Jane Cook has 25 years of mentoring, coaching and leadership experience in education and the arts, including as a headteacher and national education advisor. She is now a full-time coach and coach trainer working mostly in education and the arts.
Kay has worked in Early Years and primary education since 1981. She has written extensively about behaviour and social learning and is the author of Social Skills in the Early Years: Supporting Social and Behavioural Learning and Identifying Special Educational Needs in the Early Years.
Tamsin Grimmer has worked within early years as a teacher, childminder, adviser and tutor for Early Years Initial Teacher Training. She is passionate about young children’s learning and development and her work is underpinned by the belief that children deserve the very best start in their early years.
Trevor Folley is a ILM Level 7 accredited executive coach with 25 years’ experience in the field of education. His roles have included Head of Performing Arts, Essex Adviser for Motivation and Behaviour, Regional Adviser for Personalisation & Progression and Director for School Improvement with Linden Learning. He is a certified Master Practitioner in Neuro-linguistic Programming and an approved trainer with the International Training Academy of NLP.
Catherine Bee has held many roles in Early Years and Primary education from NQT to Deputy Head. Currently she works as a Local Authority adviser, delivering high quality training and support for schools and settings. She has also worked as an EYFS Ofsted Inspector. She is particularly interested in assessment and the importance of outdoor learning. When not working Catherine writes picture books and dreams of being published!
Penny Cartwright is an independent early years consultant and trainer. She was an early years advisor for Lewisham, supporting and promoting quality improvement, working with schools, private settings and childminders.
Katy Cheetham has a unique approach to reflective practice, action learning and leadership development rooted in an unconditional regard for the work of leaders in education. She is an experienced facilitator, trainer and coach who specialises in leadership development. She has extensive experience in education as a head of a pupil referral unit as well as more than 12 years of experience in education consultancy.
Kate Bate is an experienced and outstanding primary school teacher, working within Early Years. She is a consultant and trainer, specialising in SpLD Dyslexia and Early Years.
Early Years Specialist Consultant and Trainer. Angela’s work is underpinned by the belief that all children deserve the best possible start in life. She has over 20 years experience of working with young children and their families in a wide range of roles including early years teacher, school leadership, local authority advisor, inspection and quality assurance.
Sarah Davies began work as an independent consultant in 2013, and combines this with her role as deputy head at an Outstanding Nursery School, contributing to CPD and outreach work to local schools and settings.
Annie Davy works as facilitator, qualified coach and development consultant in early years, education and social enterprise. She has a background in education including teaching, inspection and senior leadership/headship roles.
Matt Dickson is highly qualified to work with both leaders and teams, drawing on his wealth of experience as a teacher and a school leader, he builds excellent working relationships with all stakeholders, including parents, creating clear processes that enable a solution focused approach to problems.
Annie has a wide experience across both Primary and Secondary phases, teaching and leading in inner city schools and those in challenging environments. Her speciality is in school improvement, leadership and management forming excellent working relationships with colleagues working with them on strategies to improve teaching and learning.
John Greevy’s key areas of interest are strategic leadership, school improvement and the 14–19 curriculum. His key skills are leadership development, Ofsted inspection, school reviews and training and coaching in secondary, primary and all-through school settings.
Christine Hope is an early years consultant and trainer with over 30 years’ experience. She specialises in curriculum development, leadership development, effective team working and partnerships.
Joseph Kelly’s expertise includes developing effective leadership, teaching and learning, performance management, induction for new leaders and time management.
Fiona Kemp is an associate of Linden Learning. A former headteacher and children’s centre leader, she teaches on Leading Progress and Leadership Matters
Anne Kibuuka is a qualified ILM level 7 executive coach with over 5 years of coaching experience. Anne uses her leadership experience of 12 years as a Nursery School Head teacher and 25 years of leading multi-professional teams in the field of special education to support leaders in educational and other settings.
Ruth Mercer is an experienced executive coach, working with leaders in education. She holds an MA from Pen Green in integrated centre leadership with children and families. Recently a Head teacher of a large maintained nursery school and children’s centre, her particular success is in motivating teams and creating a strong learning community. She teaches on the Leading Progress course and can offer bespoke training and development in early years. Ruth has also worked as an Early Years Advisor and is currently part of the Peer Review team for Local Authorities.
Mary Mountstephen focuses on learning differences such as SpLD and developmental delay in the early years and primary sectors. She presents internationally, is a former primary head and SENCo in an independent school. She is also a primary school governor.
Ruth Moyler is an experienced EY teacher, team leader at leadership level, SLE and lecturer in Initial Teacher Training.
Andy is passionate about supporting headteachers and senior leaders and throughout his career has initiated formal cluster support groups and more informal triads. He has chaired LA and Diocesan Head Teacher Associations and encouraged and enabled colleagues to work effectively in collaboration.
Steph Reed is an autism specialist teacher, trainer and coach with 10 years’ experience of teaching in mainstream and specialist ASD schools. She provides personalised outreach and training to schools and specialises in developing and empowering staff to successfully teach autistic children. Steph has a website at www.ASDTeacher.com.
Nita Rogers is an Early Years Consultant and a former Headteacher. She has substantive and successful experience and expertise in teaching, leadership and teacher training gained over 40 years in London schools.
After spending 15 years as teacher in both primary and secondary sectors, John was head of a local authority music service for 10 years, and then deputy head of a south east London primary school. He now works as an independent consultant, coach, and trainer.
Ann Vincent is a trainer and consultant with 35 years’ experience in the Primary and Early Years sectors, working with two-year-olds to undergraduates. She has delivered courses across the Early Years Foundation Stage and worked with managers in setting to improve emotional literacy, outdoor play spaces and leadership, mentoring and management.
Matthew West is an early years consultant with over 20 years experience teaching, leading and advising in EYFS and Key Stage 1. He combines his role in a local authority EYFS and primary school improvement team with delivering high quality training and completing early years Ofsted inspections.
Claire Wirth has been an associate of Linden Learning since 2012, focusing on School Improvement. She coaches EYFS leadership teams, carries out literacy reviews and provides strategic consultancy to ‘at risk’ Local Authorities.
Catherine Youngs is a trainer and adviser with 27 years’ experience in Early Years and Primary specialising in Special Educational Needs. She works in a range of Early Years and Primary settings to improve inclusive practice for all children and delivers training to a range of staff teams and groups.