With a powerful blend of frontline experience and deep-rooted passion, Louisa brings over four years of expertise as a Deputy Designated Safeguarding Lead (DDSL) and Mental Health Lead. She’s been at the heart of safeguarding in school, not only protecting children and young people but also empowering staff to do the same.
Louisa’s impact extends across multiple schools within the Multi-Academy Trust, where she’s been instrumental in helping to shape safeguarding systems, streamlining concern reporting, and embedding best practices that ensure consistency and compliance.
Before stepping into education, Louisa served 18 years as a police officer—an experience that sharpened her skills in investigation, crisis response, and risk assessment. Her background gives her a unique edge: she understands the realities of safeguarding from every angle.
Driven by a genuine commitment to creating safe, supportive environments, Louisa is a trusted coach, a steady presence in times of crisis, and a passionate advocate for vulnerable individuals.

Hollie brings over 20 years of experience in primary education and currently serves as a Deputy Headteacher. With a strong commitment to developing others, she is passionate about coaching and mentoring colleagues at all stages of their careers—from early entrants to those aspiring to leadership. 

She has worked in schools across the Trust, supporting a range of projects and contributing to the development of strong, collaborative practice. With experience in specialist provision and as a NASENCO-qualified leader, she is deeply committed to supporting the most vulnerable learners. She is also passionate about creating a curriculum that meets the needs of all pupils, ensuring every child feels seen, supported, and valued. 

Hollie has led a wide range of areas across school settings, alongside key work in personal development, safeguarding, and attendance. Passionate about creating a positive, inclusive school culture of belonging, she brings both expertise and heart to her coaching practice. 

Tanya is a dedicated primary educator with 18 years of teaching experience. She has spent several years working as a SENDCo and Deputy Head in a small rural primary school, roles that have strengthened her understanding of inclusive practice, leadership development, and whole-school improvement. 

Motivated by a genuine curiosity about the science of teaching, Tanya seeks to understand how educators refine their practice and how this drives professional growth within a school community. She believes in evidence-informed practice, reflective thinking, and creating sustainable, positive change. 

Throughout her career, Tanya has felt privileged to inspire both pupils and colleagues. She is enthusiastic about empowering others, nurturing their strengths, and creating opportunities for them to excel in their educational roles. Passionate, reflective, and people-focused, Tanya brings warmth and clarity to her work as she supports others on their professional journeys. 

Rachel began her teaching career in 2006 and has since built a rich and varied leadership portfolio working in schools in Warwickshire, taking on her current role of DHT in September 2022. With a deep-rooted passion for education, she has held a range of leadership roles, most notably in Teaching and Learning and Staff Continuing Professional Development (CPD). She found particular fulfilment in leading CPD, as it allowed her to leave a lasting legacy by nurturing and instilling a shared enthusiasm for research-led teaching and learning. Rachel also completed her SLE training which allowed her to support in other schools.

Rachel has held many different leadership positions throughout her career and has been strategic lead for many whole school priorities:

• Second in department (English)
• Head of department (English)
• Head of Faculty (English, MFL and the Arts)
• Assistant Headteacher
• Deputy Headteacher

Currently, Rachel leads on Behaviour and Standards across the school, with a commitment to high expectations and a positive school culture which is student-centred. Rachel is also the Designated Safeguarding Lead. Her leadership is characterised by integrity, dedication, and a genuine belief in the transformative power of education.

Paul is a committed primary deputy headteacher with over twenty years of teaching experience and six years in senior leadership. His career spans a variety of settings, from large urban primary schools to small village schools, giving him a deep understanding of the diverse needs of pupils and their communities.

Paul has a particular passion and expertise in Upper Key Stage Two, where he has consistently supported pupils to achieve their full potential. Over the years, he has led a wide range of subjects, with English becoming a key specialism. As a former local authority moderator, Paul brings a wealth of knowledge in assessment and standards. He has a proven track record of driving improvements in teaching and learning, curriculum development, and whole-school literacy initiatives.

Zoe brings 20 years of experience in education, having worked in a wide range of roles including Assistant Headteacher and Phase Leader across both village and city schools. She has a genuine passion for developing others, supporting colleagues at every stage of their career. She is particularly interested in child development and the ways in which children learn through enabling, purposeful environments. Zoe is committed to ensuring that every child thrives and achieves, whatever their starting point. Feedback from former ‘coachees’: "Zoe is kind, compassionate and takes the time to listen to people and what they say and need."

