Our members
All the supervisor members or supervisor advocates listed below adhere to our membership criteria.
Those listed as Supervisor Members have informed us that they have received training, have insurance and policies and agree to follow a code of practice that meets our standards to be Educator Supervisors*.
Those listed as Supervisor Advocates are not currently practising supervisors, but are in the field of training, research or have a specific interest in supporting the delivery of supervision by educators into the education sector.
*Please note we are a community of practice, not a regulatory body.
Jenny Bowers
Founder member of the CoP
I am a trained supervisor and leadership coach enabling educators to excel in a workplace they thrive in. I worked in the primary sector for over 20 years.
I left headship to pursue my passion for ensuring all school staff, but in particular SENCO’s, DSL’s and school leaders have positive wellbeing and are fully supported to be the best they can be in their (frequently multiple) roles. I also work to ensure that the workplace is one where everyone thrives.
I deliver 1:1 and group supervision and/or coaching to key staff in a setting, as well as seminars in self-care, wellbeing, maintaining resilience, enhancing leadership skills and organisational culture. I am also a menopause and menstrual health in the workplace trainer, licenced by Henpicked, and an associate supervisor at Education Support, the only UK mental health charity for educators.
In 2022 I co-wrote the first wellbeing book for SENCO’s: Journeying to the Heart of SENCO Wellbeing, a guide to Enable and Empower SEND Leaders.
I am also an active member of my local community foundation, and a trustee of Halifax Opportunities Trust.
Dr Rachel Briggs
Founder member of the CoP
I have 30+ years’ experience in the education sector, including as SENCo, DSL, Deputy Head (and Acting Head), researcher, in-service trainer and SEMH needs consultant.
Since 2021, I’ve provided reflective supervision in education (RSiE) from early years to higher education (all roles). I’m committed to the development of SiE at a national level. I’m a member of the SiE network and co-founder of CoPSiEbE. I’ve been involved in the development of SiE qualifications and DfE guidance. I also support doctoral researchers.
I hold a Diploma in RSiE, MA in Education (wellbeing coaching focus) and a Doctorate in Education. My doctoral research focused on the psycho-social benefits and hazards associated with educating children experiencing vulnerabilities and/or trauma. From this, I developed a ‘mobile-balance’ framework for understanding educators’ work-related psychological wellbeing. I combine my academic learning, teaching experience and professional conversations to inform the reflective supervision that I provide.
Gemma Drinkall
Member of the working party
Gemma is an experienced supervisor, coach and trainer with a background in secondary school education and leadership. After burning out of her own teaching career, Gemma resolved to support others, helping them to thrive as a human being and as an education professional. She is passionate about giving educators the thinking space they need to excel in their practice and promote their own wellbeing for the benefit of themselves and their school community.
You can reach Gemma through her website, www.headsphere.co.uk or via email, gemma@headsphere.co.uk.
Ben Harper
Member of the working party
I have worked in and around education for over 25 years having worked in various roles including learning mentor, primary teacher and youth worker. I have also spent some time managing a therapeutic provision for children and young people and have helped to set up an alternative provision. I have a diploma in coaching and am a specialist leader in behaviour and attendance. I am trauma informed and attachment aware.
As well as supervision, I regularly offer training to educators on how to keep themselves ‘well’. In supervision, I seek to provide a space where your experiences can be heard and you are empowered you to think ‘well’ for yourself. Aside from this work, I also currently work for Quakers in Britain to develop child led mediation schemes in schools. When I’m not working, I like to cook, walk in the peaks, and travel to new places.
Sue Marks
Member of the working party
I have worked in education for over 30 years with the last 15 years as headteacher in independent and mainstream schools. My education ethos has always centred around creating a positive school culture, well-being for all, and developing effective community relationships. Currently, I am studying part-time for an Education Doctorate (EdD) researching Supervision in Education.
At present, I am employed as a part-time educational content writer for school leaders and have been a Fellow of the Primary Science Teaching Trust (PSTT) since 2012. I also manage my self-employed consultancy offering a range of education services. Currently, I am involved in teacher training, assessing, and mentoring: supporting pre-PGCE and PGCE students’ training, delivering CPD for STEM.
