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Open Book

PUBLICATIONS

January 20, 2024

“OFSTED has become toxic within the teaching profession. It’s time for a reset.”

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Today we publish our first policy paper. It sets a vision for a new accountability system for schools, which would:
 

  • Improve the quality of information provided to parents/carers

  • Provide more accurate, timely information to the regulator

  • Prioritise the wellbeing of educators, children and young people

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A new accountability system for schools.png

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Our central argument is that OFSTED's remit has become so broad that it cannot fulfil its most important function: to ensure the safeguard the wellbeing of CYP
 

Under our proposals, OFSTED would be rebranded the Schools Governance Auditor (SGA) and would have three main roles:
 

  1. Carry out slimmed-down governance and safeguarding audits of all schools biennially

  2. Maintain a data dashboard on all schools, updated annually

  3. Co-ordinate a network of Schools Accountability Partnerships, which would see schools carrying out reciprocal peer review visits each year

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We also propose to:

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  • End the use of one-word judgments – a practice which is “pernicious and without merit”

  • Introduce a 28-day grace period. This would lead to fairer, more accurate reporting and would incentivise schools to respond in a timely manner

  • Establish an independent body to process complaints and appeals, to stop OFSTED “marking its own homework”

 

We believe that implementing these policies would significantly improve outcomes for schools, parents/carers and the Department for Education, within the same budget currently allocated to OFSTED.

The paper has been written collaboratively by the EPA steering group, informed by the responses to the consultation paper and survey we published in July 2023 (see below).

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Downloads:

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For media enquiries, please get in touch here.

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July 2023

Our aim is to publish a series of consultation papers and policy proposals relating to five key areas:

 

  • OFSTED and accountability

  • Wellbeing and mental health

  • Recruitment and retention

  • Autonomy, innovation and diversification

  • The policy environment

 

Here, we publish our first consultation paper: How do you solve a problem like OFSTED?

 

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*** The consultation is open until 31st July, 2023 ***

EXECUTIVE SUMMARY

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In recent weeks, there have been wide-ranging calls for England’s Office for Standards in Education, Children’s Services and Skills (OFSTED) to be abolished, reformed – or simply paused until there has been a review into OFSTED’s policies and practices.

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In June 2023, OFSTED announced a number of tweaks to its policies and practices, in response to growing unrest within the sector. While these changes are welcome, there is a widespread sense within the teaching profession that they don’t go far enough.

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This consultation paper is an attempt to kick-start a conversation, drawing together voices from throughout the educational community to explore how we might work together to create a more helpful, humane approach to school accountability.

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The paper is organised around four broad questions:

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  1. What does OFSTED do?

  2. Why does OFSTED need to be reformed?

  3. How might we improve school accountability?

  4. How should we implement the change process?

 

We identify several reasons why OFSTED needs to be reformed:

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  • It doesn’t achieve its stated aims

  • The way in which OFSTED grades schools is not valid or reliable

  • The information provided to parents is unreliable and often outdated

  • OFSTED’s remit is too broad

  • The pressure and stress experienced by headteachers and senior leaders

  • OFSTED marks its own homework

  • The misconception that there is a ‘correct’ way to teach

  • The myth of choice

  • There is no evidence that an organisation like OFSTED is necessary

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To address these concerns, we propose the following changes to policy:

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  • Slim down OFSTED’s remit to focus primarily on safeguarding

  • Rebrand OFSTED as the Schools Safeguarding Advisor (or similar)

  • Review safeguarding definitions and inspection practices

  • Introduce a grace period

  • Improve the quality and range of information provided to parents

  • Stop grading schools

  • Establish a national School Accountability Network

  • Establish a new framework for school self-evaluation

  • Change the name of inspectors to advisors

  • All inspectors should be headteachers or former headteachers and have relevant

    experience of the schools they are inspecting

  • Extend the notice period to five working days

  • Introduce greater flexibility around deferrals

  • Make post-inspection surveys anonymous and independent

  • Create an independent complaints procedure​

 

 

We also set out some principles for how to implement the change process.

