Inspiring Leaders Podcast

Please note this episode was recorded before the Education White Paper was published.In this episode we explore how ITT providers are responding to the growing priority of inclusion, belonging, and professional behaviours in shaping the future workforce. Our guests reflect on how teacher training can nurture a strong sense of belonging, model inclusive practice, and set high yet realistic expectations for new entrants to the profession. The conversation highlights the role ITT plays in preparing teachers who can contribute positively to school communities and support all learners to thrive.About our guestsBecky has many years of experience working and teaching in schools, with a Masters in Education from Warwick University. She began her career as a Teach First Biology teacher working at Bluecoat Academy. Her leadership qualities were identified early on, along with her interest and passion for supporting early and beginning teachers, undertaking the role of ITE Co-ordinator.  In 2013 as the newly appointed SCITT Manager she was heavily involved with the SCITT’s inception, programme planning and strategic development, taking up the role as Head of SCITT in 2016.  In more recent years she developed her role as a Strategic School Leader following the NPQSL & NPQLTD programme. Becky has led the SCITT through two successful Ofsted inspections and now also has oversight of ECT development across Archway Learning Trust, as well as leading Bluecoat SCITT. Becky puts the heart of the SCITT; its vision and commitment to trainees past, present and future in all she does to ensure the best possible outcomes for the trainees that join the programme.Dirk Smith is in his 25th year of teaching and has spent much of his career working in and leading two SEMH special schools in Leicester. He holds the National Professional Qualification for Headship (NPQH), and after serving as Deputy Headteacher - helping both schools achieve Ofsted Outstanding ratings - he became the SCITT Director for Inspiring Leaders Teacher Training, part of Inspiring Leaders. In this role, he leads the training of over 130 new teachers each year. He also chairs the Midlands ITT group for the DfE, facilitates NPQ qualifications, and coordinates seven subject-based Professional Leadership and Learning Communities.

In this episode, we explore how peer learning and cross-trust collaboration are shaping stronger, more connected leadership across the education system. Our guests reflect on what they’ve learned through peer review, professional networks, and trust-to-trust partnerships, and discuss what makes these approaches genuinely impactful rather than simply performative.The conversation considers how MATs can embed collaborative learning into their leadership culture, the conditions that strengthen or weaken professional networks, and the next steps for deepening peer-based school improvement.A thoughtful and practical discussion about the role of collective insight in driving system-wide growth.About our guestsDavid Vernon has been with the Diverse Academies Trust for over 20 years. Formerly Principal of Tuxford Academy, he now serves as Executive Principal for both Tuxford and East Leake Academy. He works closely with principals and senior leaders to drive education excellence for all students. David also plays a strategic role in leading the Diverse Association for Professional Learning which delivers high quality training to support the knowledge and skills on technical aspects of roles, leadership and coaching. His passions include school improvement, professional development, collaboration and building high-performing people and teams.Matthew Taylor is the Director of Strategic IT and Infrastructure at Spencer Academies Trust, where he champions collaborative, equitable, and system minded approaches to digital improvement. He works closely with peers, partners, and cross trust networks to strengthen leadership practice, share insight, and build collective capacity. His work emphasises learning from others, co designing solutions, and ensuring every school benefits from high quality, sustainable digital provision. Alongside his role, Matt is a magistrate and an MBA Senior Leader apprentice, bringing strong governance and a commitment to public service to his wider contribution.

