Amy has a unique blend of skills which she utilises to profoundly transform the inner world of her clients, which in turn translates into their outer world of career, relationships and family life. Using pioneering techniques in energy field coaching, transformational life coaching and health coaching Amy, is able to, through intuition and inquisition, gain insight into limiting beliefs, patterns and other behaviours that restrict her clients reaching their full potential. Amy listens with compassion, warmth and empathy. Her holistic coaching style, along with the toolkit she offers, leaves clients with increased capacity to feel well, to be more and do more.

Amy has experience of being an educational coach for 14 years for teachers, aspiring leaders, middle leaders and recently head teachers. Prior to education, as a business manager, she coached high performance staff to achieve targets and hence departmental performance figures. Amy has been coaching people on wellness, limiting beliefs, patterns and inner transformation, for over 20 years and she currently continues to coach people from the education, business and sports sector on their inner journey of transformation.

Amy started her career in sales and advertising, quickly moving into larger blue chip companies and becoming a sales coach and business manager. Her career spans the retail sector, recruitment, where she became a project manager, and customer services sector. Every step of the way, Amy was able to coach staff for improved performance, confidence and resilience. Having spent 14 years in the education sector Amy has experience of being a science teacher, lead practitioner, extended SLT member, whole school coach and trainer. She is now an induction tutor and professional mentor for Early Career Teachers and trainee teachers, coaching and mentoring them, as well as their subject mentors on all matters teaching and learning, confidence, self esteem and wellness.

ICF MCC

Masters in Coaching

Transformational Coach

Other

Certified Transformational Life Coach using psychometric analyses; Advanced Energy Field Therapist developing the power of the heart and mind through visualisation and meditation; understanding self and others through the eyes of subtle energy movements and influences; Accredited Diploma in Health Coaching; Accredited member of the ACCPH.

Thank you for expressing an interest in taking your leadership skills to the next level and make a lasting impact on the education system. For over two decades my own leadership journey has taken me from teaching assistant to CEO and over this time I have had the privilege of coaching and mentoring many leaders. Working together we can design an offer to empower you to lead with integrity and values. Imagine having the tools and knowledge to create a positive, inclusive school culture that inspires and motivates your team. Imagine being able to navigate the complexities of the modern education system with ease and confidence. With coaching support, all of this is possible.

I have coached many leaders throughout my career including supporting many senior leaders to secure their Headships. This coaching has been within the organisations I have served and for wider national networks such as Challenge Partners, Greater London Authority, Ambition School Leadership and more recently my own coaching organisation Holistic Leadership. My coaching philosophy centres on people-focussed coaching supporting the individual to reflect on past narratives and stories and releasing beliefs that aren’t useful. The focus of coaching has included:

I began my journey in education as a teaching assistant and over the next seven years working in various leadership roles until securing my first Headship in 2012. Since then I have taken on Executive Leadership roles in and across Trusts and become a Trust CEO in January 2021. Throughout it all I have endeavoured to model values-based leadership, raise communities and empower others in leadership and life.

EMCC

Embarking on my coaching journey in 2012, I transitioned from a rich background in education spanning over three decades. Throughout my career, I’ve honed my leadership style, people management skills, and business acumen in diverse and often challenging contexts.

This extensive experience grants me a deep understanding of the hurdles professionals face and equips me with the expertise to guide them successfully. I bring this nuanced understanding to coaching conversations, enriching my clients’ experiences and outcomes.

Believing in the importance of qualifications and continuous growth, I pursued credentials as an International Coaching Federation (ICF) Professional Certified Coach (PCC), underscoring my commitment to excellence. Regular supervision further ensures the quality and efficacy of my coaching practice, providing clients with added confidence and assurance.

Approaching coaching with an optimistic mindset, I firmly believe in the power of choice and possibility. My purpose as a coach is to empower individuals to unearth their opportunities and take decisive action to thrive, rather than merely cope.

As an accredited executive business coach, I’ve had the privilege of partnering with schools, Trusts, the NHS, and private sector entities to design and deliver bespoke leadership programs. These programs are meticulously crafted to foster well-being, resilience, and transformative growth among participants.

In my current capacity as an associate to Blend Ltd, I lead group coaching sessions within the NHS Deanery program, guiding professionals to unlock their potential and navigate complex challenges with clarity and confidence. Additionally, I provide individual coaching to executive headteachers enrolled in the NPQEL program, empowering them to lead with vision and impact.

Throughout my career spanning over two decades in education, I’ve held leadership roles in three schools as a headteacher. My tenure culminated in the publication of “Creating Change in Urban Settings,” a testament to my strategic leadership and unwavering commitment to driving positive change in challenging environments.

Beyond my direct school leadership roles, I serve as a Strategic Director for the Curriculum Foundation, where I contribute to global education initiatives. Notably, my involvement in curriculum development projects in South Sudan since 2015 underscores my dedication to advancing education and empowering communities worldwide.