 

As you read the paper, if you have any thoughts on the questions it raises, please share them using the accompanying survey. You do not have to answer all questions – only those on which you have a view that you feel is worth sharing. Equally, if you notice any errors in this consultation paper, please share them with us using survey question 18.

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The consultation is open until July 31st, 2023. We hope that many people will respond to the survey – and therefore contribute to the writing of our policy proposal. Please feel free to take issue with any of the proposals we have suggested here – we welcome and encourage people to share a wide range of views.

November 2022

The EPA initially formed in response to the publication of the UK Labour Party’s Report of the Council of Skills Advisors in October 2022. In November 2022, we published an open letter outlining our response, which attracted around 300 signatures; the text, and the signatories, follow.

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An open letter from the education community to the Labour education team

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We are a broad coalition of teachers, headteachers, educationalists and others working with young people, who are seeking ways in which education might be reformed to meet the needs of all young people in a changing, challenging world. Over the past 12 years the teaching profession, parents/carers and children have seen enormous changes in education - some of which have made a positive impact on the lives of young people, others much less so - and we believe that it is time for open, respectful debate informed by the full spectrum of research evidence and which avoids narrow ideological positioning.

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We welcome the Report of the Council of Skills Advisors commissioned by the Labour Party and recognise that its recommendations are not currently Labour policy and that it had a very specific remit. In the spirit of collaboration and critical friendship, we offer the following observations: 

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  1. It is to be welcomed that the report recognises that “we must not lose sight of the value of learning for learning’s sake and protect the arts, social sciences and humanities courses in order to maintain a civilised culture of which we can be proud” while also considering the broader needs of the economy and challenges facing our society in the form of climate change.
     

  2. Many of us have long argued the case for more balance in our current system and this report, it would seem, seeks to rebalance the offer young people receive. We know for example the negative impact that the Ebacc and Progress 8 policies have had on the number of students studying Design and Technology and the Arts, and it is well documented that the creative sector contributes over £100 billion annually to the UK economy. We would be failing young people if we did not encourage and facilitate access to creative subjects in school.
     

  3. It is understandable, given its remit, that the report focuses almost exclusively on skills and vocational education. However, this emphasis has given some teachers cause for concern that they are viewed as creating 'employees for the future’, rather than teachers of human beings. We don’t believe these aims need to be in conflict. Employability is important - but we must not lose sight of the humanising, cultural and ethical potential that education has too.
     

  4. The report makes a brief reference to the needs of young people with Special Educational Needs and Disabilities (SEND) and other difficulties in life. We feel this needs greater attention, ensuring that skills-based education is accessible to all. We would urge that any government works closely with special schools, Alternative Provisions (APs) and others supporting the needs of these young people to ensure they have access to the best opportunities available.
     

  5. We welcome the suggestion to look again at assessment and to explore the potential of multimodal forms of assessment to enable a wider range of skills, aptitudes and abilities to be recognised and celebrated. There are already organisations looking into this - Rethinking Assessment, for example - who have identified a range of tried and tested alternatives to an assessment system based solely on high-stakes terminal examinations.
     

  6. The report’s reference to preparing young people for jobs that have not yet been invented is unfortunate, as this claim has been widely debunked. While it is clear that the world of work will keep changing, the use of this statistic has invoked the ire of some teachers who remember it being used as a basis for implementing decontextualised skills-based learning in the mid-to-late 2000s. All learning is situated in context, and it is important to clarify that it is useful to develop these real, authentic contexts for learning to build skills and knowledge for young people. Hands-on experiences, community engagement, direct careers education, work experience, cultural visits and exchanges, charity work - these are all purposeful means by which young people can engage with the world outside of school while engaging with the content delivered in it. There are many schools - XP schools, School 21 and the New School among them - offering these real world, ethical experiences to young people - and others are represented below.
     