With the publication of the 2025 Skills White Paper, the post-16 landscape in England is changing rapidly. For school-based sixth forms, particularly within multi-academy trusts, this brings both opportunity and challenge.In this episode, we explore how leading MATs are responding to the reforms - from curriculum and funding implications to staffing, progression pathways and the evolving role of vocational and academic routes. Our guests reflect on what these changes mean for student choice, equity and the long-term future of post-16 provision.About our guestsSusan Sharp is the Executive Director of Post-16 at Spencer Academies Trust, where she provides strategic oversight of post-16 provision across six academies. She brings over 28 years of experience in post-16 leadership, having previously served as a Head of Sixth Form and Director of Post-16 across two multi-academy trusts. At Spencer Academies Trust, Susan is committed to driving high-quality provision that prepares students to thrive as citizens of the future. A passionate advocate for equity and widening participation, she established Spires, the Trust’s Oxbridge preparation programme. A Sociology teacher by background, Susan has a strong interest in education policy and contributes to national steering groups, including the UCAS Advisory Group and the ASCL Post-16 Group.Andy Edwards is passionate about Post-16 provision and has over a decade of experience in sixth form leadership. A former Head of Sixth Form and Deputy Head at a successful start-up school in Nottingham City, Andy is now proud to serve as Trust Director for the seven Redhill Academy Trust sixth forms across Nottinghamshire and Derbyshire. He has been Director of Post-16 at RHAT for nearly three years, overseeing strategic development and leadership across all seven sixth forms.ResourcesPost-16 education and skills white paperPost-16 level 3 and below consultation

In this episode, we explore how a meaningful, purpose-driven approach to professional learning can strengthen staff retention and build a thriving workforce across schools and trusts.Our guests discuss the types of CPD that genuinely make a difference, how they are developing leaders at every level, and what’s changing in the way we support early-career and mid-career teachers. They also share what a healthy professional learning culture looks like in their trusts - one that prioritises growth, collaboration and long-term development.A valuable conversation for anyone focused on attracting, developing and retaining brilliant people in education.About our guestsSara is the Director of The Mead Institute of Professional Learning , as part of the The Mead Educational Trust in Leicester. She works closely with the Leicester and Leicestershire SCITT and the Leicester and Leicestershire Teaching School Hub and supports the professional development of staff across The Mead Educational Trust and in the Leicester and Leicestershire region. Her most recent project has been the development of the Teacher Degree Apprenticeship with De Montfort University.Paul is an experienced educator with over 25 years in the profession. He joined The Redhill Academy in 2007 as an Advanced Skills Teacher, supporting colleagues across Nottinghamshire. In 2011, he became Faculty Leader and later moved into a Trust Director role, helping to drive improvement across multiple secondary schools within The Redhill Academy Trust. Paul then progressed into Senior Leadership at The Redhill Academy in 2015, leading on teaching, learning and professional development. Since 2021 he has had a varied role within the central team at The Redhill Academy Trust. This has included leading the design and delivery of CPD for staff across all phases and roles, leading on the strategic development of teaching across the Trust and the deployment of Trust Director's and a wider school-to-school support team.

In this episode we explore how trust and estates leaders are rethinking the school estate in response to some of the biggest shifts facing the sector - from falling pupil numbers and rising SEND complexity to growing expectations around flexibility and inclusion.Our guests discuss the demographic changes reshaping long-term planning, the pressures schools and trusts are experiencing right now, and how estate strategies must evolve to create learning environments that are genuinely future-ready. A timely and insightful discussion for estates professionals, senior leaders, and anyone seeking to understand how the school estate must adapt to support the next generation of learners.About our guestsJack Warren, Head of Estates at Lift Schools, held a number of senior positions in the construction industry including Tarmac and Laing O'Rourke, prior to working in education. He previously looked after school estates within Redhill Academy Trust and Archway Learning Trust before taking on the position of Head of Estates at national multi academy trust, Lift Schools. Jack has actively championed health and safety, apprenticeships and sustainability in schools looking to make schools estates a key tool in delivering outstanding outcomes. Nathan Odom, Director of Estates and Place Planning at Discovery Trust, is a school estate professional bringing over 17 years of experience to schools and education settings. He began his journey in Local Government playing a key role in planning education sufficiency in Leicestershire, moving to estate management for Discovery Trust. This role covers a diverse portfolio of responsibilities, including capital building projects, property management and improving buildings sustainability for 20 schools.ResourcesEducation Secretary sets timeline for RAAC removal in schools GOV.UK - Guidance for School Capital Funding

