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Our School Improvement Experience

Our school improvement team have a wealth of knowledge that makes them great at what they do. Take a look below at some of the key experiences they have

Steve Brady - CEO

  • 30 years in education, including 16 years as Headteacher (in two schools) and 4 years as CEO of The Forest of Dean Trust
  • NPQH, NPQEL and L7 Executive Coaching and Mentoring Qualifications
  • Member of SW CEO OFSTED steering group (previously HT steering group member)
  • 2008-2010 - Led Cheltenham Kingsmead School out of Special Measures with the best results, against the backdrop of school closure
  • 2010-2024 - Headteacher at Dene Magna School. Highlights include achieving an Outstanding OFSTED, Teaching School, International School and opening a new Sixth Form. Grew the NOR from 725 to 1080. Results were always above/well above national averages
  • 2020-date - CEO for the Forest of Dean Trust, leading a growing Trust that provides all-through education. Highlights include record outcomes for each Trust school in 2025, all three schools had positive OFSTED reports (Oct/Nov 24) and Drybrook School deemed strong enough to not need RISE support (Sept 25)
  • Provided school support (brokered by Gloucestershire CC and/or DfE) across primary and secondary schools. Evidence of impact seen in OFSTED/HMI reports for Laker’s School, Forest High School, St. White’s School, Drybrook School and St. John’s CofE
  • Areas of strength include growing a school culture, engaging communities in the improvement journey, coaching new leaders, attendance improvements, behaviour and school culture, teaching and learning and leadership development (including supporting ‘struggling’ leaders and growing new leaders)
  • Skilled at supporting schools in asking deep questions and challenging workload against a need for change
  • Experience of supporting Trustees/LGB or Governors in framing effective challenge and support as well as supporting schools to decrease workload yet increase the quality of dialogue

Ben Lyons - Director of Primary Education/Outreach

  • 22 years in education, including 15 years as a head teacher interspersed with executive leadership experience
  • NPQH, NPQEL
  • Level 3 safeguarding 
  • Delivered sustainable improvement, built inclusive cultures and shaped strategic systems that support children, staff and communities to thrive
  • Led Forest View Primary School, through its transition from a Local Authority school to a Single-Academy trust and then into a Multi-Academy Trust
  • Grew Forest View from 220 pupils in 2010 to 370 today, with a staff team of over 70
  • Safeguarded school budgets, making efficiency savings and built a £500,000 reserve fund (at Forest View), ensuring financial stability and the capacity to invest in long-term priorities
  • Supported the development of primary specific systems across the Forest of Dean Trust 
  • Executive head for Drybrook, beginning its improvement journey
  • Executive head for St. Anthony’s overseeing its closure, ensuring a smooth and dignified transition for pupils and staff and allocating assets from the school
  • Supported serving and aspiring head teachers and senior leaders, helping them to grow in confidence and capability
  • Mentored new head teachers
  • Led cross-phase curriculum networks 
  • Moved Forest View from well below the old Government floor targets in reading, writing and maths to consistently secure results at the end of Key Stage 2 that are at least in line with or above national averages, attained ‘good’ under OFSTED in under 12 months from becoming head
  • Forest View was recognised by the DfE as a Pupil Premium Lead School. I provided support to schools to strengthen their provision for disadvantaged learners
  • Developed and refined effective behaviour systems across schools
  • Led developments in teaching and learning to enhance teacher pedagogy
  • Developed strategies for workload reductions and management for staff.
  • Use of research-backed strategies to drive improvement
  • Effectively worked with members, trustees and local governors to ensure clarity, lines of accountability and strategic alignments
  • Advised other SATs in the South West on making the transition to a MAT.
  • Experience of management of estates, health and safety, HR, compliance, accounting officer.

Thomas Henesey - Drybrook Headteacher

  • Former NCETM Maths Lead and Primary Mastery Specialist with extensive leadership experience across different school contexts
  • Headteacher at Drybrook Primary, leading the school from ‘Inadequate’ (prior to academisation) to ‘Good’ in all but one area. Within 12 months, the school was assessed and deemed strong enough not to require RISE support
  • Increased pupil numbers by 56% over four years, strengthening community confidence and engagement with the school
  • Raised attendance from 92% to 95% over the same period, through improved systems, family engagement, and pastoral support
  • Transformed pupil outcomes, moving Key Stage 2 progress from negative scores in Reading, Writing and Maths to +3.9, +2.0 and +3.1 respectively, with attainment now above national averages across all three subjects
  • Worked across multiple Multi-Academy Trusts, including involvement in opening a new school within a MAT and contributing to trust-wide curriculum and leadership development
  • Experienced in both inner-city education (working across several Outstanding schools in areas of high deprivation) and rural contexts, providing a broad understanding of the challenges and opportunities schools face
  • Active in national education networks, including organising and leading the ResearchEd South West regional conference, bringing together leaders and practitioners from across trusts to engage with the latest evidence and research
  • Led the implementation of pedagogical approaches across the curriculum, embedding Rosenshine’s Principles of Instruction, evidence-informed practice, and research-led professional development to secure consistency and impact in teaching and learning
  • Extensive experience of cross-phase development, working with both primary and secondary colleagues to strengthen pedagogy, curriculum design and professional practice, ensuring coherent approaches to teaching and learning across phases
  • Mentored leaders within small-school settings, supporting them to develop the confidence, resilience, and capacity needed to sustain improvement
  • Initiated and delivered AI training both internally within school and externally across the sector, supporting schools in developing purposeful and sustainable approaches
  • Led the school out of a deficit budget whilst creating capacity for long-term investment, successfully navigating the challenges that financial recovery presents
  • Skilled at strengthening school culture and behaviour systems, with proven results in raising attendance, embedding inclusive practice, and rebuilding community confidence
  • Effective in working with governors, trustees, and external partners to ensure strategic clarity, accountability, and sustainable improvement

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