Executive School Improvement Leads
Our Trust benefits from our serving headteachers also carrying out the function of Executive School Improvement Lead. This is based on the premise that all serving headteachers have something meaningful and positive to contribute to the mission of school improvement, whatever their school’s current context and circumstances.
Collectively, they contribute a vast amount of experience, expertise and insight, spanning primary and secondary education in mainstream and special settings.
In their capacity as Executive School Improvement Leads, our headteachers work closely with the Senior Executive Leadership Team to contribute to the planning, shaping and reviewing of our school improvement strategy. In particular, their remit is to ensure that it is appropriate, directly relevant to the needs of our schools, grounded in real-life contexts and sustainable. They also provide valuable insights into the impact of the central business and finance support provided to their schools.
Meet Our Executive School Improvement Leads
Mark Drury - Headteacher, The Friary
Mark is an experienced and passionate school leader with more than 12 years’ senior leadership experience across three different secondary school settings in the West Midlands.
Throughout his career, Mark has developed a broad range of leadership experience spanning teaching and learning, safeguarding, behaviour and pastoral care, SEND, curriculum development and staff professional development. He has served as a Designated Safeguarding Lead and is also a qualified SENCO, achieving the National Award for SEN Coordination (NASENCO) in 2020.
At the heart of Mark’s approach to leadership is a strong belief in people. He is passionate about creating positive, supportive environments in which staff feel valued, trusted and encouraged to develop, and where professional collaboration becomes part of the everyday culture of a school.
This has included establishing teams of Lead Practitioners and developing approaches to peer observation and professional learning that enabled colleagues to share expertise and learn from one another.
Mark is equally passionate about inclusion and ensuring that every young person has the opportunity to succeed. His experience as a SENCO has given him a deep understanding of the importance of recognising and responding to individual needs while maintaining high expectations for all. This philosophy continues to shape his approach to headship.
Above all, Mark believes that successful schools are built on strong relationships, high expectations and a shared sense of purpose. His leadership is grounded in the belief that young people get one chance at their education, and that schools therefore have a responsibility to provide the very best opportunities they can.
Phil Walklate - Headteacher, Erasmus Darwin Academy
Phil completed his PGCE in Secondary Education at the University of East Anglia in 2003 and has since enhanced his professional qualifications through both a Master's degree and the National Professional Qualification for Headship (NPQH).
Throughout his career, he has established a reputation as an effective school leader with an unwavering commitment to improving outcomes for young people.
His leadership journey has taken him through a number of secondary schools across Staffordshire and Stoke-on-Trent. One of his earliest senior leadership roles saw him take responsibility for progress, achievement and assessment in a school facing significant challenges. Through determined leadership and a forensic approach to data, Phil played a central role in helping the school secure rapid improvement and successfully move out of Special Measures.
Phil joined Erasmus Darwin Academy as Vice Principal in 2016 and quickly became a key figure in the academy’s continued success. His leadership contributed to sustained improvement across all key areas of school performance, leading to his appointment as Head of School in 2019 and subsequently Headteacher in 2023.
A deeply child-centred leader, Phil is driven by a belief that every young person deserves the highest-quality education and the opportunity to fulfil their potential. His colleagues describe him as determined, courageous and relentlessly focused on securing the very best outcomes for pupils.
Phil remains passionately committed to improving life chances and ensuring that Erasmus Darwin Academy continues to provide exceptional opportunities for every student it serves.
He is also a respected facilitator of National Professional Qualifications, helping to develop the next generation of school leaders.
Laura Gray - Headteacher, Ridgeway Primary Academy
Laura graduated from the University of Wales, Bangor, with a Bachelor of Education (Hons) in Primary Education in 2002 before later completing the National Professional Qualification for Headship (NPQH). Throughout her career, she has combined a passion for educational excellence with a deep commitment to inclusion and supporting children with additional needs.
Laura taught in a number of primary schools in Staffordshire, joining Ridgeway Primary Academy in 2010, where she quickly progressed to Assistant Headteacher and then Deputy Headteacher. After a period as Co-Headteacher, Laura was appointed sole substantive Headteacher, with her strong, compassionate leadership continuing to strengthen and further improve the school.
A recognised specialist in SEND, Laura has served as a SENDCo and remains passionate about ensuring that every child receives the support, opportunities and encouragement they need to succeed. Her expertise in this area led to her appointment as SEND Trust Professional for Primitas Learning Partnership for several years before becoming substantive Headteacher.
Beyond her school and Trust responsibilities, Laura works closely with Staffordshire Local Authority and has held several influential leadership roles supporting SEND and inclusion across the region. She is also a respected facilitator of National Professional Qualifications, helping to develop the next generation of school leaders.
Laura is driven by a belief that every child can achieve great things when given the right support, high expectations and opportunities to flourish.
Sam Wood - Co-Headteacher, Queen's Croft High School
Sam completed his PGCE in 2012 and has devoted his entire professional career to special education. From the outset, he demonstrated a passion for ensuring that young people with special educational needs and disabilities receive exceptional opportunities to thrive, succeed and prepare for adulthood.
Following rapid career progression, Sam quickly moved into senior leadership. He spent five years as a member of the Senior Leadership Team at a highly successful special school, where he held responsibility for Key Stage 4 performance, data and assessment, computing and safeguarding. Alongside these roles, he led collaboration networks focused on different aspects of data-driven school improvement, helping practitioners share expertise and strengthen provision across the sector.
As a DfE Specialist Leader of Education, Sam also supported schools facing challenging circumstances, providing guidance and leadership to improve outcomes for children and young people with additional needs.
