Meet the Team: Jayne O’Grady

At One Education, we recognise that our people are the cornerstone of our success. We’re incredibly proud to introduce you to our team members and give you the chance to get to know them better.

Jayne O’Grady is one of our School Development Associates. She has worked in the education sector for 30 years, succeeding in a wide variety of leadership roles including headteacher, curriculum deputy and chair of governors in schools and a pupil referral unit. Read ahead to learn more about Jayne and her journey in education.

Welcome to the One Education family Jayne, could you tell us about your background?

Thank you, I am looking forward to working with a company with such great expertise, having worked in education for 30 years. During this time, I’ve worked in schools across a wide demographic, including those in very challenging circumstances. I have taken on many roles, including the role of headteacher, curriculum deputy, assistant head and serving as governor and chair of governors in schools and a pupil referral unit.

What a brilliant career you’ve had. How did you start your career in education?

I started my education journey in a large, diverse three site school in central London. From there, I moved to Brixton to become leader of English and English as an Additional Language in a large and very successful comprehensive whilst completing a MSc in Gender, Society and Culture at University of London. My dissertation was on the school-based experience of Moroccan young women and the intersectionality of race, class, gender and language in affecting their outcomes.

And then you relocated to Manchester?

Yes! After relocating to Manchester I led English teams in schools, supporting staff to deliver high-quality teaching and inspire a love of learning amongst our pupils. I also worked in school-based teacher training through the Graduate Training Programme and Teach First and built extensive links in working with the university ITT sector.

How did your career progress from there?

Everything I do in the classroom has always been informed by best practice and pedagogical research, so I was eager to carry out my own analysis to continue fine-tuning my teaching strategies. With this in mind, I completed a best practice scholarship investigating the impact of embedding a formative assessment programme across a whole school through utilising student voice. Both myself and a group of students were invited to speak at the national SSAT conference in Birmingham about the experience and findings – a momentous and exciting occasion!

I continued to lead on training and CPD in my school and offered training across Greater Manchester, developing practice with regard to embedding formative assessment, developing literacy and also engaging classroom practice. Then I progressed into deputy and pastoral leader roles, gaining expertise in a wide variety of pastoral, attendance and behavioural issues as I worked with both pupils and their families to meet a diversity of complex needs. I learned a lot through this experience, working alongside a wide range of other professionals and agencies supporting young people, as well as my colleagues in school, before eventually becoming a headteacher.

Sounds like you enjoy a challenge! Did you encounter any challenges as a school leader?

Certainly, but I’ve always been driven by my passion for education and its potential to transform the lives of our students! One of my proudest achievements has been overseeing the growth of an undersubscribed school with a deficit budget to a school that is oversubscribed and has an expanding staff. Of course, this was a huge challenge to take on, but it was worth it to build a flourishing community in which every member of our school felt that all-important sense of belonging that empowers them to excel in whatever they’re doing.

Similarly, I have participated in rebuilding programmes, both under the Building Schools for the Future programme in Manchester and through a successful application to the DfE under the current Rebuilding Schools funding. It’s genuinely rewarding to see a school take shape as it transforms into the nurturing, high-quality learning environment that our young people can thrive in.

That’s why I remain deeply committed to school improvement, engaging stakeholders and ultimately embedding change for improved outcomes.

That sounds amazing. Did you learn anything new from this experience?

Lots of things! But perhaps most importantly, serving as a school leader has given me a wealth of experience and insight into managing the day to day of school life, including all the small, yet significant, triumphs this entails. In this role, I developed an understanding of the importance of investing in staff and supporting teams with the stress and challenges of leading complex organisations. Among other things, this has led me to also volunteer as a school governor.

Tell us more about your role in school governance?

I have chaired many different governing boards and groups – for example, independent admissions appeal committees, independent review of suspensions, and so on. This includes my role as a chair of governors in a PRU/Medical Education Provision, which has helped to improve my understanding of support and challenge in the alternative provision sector. I am also the chair of the NW1 Maths hub, which is great! I really enjoy my role in supporting the National Centre for Excellence in the Teaching of Maths.

These opportunities have allowed me to develop my knowledge and understanding of school leadership, whilst also enhancing my own communication, interpersonal and leadership skills, which means I can be a better colleague and mentor to others.

So, this led you towards coaching and mentorship?

Absolutely, drawing on my own experience I’m able to coach headteachers who are new to the role, or mentor leaders who are facing particular challenges. It’s a privilege to work with colleagues and support school leaders in holding up a mirror to them in their work.

As well as coaching and mentoring, I have led reviews through the EEF Peer Review Project, supporting development in a wide range of schools. I am also a Quality Assurance Professional for Manchester Education Authority, undertaking QA visits and reviews in 8 secondary schools and academies across the borough. I love this aspect of my work and the support and challenge I can offer to school leaders.

What’s the best bit about working with One Education?

I’m very excited to work with others who share my unwavering belief in providing the best possible education to children and young people. I wholeheartedly believe that education is a force with the power to change lives. And given that, as professionals we deserve to be supported in being the very best we can be so we can provide the very best to the communities we serve.

I feel I have gained many insights and expertise over the years, from curriculum, pedagogy, and designing and delivering whole school training to the complexity of HR, staffing and managing school budgets. I look forward to sharing this knowledge with others and continuing to draw on the evidence-based practice and pedagogical research that has supported me throughout my career.

Thanks so much for talking with us! It sounds like you have had an excellent career in education and we can’t wait to see what we will achieve with all the skills and expertise you bring to the One Education team.