Jackie Williams
Member of the working party
When school-based, I felt a great need for supervision in my various roles (SENDCo; DSL; Head of School; Pastoral Lead; Senior Leader; Acting Head). This was not always available, and I was aware of the impact on my own mental health and wellbeing. The need for supervision is becoming more recognised, and as a supervisor I work with school leaders to help them explore their experiences in a safe and supportive environment.
As an Executive Principal for a large MAT, my responsibilities included school improvement, headteacher support and strategic development. I provided supervision and coaching for headteachers at very different stages in their careers, so that they in turn were able to effectively support their staff.
To enhance my knowledge, skills and practice, I am an ILM7 coach and mentor, and in addition, I have also completed the Reflective Supervision in Education Certificate through CSTD Bath.
Suneta Bagri
Member since February 2025
Suneta Bagri is a highly experienced school leader and educational consultant with a deep commitment to supporting the growth and well-being of educators. With over 25 years in leadership roles, she has a proven track record of fostering positive school cultures, mentoring educators, and enhancing coaching practices. She specialises in supervision, bringing a compassionate, reflective approach to helping educators navigate challenges, build resilience, and refine their skills. Drawing on a background in extensive training she is committed to creating a supportive environment where educators feel valued, understood, and empowered to thrive professionally and personally.
Dr Mandy Carr
Member since January 2025
For twenty years Mandy’s taught in secondary, special and higher education, included Drama, French and eventually leader of a large EAL (English as an Additional Language) Departments in London. More recently she has worked as a senior lecturer training creative arts psychotherapists. Her background as a Liberal Jew from Liverpool is a key factor driving her passion for widening inclusion in society. As a result she has chaired a number of inclusion/diversity committees in schools and other contexts.
In the early 2000’s, increasing awareness of the emotional demands for both students and teachers, prompted Mandy to retrain as a dramatherapist. She found clinical supervision a powerful aid to her emotional health and professional development. As a result she became an advocate for supervision in all phases of education.
Qualifying as a supervisor in 2006, Mandy and her colleague Emma Ramsden, concluded in their co-written chapter ‘An Exploration of Supervision in Education’ (with Emma Ramsden), ‘that supervision should ideally be introduced at teacher training level and noted that supervisory practice has ‘the potential to transform the working lives of educational staff, and ultimately the educational opportunities and life chances of children and young people.’ (p.183) Supervision of Dramatherapy. eds., Jones, P, and Dokter, D.
She currently offers professional supervision as an associate with Education Support and Talking Heads. She feels privileged to have the opportunity to offer professional supervision within education and to collaborate with likeminded and innovative practitioners in a community of practice.
Dr Catherine Carroll
Member since January 2025
Catherine is an experienced university senior lecturer and researcher in education with a focus on inclusion, student and teacher wellbeing and supervision. She is currently a lead investigator on a five-year research project on developing whole school approaches to mental health and wellbeing, including staff wellbeing. Her work has been published in peer-reviewed journals, books, reports and practitioner-focused publications.
Catherine has recently set up the Post Graduate Certificate in Supervision in Education at St Mary’s University. In 2022, she co-founded the Supervision in Education Network.
Before completing her PhD, Catherine taught Humanities for several years in secondary and specialist settings.
She works part time at the university and continues to teach in schools, as part of her commitment to knowledge exchange between schools and universities.
Caroline Clark
Member since September 2025
I am a coach, SENDCO, and educator with nearly two decades of experience supporting inclusive practice across educational settings. Based in the South West, I am currently completing ILM Level 7 qualification in coaching and mentoring. My supervision work aims to empower school leaders, SEND professionals, and carers to reflect, grow, and achieve with integrity. Drawing on my experience working with adults who support neurodivergent children and my experience as a foster carer of Autistic children and those with attachment needs, I am trauma-informed and neurodiversity-aware. However, I know how challenging it can be and I am always learning.
