Professional development, coaching, and consultancy

The Compass

  • Why Every School Needs to Revisit Its Digital Strategy (and a Free Tool to Help You Do Just That)

    Over the past decade, I’ve had the privilege of leading digital strategy in schools where innovation is viewed not as a gimmick, but as a pedagogical imperative. In my role as Deputy Head and digital lead, I have worked to ensure that technology is not merely layered onto existing practice, but meaningfully woven into the fabric of teaching and learning.

    My focus has been twofold: to enhance pupil outcomes through thoughtful digital integration, and to support the professional growth of staff through coaching, collaboration, and sustained development. Throughout, I’ve remained committed to a central question: how might schools harness technology with both ambition and integrity—guided always by purpose, not novelty.

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  • Leadership is a compass, not a crown

    6 Reflections from 12 Years in Senior Leadership

    I’ve never seen leadership as a crown to be worn or a pedestal from which to pronounce. For me, it has always been a discipline rather than a display—a commitment to clarity, an ethic of service, and a quiet, persistent act of navigation through the fog of complexity.

    After twelve years in senior leadership, I remain struck by how often it is less about authority and more about self-awareness; less about certainty and more about learning. These are not leadership “rules,” nor a formula to follow, but rather six enduring lessons—shaped by experience, misstep, and reflection—that have helped me lead with greater purpose, empathy, and effect.

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  • Teaching is for learning, not for show

    Learning is a discreet endeavour. It happens invisibly, in the privacy of students’ minds, and often with little outward sign. This is the central dilemma of teaching: we are tasked with fostering a transformation we cannot directly observe. The classroom may be busy at work, the teaching captivating, the tasks engaging—but are students actually learning?

    This is why lesson planning must be about more than choreography or performance. A good lesson is not one that merely looks effective, but one that is structured to maximise the likelihood that learning takes place. As I’ve argued before, good teaching is grounded in purposeful design, deliberate practice, and cognitive realism.

    So how should we plan and deliver lessons to create the conditions for learning? In the last twenty years of practice, I have settled on the following central tenets as the keystones of good learning:

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  • The power of words

    While listening to Sticky Words, a fascinating podcast discussion between Matthew Abraham and Ada Aka from Stanford university on the power of words and memory in the context of marketing, I found myself reflecting on its implications for teaching and learning. The conversation explored why some words and messages stick while others fade, touching on cognitive science, emotion, and even the surprising role of informality in retention.

    The words we choose shape not only the way our messages are received but also the likelihood that they will be remembered. Some lessons linger long after they are spoken; while others fade into the ether, barely registering at all. Why? What makes certain words, phrases, and concepts stick while others slip away?

    Cognitive science offers some intriguing answers, and its implications for education are profound. If our goal is for students not just to hear but to retain, then understanding how memory interacts with language is vital.

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  • What do I look for in a learning walk?

    Learning walks provide valuable insights into what’s happening in classrooms. But what should an observer look for to get a true sense of teaching and learning quality?

    Here are some key aspects that I tend to focus on:

    Clarity of Learning Intentions

    • Are lesson objectives clearly communicated to students?
    • Do students understand what they are learning and why it matters?

    What to look for:

    • Students able to articulate what they’re working on.
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