  7. We welcome the focus on oracy and language development - the foundations upon which so much stands. Some of us were part of the APPG group set up by Emma Hardy MP in parliament to explore the importance of oracy in schools and we are glad to see this prioritised in the report.
     

  8. We also welcome the focus on Early Years education and the return to Sure Start. We urge ministers to engage with professionals in this field who point to the difficulties facing the sector in terms of recruitment, training, funding and the narrowing of a curriculum that builds back from adult expectations rather than up from children’s development. There was a reason that the previous Labour government devised the areas of learning for Early Years, based on high quality research. This excellent work has been eroded as the pressure to improve test results in primary education has pushed down into this sector.
     

  9. We welcome the return of EMA grants for young people accessing Further Education and the commitment to ensuring that there is a strengthening of the provision for those who do not seek an academic route.
     

  10. The report rightly points to a trend over the past 12 years to content-heavy learning and an over-emphasis on testing. Teachers are hungry for knowledge and show a great commitment to improving their practice - as can be evidenced in their attendance, often at their own cost, at events such as Northern Rocks, Rethinking Education and New Voices, among others. We therefore welcome the suggestion of teacher sabbaticals. Teachers have embraced recent developments in cognitive science to improve their practice, but we remain concerned that the science preferred and presented by government and endorsed by Ofsted doesn’t offer a full picture of the range of research that exists. Just as we need to find balance in education between the academic and the vocational, we also need to recognise the need for balance in pedagogical approaches. As Barak Rosenshine made clear, explicit instruction is not the optimal approach for all kinds of learning: 

    “These explicit teaching procedures are most applicable in those areas where the objective is to master a body of knowledge or learn a skill which can be taught in a step by step manner... they are less relevant for teaching composition, analysis of literature, problem solving, discussion of issues and ideas or the development of unique creative responses.”

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We should also recognise that teachers are overworked and have little time to look broadly into what is an enormous field of work. Building close partnerships with universities, research scientists and other experts in the field is important in understanding the evidence base, while also accepting that we don’t yet know it all.
 

We hope these comments and observations are useful to you and that they help inform your thinking on policy.
 

With very best wishes,

The Education Policy Alliance

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Signatories: 

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Dr Sue Allingham (Consultant, Author and Trainer)

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Anna Ambrose (Governor)

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Leila Ammar (Former school librarian, former Montessori Early Years Educator, Student of MSc Child Development and Wellbeing)

​

Mark Anderson (FCCT, Director at ICT Evangelist, Head of Education at NetSupport and former teacher and SLT)

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Graham Andre (Assistant Headteacher)

 

Tom Andrew-Power (Teacher)

 

Therese Andrews (Co-Headteacher) David Anstee (Headteacher)

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Gwyn ap Harri (CEO, XP School Trust)

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Helen Armstrong (Executive Headteacher)

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Mark Aston (Teacher, Head of Department)

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Carol Atherton (English teacher, Fellow of the English Association and member of NATE’s Post-16 Working Group, writer)

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Philip Avery (Director of Education, Bohunt Education Trust)

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Patrice Baldwin (Chair of the Council for Subject Associations, teacher educator, author)

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Aynur Bailey (MFL Teacher)

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Jo Barber (Deputy Head in Alternative Provision, Art Teacher and SENDco)

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Emma Barnes (CEO MakeOurBook.com, Home educator)

 

Andy Barrett (Arts educator)

 

Alex Bell (Former headteacher, Director, Portland Education)

 

Rebecca Bell (Arts educator)

 

Alex Bellars (Teacher)

 

Joe Benge (Former Teacher)

 

Craig Benham (Teacher and SCITT Deputy Director)

 

Tom Berrill (Teacher)

 

Ruth Beresford (Teacher)

 

Jackie Beere OBE (Coach, Trainer, former Headteacher and Author)

 

David Birch (Former headteacher, education consultant, senior examiner)

 

David Blachford (Teacher)

 