Currently, as School Improvement Director for a Multi-Academy Trust, I leverage my coaching expertise to spearhead strategic initiatives aimed at enhancing educational outcomes and fostering a culture of continuous improvement. Through collaborative leadership and a focus on individual empowerment, I strive to drive positive change and create lasting impact across the Trust.

Professional Certified Coach (PCC) – International Coaching Federation (ICF)

Senior Practitioner – European Mentoring and Coaching Council (EMCC)

Certified in MBIT (Multiple Brain Integration Techniques)

Dot B Foundation Mindfulness Trained (Mindfulness in Schools)

I am a strong advocate of lifelong learning and its importance in developing confident, self-motivated individuals who are active participants in an inclusive society. Coaching, I believe, is guided by mutual respect and trust. To this end, I strive to create a positive process and environment whereby the individuals I coach can and will be comfortable examining issues more deeply, think differently and then use that to define their own solutions to complicated challenges. It is a developmental partnership that helps individuals/leaders to get to where they want to get by channelling the best within them.

I have been coaching for over 4 years. Much of my coaching experience has been within the education sector and of senior leaders including headteachers and executive heads. However, I have also been coaching 2 company directors regularly for almost four years. In addition, I have extensive experience in coaching middle leaders and supporting schools (both primary and secondary) in building capacity within their leadership teams and raising standards. My philosophy is that coaching is an experiential and highly personalised process aimed to support and advance individuals and teams’ capacity to achieve short- and long-term goals. I have a track record of doing this successfully within my schools and beyond.

I am currently a serving headteacher of two 3 form entry schools with a keen passion for developing people. I have successfully completed several qualifications whilst working in schools in order to enhance my own practice; including a professional qualified executive coaching programme and NPQH and currently completing the NPQEL programme. I am a leadership trainer for my Trust and currently I am developing and delivering a leadership development programme for another Trust. I am also very proud of my position as an Associate Professional for CRED at Leeds Beckett University. Most recently, I have taken on the role of a Director/Trustee of a MAT. All that I do including coaching allows me to fulfil my passion for developing people.

ILM L7 Executive Coaching

Cath’s approach to coaching is systemic eclectic – every client, conversation and journey is unique, and this notion is at the heart of her coaching practice. Her goal as an executive coach is to create a highly enabling partnership, by applying the principles of a Thinking Environment to her practice. This supports the creation of a psychologically safe space, that allows clients to think clearly, identify solutions and challenge limiting assumptions.

Cath trained as an executive coach and started a coaching business after completing the Executive coaching course at Henley Business school. She is a qualified Thinking Partner using Nancy Kline’s Time to Think approach and she uses this in both 1:1 and group coaching. Cath coaches leaders across a range of sectors, taking a values-led approach to improve self-awareness, self-confidence and to support the development of an inclusive culture in the workplace.

Having taught across the primary key stages and becoming an Advanced Skills Teacher, Cath spent 4 years in school leadership, including being the Headteacher of a 2 form entry primary school in London. She has also been a governor for a school within a local MAT. In addition to her coaching business, Inclusive Leadership Coaching, she coaches a range of schools and MAT leadership teams on the Anti-Racist School Award at Leeds Beckett University. She also holds a Masters in Special and Inclusive Education.

ILM L7

Other

Qualified Time to Think Thinking partner

Amanda is the headteacher of St Alfege with St Peter’s CofE Primary School and has 25 years’ experience in the education sector. She is a qualified coach with an MA in Coaching and Mentoring from Oxford Brookes University and is an EMCC Senior Practitioner. She has a track record for supporting teachers in securing leadership roles, and providing a space for leaders to work through the range of challenges that they encounter daily. Amanda’s coaching style goes beyond the surface of achieving goals and through the use of Transactional Analysis focuses on the behaviours that influence decisions.

Amanda has been coaching for over 17 years, working with both educators and those in the business sector. In 2023 she completed her Masters in Coaching and Mentoring with Oxford Brookes University. Her dissertation focussed on understanding the coaching experience for Black headteachers working in UK schools. Amanda has a keen interest in Transactional Analysis (TA) and is currently training to be a psychotherapist. She uses her knowledge of TA to help her clients identify the thoughts and behaviours that may be preventing them from moving forward and work through solutions that will bring about lasting change.

Amanda is the headteacher of St Alfege with St Peter’s CofE Primary School and has over 25 years’ experience in the education sector. She is the founder of the First 100 Days Headteachers Conference, an annual event aimed at supporting new and aspiring headteachers. In 2023 Amanda published the book Letters to a Young Generation: Aspiring School Leaders which aims to encourage the next generation of Black school leaders. Amanda is a member of the Royal Borough of Greenwich Educate Against Racism group whose aim is to make a difference in schools by addressing racial biases and imbalances.

Masters in Coaching

Hannah is a leadership development consultant, coach and trainer. She spent twenty years leading in schools, trusts, teaching hubs and universities. She now works independently. She is the Co-Founder of #WomenEd and #DiverseEd.

