Previously known as The Transformation Trust

Our Headteacher Advisory Group

Harry French

Chair

 

Harry French is currently Principal at Ash Green School, Coventry. Ash Green is one of the highest performing schools in Coventry & Warwickshire with a Progress 8 score of 0.38 in 2016. Ash Green School is Part of the Creative Education Trust. Previously Harry was Executive Principal at Greenwood Academy and the Firs Primary School. Harry secured rapid improvement in both contexts but notably led Greenwood to secure a Good judgement from inadequate in just 15 months. Harry is a Future Leader for Ambition School Leadership.

Mohsen Ojja

 

Mohsen Ojja is now National Director of Education, having been a Regional Education Director for

E-ACT and a senior leader in a number of challenging London schools. As a teacher and leader in school he aims to secure an education system that offers meaningful pathways and fulfilling learning to all students.

Matthew Partington

 

Matthew Partington is headteacher of Roundhay all-through School in North Leeds. Matthew was previously Associate Principal of Ossett Academy, Wakefield, which secured ‘Outstanding’ for Leadership in 2013. He then became Principal of Goole Academy in the East Riding of Yorkshire, securing its removal from Special Measures.

David Bailey

 

 

David Bailey is currently the Executive Headteacher for Central and City Academy, part of the CORE Education Trust. David has worked across a number of schools in senior positions and has also completed the Future Leaders Programme.

He brings with him a wealth of knowledge that will support The Talent Foundry in achieving our mission. He is passionate about making a difference and changing the lives of the young people he serves.

Jayne Schofield

 

Jayne Schofield is currently the Principal of Thistley Hough Academy in Stoke-on-Trent. Jayne has worked in a number of senior positions over several years at this vibrant, forward-thinking Academy. Having recently achieved principalship, Jayne is driven in her beliefs that a postcode should not influence the teaching standard a student receives or limit the aspirations they have for their future.