Professor Sarah-Jayne Blakemore (Professor of Psychology and Cognitive Neuroscience, University of Cambridge)

 

Barbara Bleiman (Education Consultant, fiction writer & author of What Matters in English Teaching)

 

Dr Beth Bodycote (Director, Not Fine in School CIC, researcher of family experience of barriers to attendance)

 

Aaron Bradbury (Principal Lecturer, Early Years Education and Childhood)

 

Prof Andrew Brewerton (Professor Emeritus, Arts University Plymouth)

 

Sally Briddon (SENCO, Nursery teacher)

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Sir Tim Brighouse (former Commissioner and adviser to London Schools, educationalist and author)

 

David Brown (ex Schools HMI and Ofsted National Lead for Computing and Online Safety, ex MAT Director, ex school leader and teacher)

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Tim Browse (Headteacher, primary)

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Jan Buley (Assistant Professor, Drama Education and Literacies, Memorial University of Newfoundland and Labrador, Canada)

 

Ann Burgess (International Education Consultant)

 

Pamela Burnard (Professor, Cambridge University)

 

Margaret Casely-Hayford (Chancellor, Coventry University)

 

Theresa Chapman (Director, Arts Angels Education)

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Nikki Chapman (Co-Lead, Rethinking Education: Lessons from Lockdown SIRG)

 

Chris Chivers (retired HT and ITT tutor, current school governor)

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Zahara Chowdhury (Head of Diversity, Inclusion and Well-being, former Head of English and Associate Senior Leader)

 

Demetris Christophy (Secondary Teacher and Subject Leader)

 

James Clarke (International education interiors designer, former School Governor)

 

Judi Clarke (Primary School Teacher and ex-Head Teacher)

 

Zeba Clarke (Deputy Head/English, Drama and Classics teacher)

 

Teresa Clark (retired secondary school leader)

 

Professor Guy Claxton (Professor of Education and author of The Future of Teaching and the Myths that Hold It Back)

 

Pat Cochrane (Education Consultant, former CEO CapeUK and Vice Principal tertiary college )

 

Kate Coleman (Director of East Kent Sudbury - Educator, working within the Home Education sector)

 

Jessica Collins (Teacher)

 

Becky Collinson (Teacher)

 

Karen Connolly (Teacher, former Headteacher)

 

Kimberley Cooper (Director, Holistic Learning Ltd. Teacher, Researcher & Forest Schools Leader)

 

Nick Corston (Director, STEAM Co. and Author ‘The Rocket Kid Stories’)

 

Ellie Costello (Director, Square Peg CIC, therapeutic parent & full time carer, EBE strategic stakeholder)

 

Sue Cowley (Chair of preschool committee, author and teacher educator)

 

Sarah Cudmore (Ex Headteacher, working within the Home Education Sector)

 

Leah Crawford (Ex LA Inspector, now consultant, author, CA Tutor)

 

Dr Valerie Daniel (Headteacher and author)

 

Berry D’Arcy (Home Educator and former teacher)

 

Sarah Dalton (Former FE teacher)

 

Amy Dawson (Ex teacher, now home educator)

 

Jules Daulby (Teacher and Assistant Headteacher)

 

Simon Davies (HE Senior Lecturer in Education, former teacher)

 

Ben Davis (Secondary Headteacher)

 

Professor David Davis (Emeritus Professor of Drama in Education formerly at Birmingham City University)

 

Leanne Day (Assistant Headteacher)

 

Julian Dessent (Education Advisor, Carmarthenshire County Council)

 

Sally Dicketts CBE (Chair Learning with Parents, ex President Association of Colleges)

 

Rosina Dorelli (Co-Founder/Director, Da Vinci Life-Skills Curriculum & Assessment Model and The Biophilic Education Institute, Cambridge)

 

Andy Downing (School Improvement Consultant; ex Headteacher; ex Director of Schools, Nottingham City)

 

Amy Druce (Teacher)

 