Hannah has been coaching and mentoring existing and aspiring leaders in education for the last decade. She came to coaching through her own leadership journey in and out of schools – coaching has helped her make strategic decisions at key milestones. She has supported hundreds of people to navigate their career, negotiate their salary / contract and find values-aligned workplaces where they can flourish and thrive.

Hannah has held the posts of HOD, HOY, AHT, DHT, HT & EHT. She has also held roles across trusts and teaching hubs where she has led on trust-wide priorities such as professional development and safeguarding. She has led a large secondary PGCE programme and been commissioned to design and deliver a new MA in Education, Ethics & Leadership. She is a primary school governor and has been a MAT trustee.

ICF ACC

ILM L7

CME

Positive Intelligence

RLE

She has accredited with the Coactive Institute, the Teleos Institute, the British School of Coaching and Resilient Leaders Elements. She has also trained with Giant’s Five Voices, Graydin’s Start with the Heart and Integrity Coaching’s development programmes. She is a Fellow of LBU’s CollectivEd community.

Julie is passionate educator with over fifteen years of first-hand experience and more recently consultancy/coaching experience. Driven by her wealth of experience and coaching accreditation, Julie Keyes established The Educational Coach in 2021. She meticulously handpicked a team of exceptional coaches and educators, and introduced The HELP Method, a transformative model she personally designed and implemented in schools worldwide. Based in the UK, Julie values time with her family and enjoys taking in the sea air on coastal walks.

Her passion for enabling people to develop themselves and achieve their maximum potential brought her to strengths-based coaching and this has formed her coaching approach. It is her firm belief that coaching raises self-awareness, self-confidence, and self-leadership. Julie is a member of the ICF and an accredited training provider of the Association for Coaching. Engaging in coach training is her personal passion – she is currently working towards her next level of accreditation at ICF PCC level.

A teacher by vocation and training – Julie has worked at all levels in education from class teacher, Head of department, Head of faculty and deputy head. Alongside this Julie has worked on leadership programmes for large law firms and corporate organisations, working with many high-profile organisations including Baker Mackenzie, Reed Smith, Allen & Overy, Nestle and Mastercard. She is a professional member of the Charter College of Teaching. Julie has also held the role of trustee with a large school trust and created and developed a module on parent partnerships for Discovery Education and National Association Headteachers. She is currently a PGCE tutor for the University of Buckingham.

ICF PCC
NLP

Five Dysfunctions of a Team

Clifton Strengths

RSHE, which stands for Relationships, Sex, and Health Education, has been compulsory for schools since September 2020. Primary Schools are required to teach the relationship aspect of RSE, whilst secondary schools are mandated to provide students with relationships and sex education. Health education is now compulsory in schools, but the terms RSE and RHSE are often used interchangeably.

In primary schools, the emphasis is on establishing fundamental elements for fostering healthy and respectful relationships, concentrating on family and friendships across various contexts, including online interactions.

In secondary schools, the curriculum expands on these foundations, enhancing students’ comprehension of health with a heightened focus on potential risk areas such as drugs and alcohol. Furthermore, it introduces information about intimate relationships and sex, aiming to equip students with the knowledge necessary for maintaining positive and healthy sexual relationships.

We are collating a growing bank of resources to help you to review and develop how inclusive the RSHE provision is in your school. Here are some questions to reflect on:

1. Representation:
Are diverse identities (gender, sexual orientation, ethnicity, ability, etc.) adequately represented in the curriculum materials, resources, and examples used in RSHE lessons, and do they promote a positive understanding of different identities and relationships?

2. Cultural Sensitivity:
How culturally sensitive are the RSHE materials? Do they consider the cultural backgrounds and beliefs of all students and their families?

3. Accessibility:
Are RSHE materials accessible to students with different learning needs? Is the content presented in multiple formats to accommodate diverse abilities?

4. Language and Terminology:
Is the language used in RSHE materials inclusive and affirming? Are terms and concepts explained in a way that is easily understood and respectful of diverse perspectives?

5. Age appropriateness:
How do we ensure that all materials we are using are age appropriate and suitable for the individuals in the group?

6. CPD:
Have teachers received training on creating an inclusive and supportive RSHE environment? Are they equipped to handle questions and discussions around diverse identities and experiences?

7. Safe and Inclusive Spaces:
Do students feel that RSHE lessons create a safe and inclusive space for open discussions? Are there mechanisms in place to address any concerns related to inclusivity?

8. Feedback Mechanism and community engagement:
Is there a system in place for students, parents, and teachers to provide feedback on the RSHE curriculum in terms of inclusivity? How is this feedback used to make improvements?

9. Intersectionality:
Does the RSHE curriculum address the intersectionality of identities, recognising that individuals may experience multiple aspects of diversity simultaneously?
Regularly reviewing and updating your RSHE provision based on these reflections can contribute to a more inclusive and supportive learning environment for all students.