I create safe, structured spaces for supervision that foster emotional resilience, ethical clarity, and professional insight. I am passionate about helping educators navigate complex challenges—from leadership dilemmas to safeguarding concerns—while staying connected to their values and wellbeing. My style blends intuitive listening with strategic thinking, enabling you to deepen your self-awareness and enhance your impact.
Regina Doheny
Member since May 2025
Regina Doheny is a retired primary school teacher and principal with 36 years experience in the Irish primary education system,18 as school principal. She works variously as a teacher educator in leadership support with the Irish Department of Education Support Service -OIDE, in mediation as an accredited mediator and as part time as co-ordinator for R.E and ethos for the catholic diocese of Kildare and Leighlin. She is currently studying for Ph D in Leadership. Her special area of interest is the conflict competence of Irish primary school principals.
Chris East
Member since February 2025
Chris, Co-founder and Safeguarding Consultant
With a seventeen-year track record spanning from early years to higher education, charities to out-of-school settings, Chris is both experienced and enthusiastic in creating safe and supportive environments.
A passionate advocate for students and staff wellbeing, Chris has been recognised for his innovative approaches to student services and safeguarding. From classrooms to boardrooms, Chris has a proven ability to elevate safeguarding standards and drive positive change.
With expertise in leadership, special educational needs, audits, reviews and policy development, Chris is a strategic thinker who delivers practical solutions. Whether optimising a single institution or overseeing a multi-campus operation, Chris brings a wealth of experience to every challenge.
Lizzie Egan-Walsh
Member since February 2025
Hi, I’m Lizzie. I’ve spent over twenty years in a variety of educational roles, including fifteen years in school leadership.
I believe in a holistic approach to educational provision; (and to life in general) and I am passionate about inclusion, coaching, supervision and safeguarding. I believe this approach is the only way to support wellbeing in the workplace, which in turn increases productivity!
I hold the NPQH in leadership and have completed Maggie Farrar’s Mindful Leadership programmes. I am an experienced, qualified Supervisor and Executive and Leadership Coach; and am currently training to be an ADHD Works ADHD Coach.
I have an extensive background in SEND, am a Qualified Teacher of the Visually Impaired and have worked in mainstream, residential and specialist settings.
I love to use my Reiki practitioner experience combined with coaching sessions – as appropriate to client need.
In a former life, I was a Fashion Designer and Milliner; and enjoy using my creativity in a variety of ways. In my spare time, I am a Governor at OSFC and love spending time in Nature. I am a mum of one!
Hollie Edwards
Member since January 2025
I am a Mental Health Lead, DSL, Counsellor and Supervisor. I have worked in education since 2015 and I have supervised staff since 2019. I work in a junior and secondary school and supervise over 50 members of staff, including SLT, teachers, SENCOs, Safeguarding Leads and support staff.
I am also the author of Reflective Supervision in Education, published in 2023.
Heather Forrest
Member since September 2025
I have been a teacher in the primary sector for over 18 years. My own experience of burnout in education led me to discover the power and gift of supervision. I am deeply passionate about creating supportive spaces where people can attend to their own needs, strengthen their wellbeing, and build greater capacity for the important work they do, through a trauma informed lens, with a big focus on nervous system education and regulation.
For the past four years, I have worked as a trained supervisor and most recently as a Somatic Trauma-Informed Coach. I provide 1:1 supervision/coaching within education as well as cross-professional supervision across fields such as Social Care, Law, and Counselling.
Karen Forshaw
Member since May 2025
Karen Forshaw brings over 20 years of experience in education, including the role of headteacher. She has seen first-hand how leadership behaviours, team dynamics, and organisational systems shape staff wellbeing, development, and performance. She also understands how challenging it can be to create the conditions where everyone can do their best work.
That curiosity led her to retrain in organisational psychology to better understand what drives people, what improves working lives in schools, and how individuals can influence and change the systems around them. Karen is especially interested in how we can support leadership development in ways that are meaningful, manageable, and sustainable.