Sam Durrant (Teacher and International School Leader)

 

Professor Robert Eaglestone (Professor of Contemporary Literature and Thought, Royal Holloway, University of London)

 

Mark Earls (author of HERD, I’ll Have What She’s Having; advisor to business on innovation, creativity and change)

 

Jess Edwards (Primary teacher, chair of NEU policy, research and campaigns executive committee )

 

Samia El-Ali (Head of Science, Chemistry Specialist, GCSE & GCE Examiner)

 

Dr Zoë Elder (Independent researcher, author, and former MAT Director of Education)

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Dr Kimberly Elms (Principal, Livingstone Academy Bournemouth)

 

Jane Eyre (Deputy Headteacher)

 

Eylan Ezekiel (former primary teacher, edtech advisor, and Trustee of A New Direction)

 

Dr Lucy Faire (Associate Lecturer, History, Open University) Tina Farr (Headteacher)

 

Dr. Richard Farrow (Assistant headteacher Years 1-3)

 

John Finney (Retired lecturer in music education)

 

Sarah Fletcher (Head, St Paul’s Girls’ School)

 

Tamsin Ford CBE (Professor of Child and Adolescent Psychiatry, and Head of the Department of Psychiatry, University of Cambridge)

 

Peter Fox (HLTA)

 

Michele Fuller (FE teacher educator and tutor) Claire Gambles (Teacher)

 

Allana Gay (Headteacher)

 

Kathleen Gilbert (Teacher, New Voice co-director)

 

Jo Gilks (Early Years Educator and Forest School Leader)

 

Thomas Godfrey-Faussett (Researcher and PhD student)

 

Ty Golding (Headteacher)

 

Hannah Grainger Clemson (Researcher of school education)

 

Abigail Gray (SEND Consultant and Author)

 

Justin Gray (Primary Headteacher)

 

Peter Green (Retired HMI)

 

Victoria Griffin (Secondary Deputy Headteacher)

 

Tamsin Grimmer (Early Years Consultant and Author)

 

Matthew Gundry (Teacher, Head of Department)

 

Kristina Hakansson (Former Teacher)

 

Joe Hallgarten (CEO, the Centre for Education and Youth)

 

Derry Hannam (Author, ex Sec. Deputy Head and Ofsted Inspector, consultant/researcher in Education for Democratic Citizenship and Human Rights)

 

Karen Hans (School Librarian, FCLIP)

 

Liam Harris (Assistant Headteacher, Chair of NATD)

 

Dr Penny Hay (Reader and Research Fellow, Bath Spa University and House of Imagination)

 

David Heinemann (Education Consultant & Co-Director, The Visionaries CIC)

 

Kevin Hewitson (Director of Advocating Creativity in Education, Teacher, Education Consultant, Author)


Jane Hewitt (Trustee of LimbBo Foundation, former teacher and AST)

 

Deborah Higgins (Retired Teacher of the Deaf, SENDCo and Reading Recovery teacher, retired School Governor)

 

Dr Lottie Hoare (Lecturer in Education and Early Childhood Studies, Middlesex University & Teaching Associate, Faculty of Education, University of Cambridge)

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Michael Holland (Primary teacher, staff governor)

 

Ian Holmes (Education consultant and coach, former Primary Headteacher, Move & Learn advocate)

 

Madeleine Holt (Schools on Screen)

 

I-tasha Honeyghan (FE and secondary teacher, Assistant Head of Year)

 

Paul Hopkins (Teacher, Teacher Educator, Researcher, School Governor)

 

Sarah M Howell (EFL Teacher, Teacher Educator, Author)

 

Maggie Hulson (Editor Journal for Drama in Education National Association for the Teaching of Drama, Teacher Educator, Author)

 

Yumna Hussen (Youth advocate)

 

Martin Illingworth (Senior Lecturer in Education and author of Forget School)

 

Jo Ince (Inclusion Manager)

 

Saf Iqbal (Parent and believer in reforming education)

