my husband, I left the corporate world to become a teacher in 1999 . In my career I have worked in all year groups and eventually in 2010, I became a Headteacher in a large Primary School in the North West. As a school we gained the IQM in 2014 and I still see this as a great achievement. The school is in an area of significant deprivation and has high levels of special need which drove me to ensure that all children were given the best chance in life despite their circumstances.
In the course of my career I was lucky enough to become a Leading Teacher in Literacy and worked alongside the local Authority for many years. One of my passions is phonic teaching in the Early Years and my dissertation for my Masters degree in Educational Leadership was based around the barriers to early phonic acquisition.
I am also a pastoral adviser for the Liverpool Diocese and am taking up a position as a Foundation Governor in the near future.
I am a qualified teacher working in Special Educational Needs since 1994. I started my teaching career in a specialist school for primary aged children with SEMH and was until recently, in an advisory role for the London Borough of Merton’s central SEND Support Team for Heads, SENDCos , Teachers and support staff for 17 years. I am now freelance and work in schools and with parents across SW London, Surrey and beyond, offering practical support, training and advice. I have experience in working with children with a raft of needs including:
• ASD/Asperger’s/PDA (Diagnosed and undiagnosed)
• Down’s Syndrome (I can use simple makaton)
• FAS (Foetal Alcohol Syndrome)
• Speech and Language needs
• Auditory processing difficulties
• Attachment Disorder
• Sensory Processing Difficulties
• Sensory Integration Dysfunction
• Dyspraxia/pro-prioception difficulties
I retired in August 2017, after 37 years in teaching. I have taught in seven schools within Hampshire, East and North London and West & South Yorkshire. Originally a mainstream secondary PE teacher I moved into special education in 1985, when Inclusion first began to drive the national special education agenda. The introduction of the National Curriculum and the national reorganisation of special education provision motivated me to complete my MEd in Special Needs Education in 1996. I have taught children/young people aged 2-19 years with the full range of special educational, additional needs and disabilities. I am committed to quality first teaching and personalised provision that enables each child/young person to achieve their full potential no matter the barriers or setting.
I moved into senior leadership in 2003, completing my NPQH in 2007. In 2008 I became a Deputy Head, three years later a Headteacher. In 2014 I opened a new 20 place resource, to extend provision to include young people of mainstream ability with barriers to learning arising from their Autism Spectrum Condition and/or Social, Emotional and Mental Health Needs. The school’s established collaborative transdisciplinary approach enabled several families to successfully overcome long-term barriers to school attendance, enabling their young people to attend, enjoy, learn and succeed in school.
Throughout my career I have fully embraced inclusion and diversity and really do believe that every child does matter.
Kelsey is a positive and experienced school leader with a passion for ensuring every child receives the high quality support and educational experience they deserve in order to ensure they reach their full potential. She has over 20 years’ experience working with children and families, specialising in supporting some of the most vulnerable; children who have experienced trauma and abuse, often with complex social, emotional and mental health needs and challenging behaviour.
Over the past 14 years Kelsey has worked within a senior leadership capacity in both special and mainstream schools.
Most recently, Kelsey has spent a year in an Interim Headship role in a one form entry primary school in an area of significant deprivation in York where Kelsey led the school on a journey of rapid improvement throughout the academic year. Huge focus was given to the culture and ethos of the school, with positive relationships at all levels being a priority. The behaviour policy was reviewed and a number of new and exciting initiatives, with a focus on Inclusion, positivity, the quality of teaching & learning, relationships, kindness, attendance and outstanding behaviour were launched. Leaders at all levels were empowered and bespoke support plans for identified staff were implemented. Outcomes in July 2018 were significantly improved – with the school being identified as having the most improved results in the LA – combined measure in KS2 moving from 29% in 2017 to 75% in 2018 – above National average. In Oct 18 the school was awarded “School of the Year” in the Pride of York Community Awards.
Until 2015, Kelsey was Deputy Head Teacher at a 5 form entry East London Primary School in an area of extremely high deprivation, with over 1100 pupils, leading in Social Inclusion. She joined the school as part of a restructured leadership team in January 2013 when the school, in the eyes of OFSTED, was “requiring improvement”. Within 18 months the school was judged to be “Good”. In July 2015 the school was awarded “Centre of Excellence” status by the Inclusion Quality Mark and the creative, solution focused approaches used to support their most vulnerable pupils have been recognised and shared with other local schools.
Kelsey has also led in the successful conception, strategic development and day to day operations of 3 London Local Authority specialist settings, based upon Nurture Group principles, for pupils with significant SEMHD (Social Emotional and Mental Health Difficulties), all of which have been judged by OFSTED as Good or better.
In July 2015 Kelsey relocated, with her husband and two children, from London to a village just outside York. Since then Kelsey has been working on a consultancy basis, supporting schools in London and throughout the North of England in school improvement, with a particular focus on Outstanding Leadership and developing PDBW.
Her philosophy is one of high expectations, firm boundaries and genuine warmth and affection for all she encounters; young people, parents and professionals. Within her current role she uses therapeutic skills, coupled with knowledge and experience of school leadership to offer training, consultancy, mentoring and coaching to a range of educational and mental health professionals to support school improvement and better enhance nurturing provision for children and families.