Speaker Feedback

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When Jenny Webb began working with UCS Bolton, the school was facing a significant challenge: too many pupils were struggling with literacy, limiting their ability to access the wider curriculum and succeed in school.

Over the course of just 10 months, Jenny helped the school reduce its illiteracy rate by 46%, with pupils who began the year unable to read making an average of 25.4 months’ progress in just 10 months.

But the impact went far beyond the numbers.

Jenny worked alongside school leaders and staff to make meaningful changes to classroom practice and form-time reading, helping to create a culture where reading was valued, prioritised and, importantly, enjoyed by staff and pupils.

As Executive Principal James Inman explains:

“Jenny did a long-term piece of work with us and dramatically improved our literacy outcomes. She is very knowledgeable, but also brings a wealth of experience of actually implementing things successfully in real schools.
When she worked with leaders, she was honest about what needed to change, but also brought humour, direction and ongoing support which helped them to succeed. She built genuine, trusting relationships with colleagues, even those who initially lacked confidence. Her ability to work so well with people meant that she became part of the team, and that made sustained success possible.”

Jenny's approach wasn't simply about telling the school what to do. She worked with the people who would make the change happen  building confidence, challenging thinking and providing the practical support needed to turn strategy into everyday practice.

The result was not just improved literacy outcomes, but a lasting shift in the school's culture and approach to reading.

“I would highly recommend Jenny to any school which wants to make real impact for the students who need it the most.”
 

James Inman | Former Executive Principal, UCS Bolton

 Richard delivered a keynote that was both deeply moving and highly practical. His personal story, combined with humour and a powerful message about the ‘fingerprints’ every adult leaves on a young person, resonated strongly with our staff.

The session was particularly relevant at a time when colleagues were managing significant workloads while continuing to focus on outcomes for disadvantaged and vulnerable pupils. Rather than simply providing motivation, Richard gave staff a reason to reflect on the lasting impact of their words, actions and expectations.

The feedback was exceptional, with 85 genuine written responses. Staff repeatedly commented on how the session reminded them why they came into education, encouraged them to look beyond behaviour and see the child behind it, and renewed their determination to make a difference.

What stood out most was how many colleagues independently used Richard’s language of ‘fingerprints’ when describing the impact of the session. It created a shared conversation across the Trust about relationships, expectations and the difference one adult can make.

The response has already led to conversations about bringing Richard back for a further Trust-wide engagement, as well as exploring dedicated sessions for senior leaders and colleagues working with SEND and disadvantaged pupils.

Richard didn’t just deliver a keynote that people enjoyed, he left staff with something they continued to think and talk about long after the event.

Amjad’s work with Wessex Multi Academy Trust and partners trusts have gone far beyond a one-off CPD session to an ongoing relationship. His work has supported schools across adaptive teaching, inclusion, leadership, ECT development and TA practice, helping make inclusion practical and consistent rather than simply another initiative.

What made Amjad’s sessions particularly valuable is the shared language, practical strategies and new ways of thinking that he gives staff. He has helped colleagues to reframe barriers and think differently about what is possible for every learner.

The most powerful evidence of Amjad’s impact has been seeing his ideas continue to be used long after the sessions themselves. Leaders and staff continue to refer back to the language, strategies and approaches introduced through his work, creating a lasting impact across our schools.

His work has become an important part of our ongoing approach to professional development, rather than simply a standalone training experience.

Simon’s work with the City of London Family of Schools demonstrated what meaningful student voice can look like when young people are given genuine opportunities to influence decision-making.

Through his co-founding of the Young Nature and Environmental Board (YNEB), Simon helped create an ongoing structure connecting young people aged 13–25 with the City of London Corporation’s environmental governance. Rather than simply consulting young people, the Board gave them a genuine forum to explore issues, develop ideas and bring their perspectives directly into conversations with decision-makers.

The impact has been significant. Young people have been able to contribute to discussions around waste, biodiversity, energy, water and the River Thames, while developing their confidence, agency and understanding of civic decision-making.

What makes Simon’s work particularly powerful is his ability to turn big ideas around education, agency and sustainability into practical structures that create lasting change. The YNEB is a strong example of how young people can move from being consulted to becoming active contributors to the decisions that shape their communities.

From conference keynotes to tailored sessions on AI, digital strategy and education, Al is known for combining expertise with practical, engaging and thought-provoking delivery.