In this episode, we explore how MAT boards can sustain effective challenge and strategic leadership over time. Our guests dive into the realities of trustee succession planning, the importance of board diversity and how governance culture evolves as trusts expand and face increasing complexity.They share what strong succession planning looks like (and what it doesn’t), how boards can better reflect the communities they serve, and the practices that create a productive, high-trust relationship between trustees and executive leaders. The conversation also highlights the support governance professionals need to keep pace with a rapidly changing system.About our guestsCarena Graham-Benson is Director of Governance and Compliance at Esteem Multi-Academy Trust. She is a governance leader with a unique perspective shaped by her original career in banking and subsequent career in education governance. She is passionate about building strong, effective governance frameworks and ensuring volunteers in these vital roles are fully supported. Carena is deeply interested in the complexities of education and committed to being part of a team that creates opportunities that help young people thrive as they transition into adulthood.Mark Lawton is the Partnerships and Services Manager at Inspiring Leaders, where he leads the organisation’s Trustee Recruitment Service, successfully placing more than 20 trustees into multi-academy trusts across the East Midlands. With extensive experience in client relationship management, business development and partnership building in both the UK and Australia, Mark previously held senior roles at Reuters Ltd before transitioning into the education sector in 2023.You can find out more about our Trustee Recruitment Service on our website.

In this episode we explore how school and trust leaders are navigating the complex landscape of funding and resources - balancing financial pressures with strategic clarity and a strong moral compass.Our guests share practical examples from their trusts, highlighting different models and approaches they’ve adopted to make resources work harder and ensure sustainability. They discuss the values guiding tough decisions, how to communicate funding choices with transparency and purpose, and offer advice for new CFOs and school leaders facing similar pressures.About our guestsDonna Hain is a chartered accountant with over 25 years of experience across the private and education sectors. After 15 years in multinational finance roles, she transitioned to education in 2013. She has since served as Finance Director in several Trusts and joined Redhill Academy Trust in January 2022. Donna leverages her strategic financial expertise to optimise resources and enhance educational outcomes for young people.Hetal Parmar is the Chief Financial and Operating Officer at The Mead Educational Trust (TMET) working on financial and operational improvements that allow more funding to go into classrooms to improve outcomes for pupils and people.  He is an accredited Schools Resource Management Advisor and Mentor for the DFE, supporting schools across England, and a Fellow of the Institute of School Business Leaders.  Hetal has been involved in the education sector on a voluntary basis for over 20 years, from in-classroom work to board trustee, and collaborations with the DFE.  He has held Non Executive Directorships in other sectors such as housing and NHS.  Hetal is passionate about inclusion, supporting vulnerable pupils and people, raising aspirations and improving outcomes.ResourcesRedhill Rowing ProgrammeInspiring Leaders Professional Leadership and Learning Communities (PLLCs)ICFP Model

A strong school culture sets the tone for everything - from how pupils learn and behave to how staff collaborate and feel supported. But what does a truly positive culture look like in practice, and how can leaders know it’s making a difference?In this episode, we explore the building blocks of school culture, the pitfalls schools often face when tackling behaviour and inclusion, and how leaders can extend their influence by supporting improvement across the wider system.About our guestsRosalind Hopkins serves as the Director of Specialist Provision at Discovery Schools Trust, having begun her career as a secondary History teacher in Leicester City. She brings nearly 15 years of senior leadership experience in special schools, including eight years as Executive Head at Birch Wood Area Special School, where her vision for the SEND curriculum was highlighted in the publication 'SEND Huh' by Mary Myatt and John Tomsett. During her tenure at Birch Wood, Ros played an instrumental role in achieving the National Autism Society’s Beacon School status and in establishing the Leicestershire & Rutland SEND & Inclusion Hub with colleague Phil Leaney. She advocates that Discovery Trust has a unique opportunity to go beyond inclusion ensuring all pupils have a sense of belonging in their school and trust community through greater synergy between mainstream and special education. Grant Worthington has over a decade of experience as a primary school headteacher, bringing a strong track record of leadership and commitment to improving outcomes for all children. He has held executive leadership roles across multiple primary schools and currently serves the Inclusion Lead at Flying High Partnership. He provides school improvement support across a range of schools and is the strategic lead for behaviour and culture at both trust and school level, and previously through the DfE Behaviour Hubs programme. ResourcesEdgar Shein's Three Layers of Organisational CultureJames Kerr - Legacy (book)L. David Marquet - Turn the Ship Around (book)Steve Munby - Imperfect Leadership (book)Professor Alex Hill - The 12 Habits of Great, Enduring Organisations (book) Katriona O'Sullivan - Poor (book)Inspiring Leaders Leadership Conference 2026 - find out more.

