How I support schools
You may have a clear priority, a persistent challenge or a question that would benefit from an independent perspective. Whatever brings you here, we can look closely at what's happening in your school, identify what matters most and work out how to move forward.
Why work with Nadine?
I'm Nadine Abeng, a former deputy headteacher, school improvement consultant and primary English specialist. I've worked with teachers, school leaders and trusts on everything from the detail of classroom practice to the bigger questions of curriculum, leadership and whole-school improvement.
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I believe children deserve excellent educational experiences, and that the adults responsible for providing them deserve the support, challenge and professional development needed to make that possible.
My approach combines high expectations with professional curiosity. I work alongside leaders to understand what's happening, explore why, and identify improvements that can be sustained long after a visit or review.
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Senior school leadership: Experience of classroom teaching, assistant headship and deputy headship.
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Teacher development and school improvement: Former Director of Davies Lane Teaching School Alliance.
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Independent review and consultancy: School and trust improvement work through Birmingham Education Partnership, alongside statutory KS2 writing moderation leadership in Waltham Forest.
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Curriculum and teaching expertise: Particular specialism in primary English, within broader experience of curriculum, assessment, teaching and leadership development.​
Review Whole-School Effectiveness
Independent school reviews to identify improvement priorities, plan next steps and evaluate progress.
When this might help
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You've undertaken your own monitoring and evaluation, and would value an independent perspective on what the evidence is telling you.
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You have identified areas for improvement and want to be confident that you're focusing on the priorities that will make the greatest difference.
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You're ready to turn your findings into clear, manageable actions and establish how you'll know whether those actions are working.
What this may involve
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Reviewing leadership, curriculum, teaching and wider school provision.
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Examining evidence from documents, professional conversations, classroom visits and pupils' work.
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Identifying strengths, development priorities and practical next steps.​
Headteacher Appraisal and Governance Support
Independent external appraisal advice, governor training and support with governance responsibilities.
When this might help
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You're a governor responsible for headteacher appraisal and want independent professional advice to support a rigorous, constructive process.
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You're a headteacher whose governing body is reviewing how effectively it provides strategic challenge, support and accountability.
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You're a school leader or governor who wants the governing body to develop the knowledge and confidence to fulfil its responsibilities and contribute meaningfully to school improvement.
What this may involve
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Independent external adviser input for headteacher appraisal.
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Support with objective-setting, review and professional dialogue.
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Governor development linked to leadership, accountability and school improvement.
Support and Develop School Leaders
Reflective coaching, leadership development and support with professional challenges and decisions.
When this might help
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You're navigating a complex leadership decision and would value an independent perspective to help you consider your options.
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You're developing leaders who are taking on new responsibilities and want them to build the confidence, knowledge and judgement their roles require.
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You want your leadership team to have opportunities for professional reflection, constructive challenge and development that strengthens their ability to lead.
What this may involve
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Reflective coaching conversations.
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Leadership development focused on real professional situations.
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Support with decision-making, confidence, clarity and next steps.
Strengthen Your Existing Curriculum
Strengthen foundational knowledge and skills, curriculum progression and assessment, including targeted English improvement.
When this might help
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You've established your curriculum intentions and want to understand how securely knowledge and skills build over time.
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You're examining whether assessment gives teachers the information they need to identify gaps and plan effective next steps.
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You've identified a subject priority, perhaps in reading, writing or oracy, and want focused improvement that strengthens what is already working.
What this may involve
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Reviewing curriculum progression, sequencing and foundational knowledge.
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Examining the relationship between curriculum, assessment and teaching.
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Supporting subject leaders with curriculum development, including reading, writing and oracy.
Strengthen Teaching and Learning
Develop classroom practice through evidence-informed CPD, pedagogical support and subject leader development.
When this might help
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You've identified variation in classroom practice and want to strengthen the quality and consistency of teaching.
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You're introducing or refining an approach and want teachers to develop the knowledge and understanding needed to use it effectively.
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You want professional development that makes a meaningful difference to everyday teaching and continues to influence practice beyond the training session.
What this may involve
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Evidence-informed continuing professional development.
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Pedagogical support linked to identified school priorities.
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Subject leader development and sustained professional learning.
Looking Ahead
The Revised National Curriculum
I've spent much of my career helping schools translate national curriculum expectations into coherent learning experiences for pupils, from curriculum design and progression through to assessment and classroom practice.
I'm closely following the development of the revised national curriculum. Once the final requirements are published, NEA will develop support to help schools understand what has changed, consider the implications for their existing provision and plan a manageable transition.
In the meantime, my advice is to keep strengthening what matters now: secure foundational knowledge, effective teaching, meaningful assessment and high expectations for every pupil.
If you'd like to hear when NEA's curriculum transition support becomes available, you can register your interest and I'll keep you updated.
Evidence-informed teacher development
NEA Coaching & Consultancy is exploring a partnership with Evidence Based Education focused on evidence-informed teacher development and the Great Teaching Toolkit. Alongside this exploration, I'm working with schools to strengthen classroom practice, develop teachers' pedagogical expertise and support professional learning that makes a meaningful difference to pupils.
Where do we begin?
You may already know exactly what you want to address, or you may still be working out where an external perspective would be most useful. We'll start with a conversation about your priorities, your school's context and what you'd like to achieve. From there, we'll agree the focus and shape the support around what is genuinely needed.
Initial conversation:
We talk through your priorities, context and what you hope the work will help you achieve.
Clarifying the focus
We agree the scope, intended outcomes and most useful approach.
Delivering the work
Support may involve review, professional dialogue, coaching, CPD or a focused programme of work.
Reflecting on findings and progress
We consider what has emerged, what has changed and which next steps matter most.
Planning what comes next
Where appropriate, we agree follow-up activity or longer-term improvement support.
Discuss your school’s priorities
You have a priority you want to move forward. You may already know what support would help, or you may want an independent perspective before deciding.
Whether you're considering a review, curriculum development, leadership support or professional learning, we can begin with a conversation about your school and what you'd like to achieve.
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