Through HumanEdge Performance, she supports schools to reduce and prevent stress, strengthen leadership, and build healthier, high-performing teams. A key part of this is offering reflective supervision, which helps schools build self-awareness, improve practice, and sustain staff wellbeing over time.
By taking a developmental approach to staff wellbeing and leadership, we create the conditions not just for adults to thrive at work, but for young people to learn, grow, and flourish.
Maz Foucher
Member since October 2025
Maz is a former primary Assistant Headteacher and KS2 lead, based in Devon. After moving on from school-based roles, Maz studied for an MA in Education Leadership, specifically researching teacher retention. She is passionate about supporting education staff with their general wellbeing as well as their work life, which is what inspired her to start her training in reflective supervision. She is currently in training with CTSD Bath.
Outside of supervision training, Maz works in the learning and development team for a publishing company and also has a voluntary role supporting parent teachers as regional representative for the Maternity Teacher Paternity Teacher (MTPT) Project in Devon.
Eric Gill
Member since September 2025
Eric is an experienced practitioner in reflective supervision in education, offering safe, structured online 1:1 sessions that help educators reflect on their practice, build resilience, and support wellbeing. With over 25 years of teaching and leadership in SEMH primary and secondary settings, he has led a pastoral support team in an Outstanding school and spent 10 years in a residential primary therapeutic community for children with severe trauma and attachment needs — including six years as Deputy Head and a period as Acting Head. He currently leads mathematics at an SEMH secondary school, combining curriculum leadership with a commitment to inclusive, trauma‑informed practice. Holding the National Professional Qualification for Headship (NPQH) and enrolled in CSTD’s Reflective Supervision in Education (RSiE) Diploma programme, Eric applies the Seven‑Eyed Model of Supervision to help staff process challenges, strengthen professional judgement, and foster collaborative, resilient school cultures.
Julia Hancock
Member since March 2025
Julia Hancock is committed to enabling more joyful purpose. With over 30 years’ experience in education and leadership, she brings a depth of expertise, compassionate understanding as well as positive challenge to empower leadership and create climates committed to growth for all, irrespective of starting points. Reflective Supervision in Education is what she wished she had access to as a Headteacher and Senior Leader.
Rosie Heywood
Member since January 2025
Rosie Heywood is a highly experienced Educational Consultant with over 25 years of proven leadership in Independent and Early Years Education. As the founder of PropelEd, she specialises in delivering reflective supervision that drives staff well-being and professional excellence. Rosie creates safe, collaborative spaces empowering educators to navigate challenges, enhance their practice, and feel truly valued.
Having held pivotal leadership roles including Head of Early Years, Deputy Head Academic, and Head of Junior School, Rosie has first-hand experience navigating the strategic and grassroots challenges faced by schools, combining strategic vision with deep operational expertise. Her extensive experience in EYFS includes modernising early childhood education provision and creating purposeful learning environments. She has led whole-school initiatives such as curriculum re-development, SEN support, staff mentoring, and appraisal systems, equipping her with a profound understanding of the many complexities schools face.
With her leadership expertise and reflective supervisory approach, Rosie offers schools the insight, strategies, and support they need to drive meaningful, sustainable improvements. Her deep commitment to growth, well-being, and excellence, ensures that practitioners seeking reflective supervision will find the insight, strategies, and support they need to thrive in the communities they serve.
Phil Hickey
Member since October 2025
Phil brings together three perspectives having been a Head Teacher, Inspector and Therapist. This combination enables his supervision sessions to strike a balance between professional insight and a deep understanding of the human side of leadership. Having worked for over 30 years in Education, he brings his experience to sessions enabling supervises to feel confident that they are speaking to someone who understands. He is passionate about ensuring that the education workforce are well supported in order to be more effective in their roles but also to have a sense of satisfaction, enjoyment and peace.
Debbie Innes-Turnill
Member since June 2025
Debbie is an accomplished safeguarding specialist with extensive experience in education and leadership. With a proven track record as both a Designated Safeguarding Lead (DSL) and a head teacher, Debbie has dedicated her career to fostering safe and inclusive environments where children, young people and adults can thrive.