 

Kate Irvine (Teacher, Governor & Early Years Leader)

 

Nina Jackson (Education Consultant, Former Teacher, Author)

 

Dr Pinky Jain (Head of Teacher Education)

 

Dr. Pam Jarvis (Chartered Psychologist)

 

Matthew Jessop (Head Teacher)

 

Stan Johnson (Athena Education Ltd, School Governor, former Headteacher)

 

Louise Johns-Shepherd (Centre for Literacy in Primary Education)

 

Gladys Jones (Cambridge Institute of Continuing Education)

 

Hanneke Jones (Teacher educator)

 

Paul Jones (Trust lead practitioner)

 

Laura Kahwati (Teacher)

 

Elizabeth Kavanagh (Teacher)

 

Daniel Kebede (Teacher and National Officer NEU)

 

Caroline Keep (Teacher / Researcher University of Central Lancaster)

 

Richard Keiran (Headteacher)

 

Allan Kidd (FE teacher and BACP counsellor)

 

Dr Debra Kidd (MAT governing member, former teacher, teacher educator, author)

 

Al Kingsley (MAT Chair, AP Chair and regional SEND board Chair.)

 

Marilyn Kinnon (former Headteacher and Education Consultant)

 

Laura Kirsop (Independent education consultant, former primary teacher)

 

Catherine Knight (Teacher, Arts Area Manager & Youth Mental Health Worker)

 

Alison Kriel (former Executive Headteacher and CEO, founder of Above and Beyond Education)

 

Theodore Kuechel (retd. Art/DesignTech/IT Teacher, Lecturer, Archives/Open content dev/consultant)

 

Kath Lane (Teacher)

 

Tim Lawrence (Assistant Headteacher)

 

Sharifah Lee (Headteacher)

 

Gawain Little (Primary teacher in Alternative Provision)

 

Bryn Llewellyn (Move & Learn advocate)

 

Professor Rachel Lofthouse (Professor of Teacher Education)

 

Bill Lucas (Professor of Learning, University of Winchester and Co-founder, Rethinking Assessment)

 

Ruth Luzmore (former Headteacher, Lecturer in Educational Leadership, Researcher)

 

Adrian Lyons (Education Consultant, formally HMI and Ofsted’s national lead for economics, business & enterprise)

 

Rachel Macfarlane (Former headteacher and education consultant) Jo Malone (FED Exec & Education Consultant)

 

Arushi Manners (former chemistry teacher and SENCo in the UK, Doctoral Researcher, Learning Sciences, University of Calgary, Canada)

 

Dr James Mannion (former teacher, teacher educator, author and Director, Rethinking Education)

 

Dr Karen L Mansfield (Research Scientist, specialising in wellbeing and learning, University of Oxford)

 

Jane Manzone (EYFS Lead and Acting Assistant Headteacher)

 

Roxanne Matthews (arts educator, forest school leader) Michelle Massey (International Headteacher)

 

Keith Maxwell (former Primary Teacher)

 

Andrew McCallum (Director, English and Media Centre)

 

Al McConville (Deputy Head King Alfred School, and Co-Founder Rethinking Assessment)

 

Annie McCourt (Lecturer - Learning and Teaching in the Arts)

 

Eugene McFadden (SENCO)

 

Stuart McLaughlin (Education Consultant and former Headteacher)

 

Chris McLean (Senior Lecturer)

 

Nazma Meah (Early Years Specialist & Teacher/Nursery Manager/Director)

 

Tony Meehan (Retired head of Pupil Referral Unit)

 

Amanda Meier (Co-Head Teacher - AP/Pupil Referral Unit)

 

Neil Mercer (Emeritus Professor and Director of Oracy Cambridge)

 

Glyn Meredith (Primary Teacher)

 

Stefanie Metcalfe (Primary Teacher, EYFS/SEN specialist, former nursery owner)

 

Farhaan Mir (Co-Founder, Da Vinci Life-Skills)

 