Catherine is an experienced and dedicated Mathematics educator with over twelve years of teaching expertise across a diverse range of secondary school settings. Currently serving as Second in Department at Ridgeway Secondary School, she plays a key role in shaping curriculum, supporting staff, and driving continual improvement within the Mathematics faculty. Her leadership is characterised by a calm, collaborative approach and a commitment to ensuring every student develops confidence and fluency in mathematical thinking. 

Throughout her career, Catherine has taught in three distinct secondary schools, two of which are part of the same trust, giving her a deep understanding of differing school cultures, student needs, and departmental structures. In each setting, she has made a measurable contribution to raising standards and improving outcomes, helping to strengthen teaching practice and enhance student achievement across the department. 

Catherine is also highly committed to developing the next generation of teachers. For the past seven years, she has served as both a subject mentor for trainee Mathematics teachers and an ECT mentor, providing structured guidance, high-quality feedback, and pastoral support to early-career colleagues. Her mentoring style blends high expectations with empathy, ensuring new teachers feel supported while continually refining their practice. 

With a strong belief in the transformative power of education, Catherine brings passion, expertise, and professionalism to every aspect of her work. She remains dedicated to creating a positive learning environment, promoting mathematical curiosity, and contributing to whole-school improvement. Her track record across multiple schools reflects her ongoing commitment to excellence and her drive to help students and teachers reach their full potential. 

Abbie Smith is an experienced primary educator with over ten years of teaching across Early Years to Year 6. As Literacy Lead, she is passionate about supporting others to reach their individual goals in ways that work best for them. Abbie values collaboration and reflection, fostering inclusive and engaging environments where both pupils and colleagues can thrive. Her NPQLL and Middle Leadership qualifications have strengthened her ability to lead with empathy, guide professional growth, and drive positive, sustainable improvement across the school community. 

Emily is a committed and enthusiastic mathematics teacher with several years of classroom experience and a strong track record of supporting both student achievement and professional development within schools. Over the past three years, Emily has served as a Professional Mentor within a busy teaching hub, supporting approximately 25 trainee teachers through their initial training. She has worked closely with subject mentors and training providers to ensure a high-quality, supportive experience for new entrants to the profession. In addition, she has been an ECT Mentor under the new Early Career Framework, offering structured, personalised guidance to early career teachers as they develop their classroom practice and professional identity. As a Teaching and Learning Champion, she has delivered whole-school briefings, celebrated best practice, and contributed to the design and delivery of CPD briefings that have supported staff across a range of subjects. Her work focuses on sharing practical, research-based strategies that enhance teaching and learning. Emily is happy to support anyone who is looking for guidance with mentoring trainees, ECTs or perfecting their classroom practice.

Jack Sidhu is a dedicated educational professional with 16 years of teaching experience across a range of roles, with a strong focus over the past seven years on leading year groups. He has successfully managed tutor teams and worked closely with pastoral managers to meet the diverse needs of students. He is particularly skilled in helping young people navigate the complexities of school life, and his leadership has been central to creating structured, supportive environments where students can achieve both personal and academic success.
Throughout his career, he has held a range of leadership roles including Head of PSHE, Academic Lead, Head of House, and Year Leader. He is highly knowledgeable and skilled in leading year groups through both academic and pastoral processes and has successfully led tutor teams while working closely with pastoral staff to support students’ holistic development. Jack is highly skilled in fostering structured, inclusive, and aspirational learning environments, enabling young people to thrive both personally and academically. Through his student-centred approach and strategic insight, he has delivered sustained improvements in behaviour culture, student wellbeing, and academic achievement across the school community.

Suzie is a dedicated and experienced teacher with a strong background in leading inclusive practice across secondary education. As a seasoned SENDCo and department head, she has successfully driven improvements in teaching and learning, ensuring that all students, regardless of need, achieve their full potential. Her leadership is rooted in collaboration, working closely with students, families, and multidisciplinary teams to create tailored support plans that are both effective and compassionate. Suzie’s department is recognised for its strong outcomes, reflecting her commitment to high standards and continuous improvement. Beyond her operational expertise, Suzie is passionate about empowering colleagues through mentoring and professional development. She believes in nurturing a school culture where every staff member feels equipped and inspired to make a difference. Her work not only enhances student outcomes but also strengthens the wider school community.