With innovative, highly inclusive and ethical leadership as guiding principles, Tom has repeatedly created and sustained high performance cultures where success is possible for all, equity is a priority and people are always at the centre of decision-making.

Able to handle detail with ease whilst also having the vision to always understand the ‘bigger picture’, he is equally comfortable producing and delivering high-level strategic policy as he is creating and quality assuring operational processes. As a result, he operates with ease at all levels of an organisation or setting, whether it be in frontline delivery or executive leadership.  

He is an experienced trainer, mentor and coach, having designed, delivered and evaluated professional development across a wide range of skills/knowledge. Ranging from lectures for hundreds to one-to-one coaching, Tom is skilled in tailoring training to both individual and organisational needs. 

As a qualified and successful teacher, Tom has a deep understanding of the science and practice around learning, retention/memory, curriculum design and pedagogy. However, much of his experience has focused on removing barriers to success for young people and the impact this can have on wider public health. As a result, he has spent recent years focusing on how to help organisations understand and mitigate the impact of childhood trauma, neurodiversity, economic disadvantage, youth violence, other criminality and associated risk factors.  

Experience/achievements

• Led school to top 3% for academic progress nationally for state schools and recognised as ‘Outstanding’ by school inspectorate (OFSTED). Progress matched across all cohorts of young people, regardless of prior attainment, additional needs or context.
• Led on design, implementation and delivery of three internal school alternative provision ‘units’ to meet increasingly complex needs around neurodiversity, social and emotional needs and school avoidance.
• Consultant for a large trust of 28 schools: devised, designed and costed a mentor-based approach to inclusion in order to meet rising levels of need and bring a coherent approach across the schools.
• Education Consultant for Thames Valley Violence Reduction Unit: devised and externally-commissioned a multi-year School Navigator programme, aimed at providing appropriate mentoring, diversion and advocacy for young people at risk of becoming involved in serious violence.
• Delivered Trauma-Informed Practice training to approximately 1000 trainee teachers and BEd undergraduate students (Bachelor of Education) at the University of Reading.
• Key speaker at Association of School and College Leaders (ASCL) Pastoral Conference, delivering a seminar on violence reduction and how schools can work in partnership with the wider public health sector.
• Delivered professional development for school leaders on ‘Changing the Narrative through Trauma-Informed Practice’ for the Association of School and College Leaders’ (ASCL)     Professional Development Programme.
• Produced trauma-informed behaviour policy for schools as well as a guide for schools on the creation and implementation of their own.
• Devised and commissioned an online learning package for organisations working with young people on creating an effective ‘Bystander’ culture to aid in reducing violence, bullying, sexually intimidating behaviour and harassment, whilst aiding in conflict resolution.

Consultancy/Services Offered

Support available in the following areas:

• Trauma-Informed policy and practice for organisations working with young people
• Inclusive cultures/awareness
• Alternative education provision/therapeutic setting design and implementation
• Building protective factors in young people
• Establishing bystander cultures
• Devising and forming multi-disciplinary support around cohorts and/or specific needs
• Linking with or accessing links to other areas of public health provision, including policing, neurodiversity/SEND, families, social care, social enterprise, business and academia.