Jordan Mitchell-Mills (Secondary Teacher)

 

Jonathan Morgan (Director of The National Association for the Teaching of English) Andy Moor (Executive headteacher)

 

Gabriella Morris (Secondary Teacher)

 

Wendy Morris (MA Education student)

 

Nichola Mott (Complex Needs Teacher)

 

Kerry Murphy (Early Years and Disability Specialist/Lecturer)

 

Nicola Murray (Teacher, Head of Department)

 

Meena Murria (Teacher - Leading Practitioner, English)

 

James Myklebust-Hampshire (IB PYP teacher and former coordinator)

 

Frank Norris MBE (Former Senior HMI)

 

Victoria Nunn (SENDCO)

 

Susan Ogier (Teacher educator: Primary Art and Design)

 

Richard O’Neill (Author)

 

Stephanie Oswald (Lecturer in Education, co Head Secondary PGCE)

 

Jonathan Parker (Maths & KS2 Phase Lead)

 

Lee ‘Mr P’ Parkinson (Primary School Teacher and Education Consultant)

 

Vijita Patel (Principal, Swiss Cottage School)

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Toby Payne-Cook (KS2 & KS3 teacher of Science & Maths in independent school with PSB [Pre-Senior Baccalaureate] learning skills based framework, Former pharmaceutical scientist in industry)

 

Emma Pearson (Primary Teacher, MFL specialist)

 

David Phillips (head teacher)

 

Neil Phillipson (teacher educator)

 

Robert Powell (former headteacher, consultant and author)

 

Michelle Ponsford ( Primary Teacher )

 

Kathryn Pratt (Teacher, Parent & Founder at Soweni, a self-directed learning community, Cornwall)

 

Tom Pratt (Primary Teacher)

 

Julie Price Grimshaw (School improvement adviser, former HMI, external examiner ITE)

 

Lydia Prongnamjai (Primary Teacher, parent)

 

Mark Quinn (Associate Professor (Teaching)

 

Megan Quinn (Primary Teacher)

 

John Rees (School improvement Advisor)

 

Lucy Rees ( EYFS & Primary Teacher)

 

Emily Reid (Assistant Head)

 

Joshua Reid (Teacher of Art)

 

Michael Reid (Teacher of Computing, 1-1 Tutor)

 

Sarah Rhodes (Teacher, Personal Development and Careers leader)

 

Harriet Rhodes (Lecturer, University of Cambridge)

 

Nia Richards (Programme Manager, Creativity, Culture and Education)

 

Eleanor Ridley (Former teacher, Entrepreneurial Writing Coach and Mentor)

 

Elizabeth Riley (School Improvement Professional, former SureStart and DfES Primary Consultant)

 

Hywel Roberts (former teacher, teacher educator and author).

 

Louisa Roberts (Primary Music Specialist, Teacher Educator, Consultant - Music Hub Sector)

 

Melinda Robbins (Teacher, leader, AP/PRU Sector)

 

Dr Sue Roffey (Educational Psychologist, Hon. Prof at UCL and author of many publications on student and school wellbeing including behaviour and relationships)

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Su Rong (Teacher Educator, PhD candidate)

 

Paddy Russell (Headteacher)

 

Louise Ryan (Primary Teacher and Inquiry Coach)

 

Pip Ryan (Former teacher, Education and Training Adviser)

 

Nancy Ryder (Teacher)

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Dr Artemi Sakellariadis (Director, Centre for Studies on Inclusive Education - CSIE)

 

Sapna Sandhu (Trainee Educational Psychologist, Institute of Education)

 

Sarah Seleznyov (Headteacher and Professional Development Lead)

 

David Sheppard (ex Executive Headteacher The Leathersellers Federation of Schools)

 

Greg Shilton (Secondary PGCE Programme Lead, and Art/DT Subject Lead, University of Wolverhampton)

 

Daniel Shindler (Teacher (creator of School21's oracy curriculum), Author, Ethical Chef)

