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.

Remi uses the Transformational Coaching Approach with clients. The Transformative Coaching process is a proven empirical approach inspiring authentic change through awareness and growth. The approach uses the proprietary framework known as Awareness-Clarity-Choice Conversation (TM). It fully integrates the science of Emotional Intelligence (EQ) and Positive Psychology, creating a robust platform that results in long-lasting, sustainable change through allowing individuals to reconnect with others as well as their own essence and start making conscious choices and decisions.

Remi has been in the coaching space since 2009. She has coached on various national and local programmes such as the DFE Women Leading in Education, National College for Leadership of Schools and Children’s Services (formerly NCSL), National College for Teaching & Leadership, National Professional Qualification for Headship for The Institute of Education, University of London (IoE) and currently with East London Teaching School Hub and the Tower Hamlets FutureHeads programme. She also has her own coaching practice: Remi Atoyebi Consulting.

Remi is a certified Transformational Coach and a highly experienced Head Teacher. Since 2006, she has served as an Interim Executive Headteacher and Advisory Headteacher. with a demonstrable track record of working in education leadership and management. Skilled in School Improvement, Lecturing, Public Speaking, HR Processes and Policies. She served as a member of the DFE Primary Headteachers Reference Group, a body that advises the Secretary of State for Education and government ministers on education policies. She is also a Fellow of the Institute of Leadership and Management (ILM) and an Associate of the Chartered Institute of Personnel Development (CIPD).

ICF ACC
ILM L7
Transformational Coach

Approved Coach Specific Training Hours (ACSTH)
The Awareness-Clarity-Choice Conversation (TM) proprietary framework

Patrick Cozier is a successful and experienced secondary school leader. He has been a Headteacher of a large comprehensive school (over 1500 students) for the last 17 years. He has also been the chair of the Haringey Secondary Heads Forum for the last 9 years. In the last five years he has sat on the Racial Equity Steering Committee as part of the Haringey Education Partnership and led the three most recent and successful conferences. In addition to being a Co-Vice Chair of trustees at Show Racism the Red Card, he also serves as a trustee of Horizons which is the charitable arm of the Haringey Education Partnership. As an educationalist he is committed to doing everything that he can to support our young people to thrive and become the best adults they can be. As a member of the black community he is passionate about seeking equality, justice and fair outcomes for people of colour.

As an experienced senior leader and headteacher of approaching 20 years I have mentored and coached many senior leaders. My experience ranges from those who I have line managed in my own organisation to those headteachers and senior leaders that I have coached and mentored privately. I have recently joined forces with Leaders Like Us – a Church of England supported initiative to utilise established black leaders to support other potential black leaders.

I have taught in London for the duration of my 29 year teaching career. I have been a senior leader for 22 years, 3 years as an AHT, 1 and a half years as a DHT and the last 17 years as a headteacher. I lead a large secondary school in North London and we are successful. We have been rated as good by Ofsted for the past three inspections (2011, 2016 and 2021) and our students consistently make better than expected progress at both GCSE and Post 16. In the last 18 months, I have taken on wider responsibilities as a trustee and also as a private leadership coach.

Malarvilie is an adaptive coach, empowering individuals to turn their aspirations into tangible goals. With a focus on Emotional Intelligence, Malarvilie uses personality profiling and coaching tools to enhance self-awareness and effective communication with different personalities. Through a solutions-focused approach, Malarvilie cultivates strength and compassion, guiding clients to become empathetic, authentic leaders. In a warm and supportive environment, Malarvilie fosters personal growth and empowers individuals to take charge of their future. Together, Malarvilie and clients embark on a journey of self-discovery, unlocking potential and paving the way for a brighter future.

Having accumulated seven years of professional coaching experience and a prior background in school leadership, Malarvilie possesses a wealth of expertise in guiding and supporting others. She has coached for WomenEd, Diverse Leaders programs, and has continued to voluntarily coach for the Maternity Paternity Project. Whether working with individuals, schools, or MATs, she embraces a personalised approach, tailoring her guidance to meet the specific needs of her clients. With an unwavering commitment to empowerment and growth, she actively shares her knowledge by training school leaders in coaching skills, aiming to foster a widespread coaching culture and equip them with the tools to effectively coach their teams.

Starting as a history teacher in the year 2000, Malarvilie built a strong reputation in middle and senior leadership roles. She became passionate about coaching when she became responsible for CPD and teaching & learning across a MAT in London in 2010. Malarvilie dedicated her maternity leaves to pursuing coaching courses, culminating in gaining the Level 7 in Executive Coaching & Mentoring. Driven by her young family, she established MalCPD Education Consultancy & Coaching, specialising in leadership and coaching, to support and develop others. For the last 7 years, Malarvilie has worked with individuals, schools, and MATs, offering valuable guidance and training to enhance leadership capabilities and develop a coaching culture across schools.

ILM L7

TypeCoach Certified Coach (MBTI)

MBTI

Dwight believes in people and the untapped power that we all have within! As a lover of learning he has had a number of coaches himself as he seeks to always develop himself so that he can impact others. As a Leadership and Personal Development coach, Dwight has worked with a number of different clients at different levels in their careers, mainly in education. Dwight has come from humble beginnings, he understands the struggles associated with reaching success when the odds are against you. All of Dwight’s clients have made considerable impact in their lives through coaching and have progressed due to his engaging and thought provoking sessions.

Dwight is a seasoned Leadership and Personal Development coach who has been working with clients in education for over 10 years. Dwight coaches his teams on a daily basis. He uses the GROW model approach in his coaching sessions to ensure that his clients leave each session with tangible and specific actions. He also uses NLP and DICS in his sessions. Dwight’s coaching sessions are client-led and results oriented. He has provided coaching services to clients with a focus on personal development, career growth, and work-life balance. He has developed and implemented individualised coaching plans resulting in all round client satisfaction. Dwight has coordinated and led group coaching sessions.

Dwight is originally an educator who has served in all capacities in schools. He has managed and led in pastoral and curriculum areas from middle to senior leadership level, this includes Headship. He has a Doctorate in Educational Leadership, National Professional Qualification for Headship and a diploma in coaching. Dwight has worked in the Caribbean, the Middle East and the UK. He is a practicing Leadership and Personal Development coach who finds absolute joy in helping others. In his free time he inspects British Schools overseas. Dwight is passionate about coaching, education and research into education.

ICF ACC
NLP

Diploma – Personal Performance Coaching
Resilient Leaders Elements pending

DISC
RLDP