Sam joined Queen's Croft in April 2023 and was appointed Co-Headteacher later that year. Since then, he has played a pivotal role in the school's rapid improvement journey and in securing positive outcomes for pupils and families. He has also completed the National Professional Qualification for Headship (NPQH).
Passionate about preparing all young people for successful and fulfilling futures, Sam believes that every learner deserves to be understood, valued and empowered. Furthermore, he is equally committed to helping the wider community better understand and support individuals with SEND, creating opportunities for inclusion both within education and beyond.
Letitia Carter - Co-Headteacher, Queen's Croft High School
Letitia has dedicated her career to improving the life chances of children and young people with Special Educational Needs and Disabilities (SEND).
Her passion for specialist education and the transformative impact it can have on the lives of young people was ignited when she was at school. Since then, this passion has continued to shape her professional journey and fuel her dedication to empowering every child to succeed.
After graduating from the University of Worcester with a BA (Hons) in Primary Education and Qualified Teacher Status in 2014, she quickly progressed through a range of leadership roles, including Phonics Lead, Head of English, Early Career Teacher Mentor and Assistant Headteacher. Alongside her school-based responsibilities, she played an active role in outreach work, supporting mainstream schools to strengthen their provision for pupils with additional needs.
A passionate advocate for inclusive education, Letitia completed a Master's Degree in Inclusion: Autism in Children in 2019. She also chaired a cooperative network of English leaders and worked collaboratively with SEND professionals across Birmingham to develop effective approaches to teaching and learning
Letitia joined Queen's Croft High School in February 2023 and was appointed Co-Headteacher later that year. She has played a significant role in the school's rapid improvement journey, helping to strengthen teaching, learning, inclusion and opportunities for students.
Having experienced dyslexia herself and overcome barriers that once led others to underestimate her potential, Letitia is passionate about ensuring that every young person believes in their own ability to succeed.
She is passionate about creating a society that better understands and supports individuals with SEND, rather than expecting them simply to adapt to the world around them.
Dawn O'Hare - Headteacher, Holly Grove Primary Academy
Dawn began her teaching career after completing a BA (Hons) in Humanities and gaining her PGCE from Newman College, Birmingham, in 1998. She later achieved the National Professional Qualification for Headship (NPQH).
Starting in a faith school in Birmingham, Dawn quickly established herself as a talented and committed educator before moving into senior leadership roles in Lichfield. Following a successful period as Deputy Headteacher, she was appointed Headteacher of Holly Grove Primary School in 2008 and has led the school through a period of sustained growth and development ever since.
Under Dawn’s leadership, Holly Grove has expanded and evolved to meet the needs of its community, including the development of a thriving nursery provision and wraparound childcare services.
Her vision has always centred on creating a safe, nurturing and inspiring environment where children can grow academically, socially and emotionally.
Dawn firmly believes that people are at the heart of successful schools. Her collaborative leadership style reflects her commitment to developing staff, empowering leaders and building strong partnerships. She has therefore played a significant role in fostering school-to-school collaboration across the district and has chaired the Burntwood and Lichfield Primary Heads Group, helping schools work together for the benefit of local children.
As one of the founding members of Primitas Learning Partnership, Dawn is proud of the Trust’s shared commitment to excellence, inclusion and community, and remains passionate about working collaboratively to ensure that every child reaches their full potential.
Vicki Barnes - Headteacher, Henry Chadwick Primary School
After a successful career in industry, Vicki followed her passion for education and retrained as a teacher, completing her PGCE at the University of Derby in 2009. Since then, she has built her career in education at Henry Chadwick Primary School, later strengthening her leadership expertise through the National Professional Qualification for Headship (NPQH).
Vicki’s journey at Henry Chadwick is a remarkable example of commitment and growth. Beginning as a Teaching Assistant, she secured a Newly Qualified Teacher post after gaining her teaching qualification and went on to hold a range of leadership positions before being appointed Headteacher in 2019.
Having progressed her career in this way, she possesses a unique understanding of the school’s culture, strengths and aspirations, enabling her to lead with authenticity and real insight.
Deeply committed to the school community, Vicki is proud of Henry Chadwick’s reputation as a small school with a big heart. Guided by the motto “Learn to Live,” she strives to create an environment where children, staff and families feel valued, supported and inspired to thrive.
She believes that every child deserves the highest-quality learning experiences and works tirelessly to ensure pupils achieve strong academic outcomes while benefiting from a broad and enriching curriculum.
Since joining Primitas Learning Partnership in 2023, Vicki has embraced the opportunities for collaboration, innovation and shared improvement that come from working alongside like-minded education professionals across the Trust.
Jane Jane - Headteacher, Greywood Primary Academy
Jane is a passionate, creative and child-centred leader with 17 years’ experience across a wide range of primary settings around the country, from three-form-entry schools to mixed-age classes.
Her career has given her extensive knowledge and expertise across all phases of primary education, alongside a strong track record of creating inclusive, nurturing and inspiring learning environments. She has also gained first-hand experience of the unique challenges that opening a Free School present!
Before becoming Headteacher of Greywood Primary Academy, Jane served as a teaching Deputy Headteacher at Henry Chadwick Primary School, where she also led Key Stage 1 and the Early Years Foundation Stage.
Throughout her career, Jane has successfully led improvements in early reading, phonics, curriculum development, attendance, behaviour and Early Years provision. She is particularly passionate about inclusion and ensuring that every child receives the care, support, challenge and encouragement they need to succeed. Her rigorous approach to improving provision and outcomes for disadvantaged pupils has been recognised positively by Ofsted.
At the heart of Jane’s leadership is a strong belief in people and the power of working together. An open, supportive and collaborative leader, she believes successful schools are built on strong relationships, mutual trust, high expectations and a shared sense of purpose.
