Common Challenges I can Help With
“We’ve already delivered training and shared examples, but consistency isn’t there.”
Training is only the starting point. The real challenge is ensuring that ideas are implemented consistently across classrooms and sustained over time.
I work directly alongside teachers in classrooms, helping staff translate training into everyday practice. Rather than adding more meetings or paperwork, I focus on practical implementation, ensuring initiatives become embedded and make a genuine difference for pupils.
“Our ECTs have experienced instructional coaching, but our experienced staff don’t want or need it.”
In reality, the most successful schools create cultures where everyone continues to improve, regardless of career stage.
I have worked with teachers at every stage of their professional journey. By combining challenge with support and providing practical strategies alongside feedback, I help create a culture where professional development is valued rather than feared.
“Our senior leaders are already stretched and don’t have the time to lead this work.”
That’s exactly why working with me is the perfect solution! Leading teaching and learning effectively requires both expertise and capacity. Often schools have one but not the other.
I provide additional leadership capacity focused solely on teaching and learning. This allows heads, deputies and assistant heads to concentrate on the many other demands of running a school while knowing that classroom improvement remains a priority.
“Our teaching is already strong, we’re just waiting for Ofsted”
I not only support teaching but also prepare teachers to articulate what they do for external judgement. My approach uses regular, low-stakes classroom visits that focus on growth rather than judgement. Teachers develop a clear understanding of their strengths and next steps, while leaders gain an accurate picture of classroom practice.
The result is greater confidence, fewer surprises and a culture where professional feedback is normal, supportive and effective.
“Coaching sounds great, but we don’t have the budget for it.”
Many schools spend significant amounts on courses, conferences and one-off training days, yet struggle to see lasting changes in classroom practice.
My approach focuses on practical, bespoke professional development that is tailored to your school, your priorities and your staff. Teachers receive support they can implement immediately, making professional development more impactful and easier to measure.
As a freelance former headteacher, my rates have to reflect that I pay my own tax, NI, pension and don’t get holiday, sick pay or consistent work.
However schools get flexibility working with me. Additional capacity for what they want at the right time, without having to adapt staffing structures, wait for decisions from trust leaders or budget for long term staffing overheads
“So coaching has obvious appeal. It promises what most CPD lacks: specificity, repetition, accountability and adaptation. It doesn’t just tell teachers what good practice is; it helps them do it.”
Frequently Asked Questions
How is your support different from a training day?Training days can inspire staff, but lasting improvement comes from ongoing support. My work combines training, coaching, deliberate practice, live modelling and implementation support to ensure professional development translates into classroom practice.
Will staff feel judged or observed?No. My approach is developmental, supportive and low stakes. I build positive relationships with staff and focus on helping teachers improve, not evaluating performance.
How long do schools typically work with you?This varies depending on your goals. Some schools use my support for a specific implementation project, while others partner with me over a term or academic year to embed long-term improvements in teaching and learning.
Can you work with all teachers and leaders?
Absolutely. I work with teachers and leaders at every stage of their career, from ECTs to senior leaders.
I believe professional development should be for everyone. Too often, schools focus support on struggling staff and forget their strongest teachers. Outstanding practitioners deserve to feel valued, challenged and developed too.
I also support aspiring and existing leaders to develop skills in coaching, feedback, implementation and leading adults.
As a former headteacher, I have experience supporting staff through professional development, capability processes and improvement plans. My approach is always supportive, practical and tailored to the individual.
What impact can we expect?Schools typically see greater consistency in classroom practice, increased staff confidence, stronger implementation of teaching strategies and a more embedded culture of professional development.
Headteachers have peace of mind that teaching and learning is in safe hands and can focus on other aspects of running the school
Why did you leave headship, and are you an Ofsted inspector?I loved being a headteacher and am proud of my leadership in schools. I left headship to focus on what I enjoy most: developing teachers and leaders across a wider range of schools, although I still feel like a headteacher at heart and always will. This way I can work even better with headteachers.
I am not an Ofsted inspector—my work is entirely supportive and developmental, focused on coaching, modelling and helping schools improve practice rather than judging it.