KH Education offers five areas of work, each grounded in over three decades of experience in secondary schools across Greater Manchester and the North West. The work is always bespoke — shaped around your school, your context, and the specific problem in front of you — but the areas below give a clear sense of what I offer and who it’s for.
Policy review and renewal
Schools and trusts accumulate policy at pace and review it inconsistently, and the result is frameworks that don’t reflect current practice, don’t meet current requirements, or simply don’t get used. I conduct a structured audit of your policy landscape — identifying gaps, contradictions, and documents overdue for revision — and work with you to produce a suite of policies that are coherent, compliant, and written in a way that staff will actually read. The work can be scoped to a single area or across the whole school, and always ends with something usable rather than something filed.
Suitable for: individual schools, academies, and multi-academy trusts.
Department support
When a department is underperforming, the reasons are rarely simple — and a one-day visit followed by a written report rarely shifts much. I work alongside heads of department and their teams over a sustained period, looking at curriculum design, subject knowledge, assessment practice, and the quality of teaching, and I bring the perspective of someone who has led departments, developed teachers, and built curricula from the ground up. The work is honest, practical, and calibrated to what your department actually needs rather than what a generic improvement framework says it should look like. For mathematics departments, I bring an additional layer of subject-specific expertise — in curriculum architecture, mathematical pedagogy, and assessment design — that allows the work to go considerably deeper than a generalist review.
Suitable for: heads of department, curriculum leads, and the senior leaders who line-manage them.
SLT effectiveness
Most senior leadership teams are not short of capability. What holds them back is rarely individual competence and almost always something more structural — a reluctance to disagree openly, a lack of clarity about decisions once meetings have ended, or an unspoken agreement not to hold each other to account in the way that would actually move things forward. I work directly with SLTs through a series of facilitated sessions designed to surface the real tensions, clarify roles and accountabilities, sharpen strategic thinking, and build the kind of honest working relationships that make a team genuinely greater than the sum of its parts.
The sessions are structured around Patrick Lencioni’s five dysfunctions model — working through trust, conflict, commitment, accountability, and collective results — and are grounded in the real issues the team is facing rather than hypotheticals or generic leadership theory. This is not a training programme. It is demanding, occasionally uncomfortable, and consistently productive, and it works best when the headteacher is a full participant rather than a commissioner standing at the edge of it.
Suitable for: school and trust senior leadership teams at any stage of development.
Headship coaching
Leading a school is an unusually isolating job, and the most important thinking a headteacher does is rarely done with anyone else in the room. I work with headteachers on a one-to-one basis — as a rigorous thinking partner, a sounding board for the decisions that can’t go to the governors or the trust, and an honest voice when honesty is in short supply. I’ve held the role myself, in a challenging urban context, and I bring that experience to every conversation. This is not mentoring in any soft sense. It is sustained, demanding, and honest engagement with the real work of leading a school.
Available as a monthly retained arrangement — one 90-minute session per month with email access between sessions — or on an ad hoc basis for leaders who need support at a particular moment rather than over time.
Suitable for: serving headteachers and recently appointed heads in their first or second year.
Teacher training and professional development
Drawing on my experience as a SCITT director and Teaching School deputy head — growing a partnership from 3 to 42 trainees and achieving Good across all areas at inspection — I support schools and trusts with the design and delivery of CPD programmes, initial teacher training partnerships, and early career teacher development. This strand is available to schools building or reviewing their own CPD architecture, trusts looking to develop a coherent approach to professional development, and partnerships seeking experienced strategic input into their ITT provision.
Suitable for: school leaders, CPD leads, and ITT partnerships.
Not sure which strand is right for you?
Most engagements begin with a conversation. If you have a sense of what isn’t working but aren’t certain which of these areas fits, get in touch and we can work it out together
Call to Action
Ready to elevate your school’s performance? I’d love to discuss how we can work together to achieve your goals.
Email: admin@kheducation.co.uk
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