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

Audrey is an accomplished trainer, facilitator, speaker, mentor and coach. She provides a holistic, values-led approach to her work and uses her experience and humour to bring out the best in others. She is able to work in a range of sectors that demonstrate her flexibility and adaptability in all situations.

Audrey is an accredited Resilient Leaders Elements leadership coach and C-Me colour profiling Accreditor. Audrey works with individuals and groups in facilitating transformational change that empowers and inspires. Audrey regularly coaches groups of serving and prospective education leaders focusing on standards and ensuring a sense of wellbeing in successfully delivering the role.

Audrey’s career in education as teacher, middle leader, senior leader and head of school in both mainstream and special educational needs spans over thirty years. She gained her National Professional Qualification in Headship (NPQH) in 2007. She was the founding Head of a free Special school in northwest London where she led the school through its first Ofsted inspection, where it gained a ‘Good with outstanding features’ judgement. She has served as a governor and Chair of Governors at a school for children and young people who have autism, based in south-west London. She also works closely with schools and organisations in developing and implementing positive, systemic changes with regard to racial diversity and strategic inclusive practices.

CME

RLE

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.