As a head teacher and deputy head teacher Debbie successfully led in schools implementing strategic initiatives to improve outcomes for pupils while maintaining a strong focus on safeguarding and pastoral care. Her leadership style is characterised by a commitment to collaboration, innovation, and the well-being of both those who need support and the staff who work with them.
She has worked tirelessly to ensure that those with whom she works build a culture of safeguarding providing training and support to staff, empowering them to recognise and respond to safeguarding concerns effectively. Her deep understanding of safeguarding legislation for both children and adults, combined with hands-on experience, enables her to navigate complex safeguarding challenges with confidence and compassion.
In January 2025 she published her first book, Safeguarding in Classroom. She has an MSc in Advanced Child Protection Studies and is currently researching what makes a good safeguarding culture for her PhD.
Debbie runs her own consultancy business founded on helping schools, charities, religious and sporting organisations to build their safeguarding culture. Her bespoke audit, training and development processes ensure that the context of the organisations she works with is taken into account, working alongside leaders to ensure that everyone is kept safe.
Kamelia Johnson
Member since January 2025
As a Safeguarding Supervisor, I am passionate about supporting DSLs, DDSLs, and Pastoral Staff by providing 1:1 and group safeguarding supervision and mentoring through my role as an Independent Safeguarding Consultant. My approach to supervision is rooted in giving staff the space and time to reflect on their practice, discuss challenges, and develop solutions. I believe that well-supported staff are the cornerstone of effective safeguarding, and my goal is to empower them to perform their roles with confidence and resilience.
Shashi Knott
Member since February 2025
Shashi Knott, MSc, is an English teacher and former Deputy Head of Sixth Form, with 16 years of experience teaching in state schools across North London. After earning her MSc in Education, Power, and Change, she transitioned from her role as a full-time English teacher to focus on driving change within the teaching profession. Her goal is to cultivate an environment through reflective supervision, where teachers can find the space to show compassion to students who need it the most.
Roxanne Lashley Allen
Member since May 2025
Roxanne Lashley brings 19 years of experience in secondary education to her work as a supervisor, including senior leadership roles as Deputy Headteacher and Acting Headteacher. Her years in senior leadership has given her a deep understanding of the pressures leaders face at every level.
Roxanne is deeply committed to staff well-being, which informs both her supervision work and her role as a trustee at Education Support, the UK’s only charity dedicated to the mental health of those working in education.
She continues to actively work on and challenge the systemic barriers that too often lead to talented leaders leaving the profession and believes supervision offers the space and support leaders need to stay in the work they care about for the long term.
Melissa Marris
Member since March 2025
I am a Headteacher, coach, supervisor and single mum with a passion for people development. I enjoy working with people to support positive growth and self awareness and have been an educator for over 25 years, with 12 of those years in senior leadership roles. Supervision and coaching have supported me in my career development and I enjoy being able to offer that reflective space to others to support their journey. I’m also partial to Yorkshire tea and chocolate biscuits!
Immaculada Matthews
Member since January 2025
Immaculada Matthews is a highly accomplished educator and leader, with over 20 years of experience in education. Passionate about fostering wellbeing and professional growth, she specialises in reflective supervision and consultation, supporting educators in navigating workplace challenges.
As the founder of Immaculada Matthews Reflective Supervision, she partners with schools and early years providers, offering evidence-based support. Her reflective practice helps professionals build emotional resilience, achieve clarity, and enhance outcomes for children and families.
Immaculada’s extensive career includes leadership roles such as Headteacher and Strategic SEND Lead, where she improved school performance, restructured SEND provisions, and empowered teams.
Having successfully completed a Master’s in Educational Leadership and her NPQH, Immaculada enjoys change projects, leadership development and culture transformation in collaboration with leaders in pursuit of equitable outcomes in education.
Currently pursuing a Doctorate in Education, her research focuses on teacher wellness and retention through reflective supervision.
