About Jamie
School improvement is not about quick fixes. It requires clarity, professional trust and a disciplined focus on what makes the greatest difference to pupils.
With nearly 25 years’ experience in education, I have worked as a teacher, subject leader, SENDCo, deputy headteacher and headteacher before establishing myself as an independent consultant. Across these roles, I have supported schools in diverse contexts to strengthen leadership, improve provision and secure stronger outcomes for children.
For over four years, I have partnered with headteachers and MAT executive leaders to bring rigour to self-evaluation, coherence to improvement planning and confidence to strategic decision-making. My work reflects a strong understanding of the current inspection framework, national priorities and the practical realities of leading schools today.
Current roles and system leadership
Alongside consultancy, I contribute to system-wide improvement through strategic roles including:
Associate School Effectiveness Consultant, London Borough of Hammersmith and Fulham
Leadership Support Partner, Surrey’s Schools Alliance for Excellence (SAfE)
Lead Reviewer, Challenge Partners
NPQH Facilitator, Wandle Trust and University College London
Working across schools and trusts enables me to maintain a current perspective on effective leadership, curriculum quality and inclusive practice.
Leadership and school improvement
Before consultancy, I served as Headteacher of Wallace Fields Infant School & Nursery in Surrey. During my headship, I led a full curriculum redesign, strengthened early years provision and embedded a clear, ambitious vision for all pupils. The school secured an Outstanding judgement during this period, reflecting the collective work of staff and governors in building a strong culture of high expectations and inclusion.
Earlier in my career, I was part of a leadership team brought together to rapidly improve Kobi Nazrul Primary School in Whitechapel, East London. Within just over a year, the school moved from Special Measures to Good. That experience shaped my understanding of disciplined improvement planning, decisive leadership and the importance of securing the basics, particularly for disadvantaged pupils.
Across my roles in senior leadership, I have led improvement in curriculum design, assessment systems, SEND provision and staff development. My work has consistently focused on strengthening provision for disadvantaged pupils and ensuring inclusion is woven through whole-school strategy rather than treated as an add-on.
Inclusion and SEND
Inclusion sits at the heart of effective school leadership.
With over ten years’ experience as a SENDCo and Inclusion Lead, I support schools to develop coherent systems for early identification, adaptive teaching and targeted support. My focus is on ensuring that pupils with additional needs, and those facing disadvantage, access an ambitious curriculum and high-quality teaching every day.
Strong schools secure both standards and inclusion. They recognise that the two go hand in hand.
Analytical foundations
Before retraining as a teacher, I worked as a Senior Auditor at the National Audit Office. This background continues to inform my approach: careful evaluation, evidence-informed decision-making and sustainable improvement.
Working in partnership
I work with headteachers and MAT executive leaders who value professional dialogue, honest evaluation and practical next steps.
When leaders work with me, they gain a trusted partner who offers challenge and support in equal measure - helping schools feel confident in their self-evaluation, strengthen provision for all learners and improve outcomes, particularly for those who face disadvantage.