Case Studies

Lauren Walker, HR Apprentice

Find out more about working at Anglian Learning by following our Tik Tok profile.

Chris Tooley, Principal at The Netherhall School

A Principal’s Commitment to Driving Innovation and Impact

“My teaching career began in the 1990s, driven by a fascination with science. In 1999, I became one of the country’s first Advanced Skills Teachers, focusing on metacognition within science education. My interest in understanding how learning works led me to author several books on primary and secondary science.

“Growing up on a council estate, I experienced firsthand how education can transform lives. This experience shaped my belief that no one’s background should define their future. It inspired me to pursue a career devoted to creating inclusive, comprehensive educational environments where all pupils can thrive. The Trust’s emphasis on individuality is one of its greatest strengths. Each school is supported to maintain its unique identity, ensuring education remains relevant and meaningful to the local communities we serve.

“Anglian Learning empowers leaders to innovate by providing autonomy to implement creative solutions tailored to each school’s needs. For instance, we launched ALVIN, Anglian Learning’s virtual classroom, to ensure pupils with medical needs can continue their education without disruption. This initiative has since been successfully rolled out to support pupils across the Trust.

“Three years ago, we developed the I3 Parent Hub, a community initiative designed to support families across Cambridgeshire. The Hub provides a range of services, including activities like Premier League Kicks, counselling, holiday clubs, parenting classes, and SEND support. This initiative reflects our vision that education should extend beyond the classroom. Conceived and implemented by colleagues at The Netherhall School, the I3 Parent Hub addresses mental health challenges, reduces educational inequalities, and encourages a sense of belonging among families. The Hub’s success is a testament to our team’s dedication and understanding of local needs.

“We dedicate significant effort to understanding our pupils, their families, and the wider community. As a multicultural school, we celebrate diversity through events like our Evening of Dance, Arts Festival, and Festival of Nations, where pupils proudly represent their heritage.

“Our curriculum takes a global perspective, decolonising traditional approaches to reflect the diverse cultures within our community. By promoting global citizenship, we honour the rich tapestry of our pupils’ backgrounds. This approach goes beyond inclusion, it cultivates a deep understanding of cultural traditions, such as Ramadan, and celebrates the cultures of our families. By building awareness, we prepare pupils to thrive in an interconnected world.

“While academic achievement is important, I believe true education focuses on developing the whole person. At The Netherhall School, we nurture character, build self-confidence, and create a lifelong love of learning. By practising unconditional positive regard, we address behavioural concerns through education rather than punishment.

“For me, leadership is about making every interaction count. As a principal, I have the privilege of daily contact with staff, pupils, and the community. Each encounter offers an opportunity to encourage, build connections, and reinforce shared values. It is a role I cherish and value deeply.”

Helena Marsh, Principal of Linton Village College

“During my career I have been involved in numerous think tanks and initiatives. I was part of the Department for Education’s Workload Challenge taskforce and contributed to published recommendations to support teacher workload and wellbeing. I was the strategic lead for the Diversity in Leadership project across the Eastern Region, co-ordinating funded leadership training to delegates with protected characteristics.

“I am also a member of the Headteachers’ Roundtable, a national collective of head teachers that influence government policy and provide pragmatic contributions to educational debate. It is fortifying to work with principled leaders to advocate for positive change.

“A core value at Anglian Learning is ‘community’, which permeates our culture across LVC. Being a caring school in a Trust in which everyone feels included and enabled to achieve their ambitions is important to me. This extends to our young people, who we aim to develop into ‘Linton Learners’, embodying responsibility, independence, curiosity and care. I believe in a holistic education that supports learners’ success inside and beyond the classroom. My children attend LVC; I want them to benefit from an inspiring and supportive learning environment as much as all other students.

“As a working mum with experience of three maternity leaves as a senior leader, I have been an advocate of the Maternity Paternity Teacher Project, a charity dedicated to supporting teachers on parental leave and creating the conditions necessary to make teaching a family-friendly, sustainable career. My involvement in the MTPT project and experience of championing flexible working led to be taking part in a BBC campaign, including discussing the issue of ‘missing mothers’ on The Today programme on Radio 4 earlier this year.

“At LVC, we embrace flexible working. Over a third of our teachers are employed on part time contracts and many more staff members have flexible working arrangements to help them to achieve a balance with their professional and personal lives.”

Caroline Webb, Headteacher of Linton Heights Junior School

“Since LHJS joined Anglian Learning in 2020, I have enjoyed the sense of community and collaboration within our Trust. My previous experience in a local authority school felt very solitary. Anglian Learning has provided me with formal and informal support for all aspects of my role.

“Over the past couple of years, I have enjoyed working with deputies from across Anglian Learning, meeting with Racheal Johnston, our Director of Primary Education, and training with John Kane. A deputy headteacher role can feel quite isolating, so it is nice to have many opportunities to meet and collaborate with other people in your position.

“I have also enjoyed being part of Anglian Learning’s Professional Learning Improvement Network. It has been good to have had an input on the development of the Trust’s approach to professional development. James Woodcock, who chairs the meeting, is great to work with and you feel that he listens to the ideas given. You can see how much Anglian Learning values professional development with these conversations and that James’ role within the Trust exists.

“If you want to see your ideas implemented, a senior position will help with this. With a deputy headteacher role, you retain a commitment to teaching so do not lose touch on what it is like to be in a classroom.

“The biggest difference between being a class teacher and a senior leadership role is problem solving. I love listening to colleagues’ problems and working with them to find solutions. Staff are what form the backbone of the school and are the ones who live and breathe the vision and culture.”