 

Dr. Matt Shorrock (Chartered Psychologist, Registered Psychotherapist)

 

Andrea Silvain (Primary Headteacher)

 

Joanne Smith (Principal Lecturer in Primary Education, University of Brighton)

 

Simon Smith (Headteacher)

 

Rae Snape (Headteacher and Author)

 

Gary Snapper (Lecturer in English Education)

 

Rosalyn Spencer (Education Consultant and Author)

 

Ruth Spencer (Senior Lecturer - Dance Education and Community Practice)

 

Professor David Spendlove (Professor of Education, The University of Manchester)

 

Gary Spracklen (Headteacher, The Prince of Wales School - Dorchester)

 

Andy Sprakes (Co-founder and Chief Academic Officer, XP School Trust)

 

Torben Steeg (D&T ITE at MMU & BCU, consultant)


Lucy Stephens (Director of The New School, London)

 

Bea Stevenson (Former Teacher, Doctoral Researcher in Home Education)

 

Helga Stittrich (Parent, Grandparent, former senior lecturer early childhood education, Consultancy Early Years)

 

Neil Strowger (Trust Leader, Bohunt Education Trust)

 

Ruth Swailes (School Improvement Advisor and Curriculum Developer)

 

Dr Joanna Sweetland (Co-director www.streams.education and home educating mum)

 

Rebecca Swindells (Day Nursery Owner, Education Consultant, Teacher, Doctoral student researching PVI nurseries),

 

Jo Symes (Parent and Director at ProgressiveEducation.org)

 

David Taylor (Rescue Our Schools and former headteacher)

 

Tim Taylor (Freelance teacher, author, teacher educator)

 

Jon Thompson (Teacher)

 

Professor Pat Thomson (Professor of Education, University of Nottingham)

 

Iona Tower Evans (Former teacher, deputy Head, teacher educator, author)

 

Paul Tyack (Teacher educator)

 

Esther Tyler-Ward (Art and Design PGCE Lead)

 

Rachel Tomlinson (Headteacher)

 

Andrea Tong (Headteacher and secondary science teacher)

 

Sonia Trickey (Assistant Headteacher)

 

Georgiana Turner (Primary school teacher and Writing Lead)

 

Raj Unsworth (Board Chair, Governor, Member, Parent)

 

Fabienne Vailes (Founder and Director of Flourishing Education and Language Teacher)

 

Bron van der Geest (Head of EQ & Wellbeing)

 

Dr Meeta Vouk (Director at IBM, member of Rethinking Assessment Advisory Group)

 

Tom Wallace (Headteacher)

 

Michael Walsh (Let’s Think Chair of Trustees and Futurezone collaborative Lead)

 

Lorna Walter (Retired Headteacher)

 

Mick Waters (Educationalist and author)

 

Matt Watt (Principal)

 

Vicki Waud (Teacher, Home Educator)

 

Professor Rupert Wegerif (Professor of Education, University of Cambridge)

 

Neil Wells (Assistant Headteacher)

 

Theresa Weston (Teacher)

 

Tobias Wharne (Teacher)

 

Fiona Bansal (SENCO)

 

Matt Whiteley (Headteacher)

 

Guy Williams (PRU Teacher, Editorial Committee of The Journal for Drama in Education)

 

Dr. Helen Williams (Early years educator and author)

 

Beth Williams (Secondary English teacher)

 

Hannah Wilson (Director, Diverse Educators and former Headteacher)

 

Kirstie Wilson (Teaching Assistant, Active Leaders Trainer, former Governor)

 

Dr Alison Wood (Fellow and College Associate Professor, Homerton College University of Cambridge)

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Meena Wood (International consultant, author, former HMI and headteacher)

 

Nick Wood MCCT CTeach (Deputy Head / middle school maths teacher)

 

Neil A Yates (Safeguarding professional, Governor, Governor trainer)

 

Professor Sarah Younie (Professor of Education Innovation)

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