Across the country, schools and trusts are grappling with a growing challenge: declining student attendance and disengagement from learning. Behind the numbers are complex stories - of wellbeing, belonging, and barriers both inside and outside the classroom.In this episode, we hear experiences from the ground in schools and MATs, explore what’s genuinely working to re-engage students, and reflect on the crucial role leadership plays in sustaining a whole-school culture of attendance and learning.Liz Anderson served as school leader and founding leader of a multi-academy trust across Nottingham and Derbyshire. She has supported schools in challenging circumstances, leading improvement in outcomes for children across all year groups. She has been designated a National Leader of Education in recognition of her successful leadership, serving schools in areas of high deprivation and need. Since stepping down as MAT CEO Liz has worked with the DfE to improve attendance in Nottingham as part of the Priority Education Improvement Area and Inclusive Attendance. Liz continues to use her knowledge and experience to support schools across the East Midlands, and has recently taken on the role of Chair of Trustee at Inspiring Leaders.Gilbert Leaman has a strong background in secondary teaching and pastoral leadership, and now serves as Director of Attendance for the Redhill Academy Trust—a medium-sized MAT in the East Midlands. Gilbert works across the Trust’s primary and secondary schools to drive improvements in attendance as part of its wider school improvement team.ResourcesDfE: Working together to improve school attendance

AI is no longer on the horizon - it’s already part of the education landscape. From automating tasks to supporting decision-making, it promises new possibilities while also raising important questions about ethics, equity, and pace of change.In this first episode of The Inspiring Leaders Podcast, we discuss where AI is already making a difference in schools and trusts, the challenges leaders need to consider now, and how to balance innovation with caution when adopting new technologies.About our guestsJo Stone is the PedTech Lead at Discovery Schools Trust, where she has been a dedicated member since 2011. Throughout her career, Jo has held various roles including class teacher, KS1 and KS2 Phase Leader, Assistant Headteacher, and Headteacher. A few years ago, she was the lead for the DfE EdTech Demonstrator programme for the trust, where Jo supported schools nationally. Her current role embraces pedagogy, EdTech, and AI, enabling her to support all the schools within the Trust as well as other schools and Multi-Academy Trusts (MATs) on their PedTech journey. Jo is also a mentor, coach, digital trainer, and speaker at conferences such as BETT, CST and LEAD MEET 2025. She holds numerous qualifications including NPQSL, NPQH, Microsoft Certified Coach, Microsoft Certified Educator, MIEE, and is a Microsoft Showcase Fellow. Through this role, Jo aims to create limitless learning opportunities for all.Richard Hicking is an AI Lead Practitioner in the Equals Trust, Nursery Lead Teacher, and Staff Mentor who pioneers the use of AI to enhance teaching, learning, and professional practice. An early adopter of educational technology, he has developed staff training and inclusive strategies with a strong focus on SEND and AI literacy. Richard combines innovative thinking with deep early years expertise and beyond to inspire colleagues and improve outcomes for all learners.Sarah Hand is an experienced educator who has held teaching and leadership roles in schools, Initial Teacher Training and in the Inspiring Futures through Learning MAT. In IFtL, she leads the Learning and Development (CPD) offer for colleagues in the trust, designing system leadership approaches to build sustainable capacity and expertise across the system. In her role as the Digital Learning Strategy lead, Sarah is committed to exploring the integration and interaction of pedagogy and digital tools to enhance the experience of learners.Episode resourcesDfE - Generative artificial intelligence (AI) in education.DfE - Using AI in education settings: support materials developed by Chiltern Learning Trust (CLT) and Chartered College of Teaching (CCT).DfE - AI in schools and further education: findings from early adopters.