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 a framework that doesn’t reflect current practice, meet current requirements, or doesn’t get used. I conduct a structured audit of your policy portfolio — 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, or still in development, perhaps due to a new Head of Department, a one-day visit followed by a written report rarely has much impact. 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 focused on what the 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 development, mathematical pedagogy, and assessment design — that allows the work to go considerably deeper than a typical review.
Suitable for: heads of department, curriculum leads, and the senior leaders who line-manage them.
SLT effectiveness
Most senior leadership teams are built from talented staff with huge amounts of potential. What holds them back is rarely competence and almost always something more structural: a reluctance to disagree openly and a lack of clarity about decisions and accountability once meetings have ended.. I work directly with SLTs through a series of facilitated sessions designed to highlight the challenge, 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, uncomfortable, and consistently productive, and it works best when the headteacher is a full participant.
Suitable for: school and trust senior leadership teams at any stage of development.
Headship coaching
Leading a school is a job that often exists in isolation, 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 thinking partner, a sounding board for the decisions that can’t yet go to the governors or the Trust, and an honest voice when it is needed. I’ve held the role myself, in a challenging urban context, and I bring that experience to every conversation. This is not mentoring but sustained 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 to discuss matters.
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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