Dr Vicky Duckworth, a former FE student and teacher, is a Reader in Education at Edge Hill University. Vicky has developed considerable expertise as an educationalist and researcher in the field of Adult Literacy and Education. She is deeply committed to challenging inequality through critical and emancipatory approaches to education, widening participation, inclusion, community action and engaging in research with a strong social justice agenda. Presently she is leading a UCU funded research project (with Dr Rob Smith) which aims to understand and provide evidence of how the further education (FE) sector is vital in transforming lives and communities in 21st century Britain.

She is a member of a number of national and international networks, which includes her role as trustee of the Helena Kennedy Foundation, the Association for Research in Post-Compulsory Education and co-convener of the BERA Social justice and Education SIG. Throughout her career Vicky has published widely which consists of authoring and editing books, most recently this includes: Learning Trajectories, Violence and Empowerment amongst Adult Basic Skills Learners (Routledge, 2013); Landscapes of Specific Literacies in Contemporary Society: Exploring a social model of literacy (Routledge 2014); Adult Literacy Policy and Practice: From Intrinsic Values to Instrumentalism (Palgrave 2015).

Summer is Director of Teaching and Learning at the East London Science School, where she also leads the English and Languages Faculty. Summer regularly blogs and tweets about education, which has led her to become involved with education communities and to speak at teaching events such as the Education Festival, ResearchEd and WomenEd. Summer has recently published a book with Bloomsbury entitled ‘Bloomsbury CPD Library: Secondary Curriculum and Assessment Design’. She blogs at and is on Twitter as @ragazza_inglese.


John Tomsett has been a teacher for 28 years and a Head Teacher for thirteen. He is Head Teacher at Huntington School, York. He writes a blog called “This much I know…” and is a co-founder of the Headteachers’ Roundtable think-tank. His first book is called, “Love over Fear, This much I know about growing truly great teaching.” His second book, published earlier this year, is called, “Mind Over Matter, This much I know about improving mental health in our schools”. He remains resolutely wedded to teaching and helping colleagues improve their classroom practice.

Kathryn is currently in her 11th year of teaching and is an acting Deputy Head in a North Solihull Primary School, teaching in upper Key Stage Two. Having taught in four schools, each serving highly disadvantaged areas and with different Ofsted ratings, Kathryn has been fortunate to have experienced a rich and varied start to her career (along with nine Ofsted inspections!). With a keen interest in developments in teaching and learning and the impact of professional development on colleague well-being and pupil outcomes, she is a huge advocate of both the Teacher Development Trust and the work of John Hattie, having previously worked in a Visible Learning case-study school. Kathryn completed her MaST in 2012 and, for a short period, held a PD accreditation with the NCETM between 2014-15.

Justine Greening was appointed Secretary of State for Education and Minister for Women and Equalities on 14 July 2016.

She studied economics at Southampton University and has a MBA from the London Business School. Justine was a finance manager at Centrica plc before being elected as a Conservative MP for Putney, Roehampton and Southfields on 5 May 2005. Following her election she was appointed as a Vice Chairman of the Conservative Party, with responsibility for youth.

As well as being a member of the Work and Pensions Select Committee, in 2007 she became a Shadow Treasury Minister and in January 2009 became the Shadow Minister for London. Justine was Economic Secretary to the Treasury from May 2010 to October 2011 and Secretary of State for Transport from October 2011 to September 2012. She served as Secretary of State for International Development from September 2012 until July 2016.

Dr Caroline Creaby  is an Assistant Headteacher at Sandringham School, Hertfordshire. Caroline has led on the school’s strategy for research engagement. This has included a partnership with the Institute for Effective Education to develop Evidence for the Frontline, a national service connecting teachers and researchers, funded by the EEF. Caroline is a teacher member of the Coalition for Evidence Based Education, a Fellow of the RSA and has recently completed her doctorate in education from the University of Cambridge.


Jane has been teaching in London primaries for 21 years. She is currently Literacy Lead and Y5 class teacher in Camden. Jane blogs and tweets as @HeyMissSmith

Tony Meehan is Head of School at Latimer AP Academy in Kensington and Chelsea, part of the TBAP Trust which also includes Alternative Provision schools in Westminster, Hammersmith and Fulham, Haringey and Cambridgeshire. He has been Head of School at Latimer AP Academy since September 2009.

He started teaching in mainstream schools as a Modern Foreign Languages (MFL) teacher in 1989 and came through the pastoral route into his current position. Tony has focused on trying to develop a love of learning in pupils with whom he and the TBAP team work, to try to help them overcome the challenges they face. This has involved introducing research carried out by Dweck, Hattiem Wiliam et al to develop models of learning which will allow learners to feel secure in their learning and allow them to recover their sense of curiosity. This is an ongoing piece of work across TBAP.

Maria is a sixth form teacher and SLE at Carwarden House Community School. Carwarden House is a special school for students between the ages of 11 and 19 with a statement or Education, Health & Care Plan of special educational needs. Carwarden’s students have a wide range of needs including moderate learning difficulties, autism, Down syndrome, speech, language and communication needs and other conditions associated with learning difficulties. She is passionate about supporting children and young people to fulfil their potential to achieve both in and outside the classroom environment. Maria fiercely believes that everyone has a right to independence in future life and promotes life skills and interventions to mainstream partnership schools. Part of Maria’s work at Carwarden is to assist with its outreach service to local mainstream schools and is an SLE. Maria is the lead teacher in Carwarden’s successful collaboration with an independent school which has resulted in a TES award this academic year. She considers research in education essential and encourages the use of appropriate use of interventions in the classroom in the promotion of access for all in her classroom.

Rob Coe is a researcher and internationally recognised expert on educational assessment and evaluation. Previously, he was a teacher of mathematics, with teaching experience in an inner-city comprehensive in Manchester, two Sixth-Form Colleges and a selective independent boys’ school. He brings an understanding of classroom life to his research and a relentless desire to make research relevant to improving education.
As Director of CEM – the largest educational research centre in a UK university – Rob leads a team of over 100 staff, providing innovative assessment and monitoring systems to many thousands of schools across 70 countries. He has contributed to the writing of some key publications that connect evidence and educational practice. Rob is a co-author of the Education Endowment Foundation’s Teaching and Learning Toolkit and its DIY Evaluation Guide for teachers. He is the lead author of the Sutton Trust report What Makes Great Teaching? He is a co-author of the Teacher Development Trust’s Developing Great Teaching report. He is a member of advisory groups for a wide range of educational organisations including Ofqual, DfE, AQA, Pearson, Teacher Development Trust, ResearchED and TeachFirst. Rob is currently part of the DfE’s Professional Development Expert Group, charged with developing a set of professional standards for teacher CPD.