“Al’s keynote was thought-provoking, engaging and gave delegates practical takeaways. An expertly delivered speech that helped set the scene for the conference.”
Laurence Shenker, Conference Manager, HFL Education
 

“A perfect blend of inspiration, practical advice and light-hearted humour. He made complex AI discussions engaging and accessible.”
Julie Carson, Director of Education, Woodland Academy Trust
 

“Hugely entertaining and thought-provoking. Certainly one of the highlights of the conference.”
Mark London, Head of Marketing, Bromcom
 

“He took time to understand our needs and delivered a session that was useful and relevant for our nursery schools through to our secondary schools. A difficult task.”
Emma Espin, Head of Blended Learning, Alpha Plus Group

As Jonny’s trust grew, the challenge was to build a strong, shared culture without losing the individuality of its schools or the professional judgement of its leaders. The aim was to maintain high expectations and collective responsibility while ensuring staff felt valued, trusted and empowered.

Jonny placed staff culture at the heart of improvement. By investing in leadership at every level, creating psychological safety and encouraging honest professional conversations, he helped create an environment where improvement was something people worked on together, rather than something imposed from above.

The result was a stronger culture of collective leadership, with more people confident and willing to lead improvement, greater openness about challenges and less reliance on a small number of senior leaders. During Jonny’s time as CEO, student outcomes were strong, while teacher retention, staff satisfaction and perceptions of workload were among the best in the country.

This experience went on to inform Jonny’s book, Putting Staff First, and later The Culture Advantage. His work demonstrates how putting people at the centre of school improvement can build a sustainable culture where staff thrive, leaders grow and students benefit.

 Craig's two most recent CPD events have brought back fantastic feedback:

“A highly appreciated presentation that addressed important aspects of teaching and learning. Craig combines deep subject knowledge with an engaging and inspiring delivery. The presentation was valuable for all teachers, not only mathematics teachers.”– Linda, Södertälje Kommun

“Craig Barton delivered an outstanding CPD session on atomisation that was exceptional from start to finish. Every detail had clearly been carefully considered and planned, with the content extending far beyond atomisation itself to cover the essential tools and strategies every teacher should have in their toolkit. From using mini-whiteboards effectively to the language we use when speaking to students, the sessions were packed with practical, valuable insights. Every session was engaging, thought-provoking and interactive, with plenty of opportunities to discuss ideas, reflect on practice and really think about the strategies being explored. The time flew by, which is a testament to the quality of the delivery and the way Craig kept everyone involved throughout. This was, without doubt, the best CPD I have attended in over 30 years of teaching. I came away with a wealth of ideas that I can put straight into practice and would highly recommend Craig to any school looking to deliver genuinely impactful professional development.”– Jo Burton, Highfields School

Carmel’s work with schools and trusts has often grown far beyond a one-off CPD session into a longer-term partnership. She has supported whole schools and trusts, worked across and within departments, and delivered development for individuals, groups of leaders and students. The strength of these relationships is reflected in the number of schools that invite Carmel back, with headteachers and senior leaders often asking her to continue working with them when they move to new settings.

A particularly valuable part of Carmel’s approach is her work with ‘slice teams’, bringing together colleagues from different areas of a school to develop a shared language, consistent expectations and a common approach to improving teaching and learning. This helps ensure that professional development reaches beyond the individuals in the room and makes a difference across the wider school community.

At Mearns Castle High School, for example, Carmel has worked with the Maths and English departments, with feedback from teams highlighting the positive difference her work has made to classroom practice. While the school's wider success reflects the contribution of many factors, staff have shared encouraging examples of impact, including students achieving full marks more frequently. This is a reflection of Carmel’s practical, collaborative approach and her focus on making professional learning meaningful and lasting.

As AI use across a London independent school trust began to grow, there was a need for a more consistent approach. While some staff were embracing the opportunities AI offered, others were unsure what was permitted or how it aligned with the principles of teaching and learning. The trust wanted to develop a shared understanding and a strategy that reflected its values, while addressing important considerations around ethics, safeguarding and academic integrity.

José Picardo began by carrying out a readiness review across the trust before working with its AI Strategy Group to develop a trust-wide AI strategy. He then delivered a programme of CPD across the schools, tailored to teaching staff and teaching assistants, leaders, and support and operations teams. He also led Sixth Form sessions exploring AI literacy, ethics and academic integrity, helping students understand how AI can support their learning without replacing their own thinking and judgement.

To ensure effective practice could be shared, José also interviewed staff and developed a collection of case studies showcasing how AI was being used across the trust's schools. This provided a practical resource for colleagues to learn from one another and share successful approaches.

The work has helped the trust establish a coherent AI strategy, supported by a growing bank of real examples and a more informed approach to using AI across its schools. As one Director of Digital Learning commented, José's support was instrumental in getting the school's AI strategy off the ground. Students also described his sessions as engaging and thought-provoking, highlighting the value of understanding how to use AI thoughtfully to support and streamline their learning, without cutting the learning process short.