An active member of the Community of Practice, Immaculada contributes to the development of supervision in the education sector, advocating for its transformative power. Her expertise in fostering inclusive, supportive environments has made her a trusted voice in reflective supervision and professional growth.
Jane McNally
Member since October 2025
Supporting those who lead, care and protect.
With over twenty-five years in education, I’ve had the privilege of serving as an Executive Headteacher, Trust Strategic Leader, and Safeguarding Lead. Those experiences have shown me just how rewarding, and how emotionally demanding, school leadership can be.
My approach to supervision is gentle but purposeful. I offer a calm, confidential space where leaders, DSLs and education professionals can pause, reflect and make sense of the pressures that come with caring for others. Together, we focus on building clarity, confidence and emotional resilience, so you can continue leading with integrity and compassion.
Through my consultancy, LPI Education Ltd, and as co-host of Being the Head: The Human Cost of Leading Schools, I work to shine a light on the realities of leadership and the importance of “safeguarding the safeguarders.” I believe reflective supervision isn’t an extra, it’s a vital part of sustaining the people at the heart of education.
If you’d like to explore how supervision could support you or your team, I’d be delighted to start that conversation.
Lisa Nel
Member since February 2025
Lisa Nel BA(Comb)hons, PGCE, Adv. Dip Int Counselling, PQDCCYP, BACP(Accred); NCPS (Snr Accred)
Lisa is a practising therapist, supervisor and trainer. She has helped to develop and now leads the programme at CSTD Bath in Reflective Supervision in Education (RSiE) training.
Her background is 30+ years’ experience initially in state sector modern languages teaching, moving into therapeutic, supervision and training roles. Lisa is founder/director of I’m OK, You’re OK Counselling and Training Ltd. which provides specialist training in counselling under-18s. She and her colleague Mark Stancombe, also deliver the ‘Help for the Helpers’ training across the UK and abroad, to raise awareness about the impact of supporting others and what we can do to look after ourselves and mitigate impact.
Katie Phillips
Member since August 2025
I have over 14 years experience in boarding schools, both in the UK and internationally, as a teacher, member of boarding staff and as a mental health lead. Alongside this, I am a qualified and UKCP registered Child and Adolescent Psychotherapeutic Counsellor and work outside of my boarding role as a therapist with children and young people aged 4-19.
Recognising the impact of counselling training and supervision on my own practice, both as a counsellor and as a boarding housemistress, I completed an MEd in Transforming Practice (University of Cambridge, 2023) exploring the ways in which psychotherapeutic theory and practices might help inform pastoral work in boarding schools. Following encouraging outcomes from this, and a subsequent informal pilot study providing reflective Work Discussions and attachment training to boarding and teaching colleagues in my own school, I have now been awarded a Boarding Schools’ Association (BSA) Foundation Grant to continue researching the wider potential of Reflective Practice in boarding schools.
Suzanne Simpson
Member since December 2024
I am a widely experienced educator and lifelong learner passionate about cultivating high-quality, ethical practices that empower individuals and strengthen educational communities. My professional values — self-awareness, openness, respect, and collaboration — guide my approach to fostering environments where trust, growth, and meaningful engagement flourish.
Paul Wardle
Member since February 2025
Paul is an experienced Head Teacher and School Improvement Partner with a demonstrated history of working successfully in the education management industry. Paul is an experienced executive and leadership coach, as well as being a well-being practitioner. He has organised and facilitated coaching and well-being retreats for leaders. Accredited in many fields, Paul has recently achieved L2 APT accreditation in Providing Good Clinical Supervision.
Dr Vicki Wolfe
Member since December 2024
My name is Dr Vicki Wolfe. I currently work as a child, community & educational psychologist – prior to this I was a secondary school teacher. I have over twenty years experience working in schools, and feel extremely passionate about the need for adequate support, supervision & training for school staff in order to maintain their own emotional wellbeing. I have a supervision accreditation from the BPS, and currently offer individual supervision and supervision groups to teachers and teaching assistants.
Please do send me an email to arrange an informal discussion.
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