About

Pivotal Education Ltd is an Education Training Consultancy working in the UK and Internationally. Founded in 2001 Pivotal Education has always been committed to providing exceptional training for teachers and across institutions. Our aim is to practice what we preach, to train teachers as skillfully as the best teachers teach students. Our experienced in-house training team work with a huge variety of teachers and educators in diverse settings.

From schools in challenging situations to vast FE colleges, from early years to adult Pivotal training inspires, motivates and creates profound change in relationships.

Our Mission

Pivotal Education:

• Delivers practical, rigorous and sustainable teacher training through flexible training models
• Provides highly engaging trainers who have thrived in some of the most challenging schools, colleges and educational settings
• Promotes strategies that take care of the child as well as the adult
• Lobbies for political change in behaviour training on all teacher training programs
• Helps schools, colleges and educational institutions through periods of crisis and major institutional change.

Pivotal People:

Pivotal’s strength lies not soley in the content of the training but in the expertise of our training team. Pivotal trainers have spent their careers working with the most vulnerable children and adults: Residential Care, SEBD schools, Referral and Inclusions units, Young Offenders Institutions and some of the most challenging urban schools and colleges. Our trainers have the breadth of experience to deliver training that succinctly translates policy to practice, tailored correctly to your needs. Pivotal trainers meet regularly to share current practice, dissect new legislation and discuss case studies of best practice.

 

Paul Dix B.Ed. (Hons) Cantab
Lead Trainer and Managing Director

Paul Dix is a leading voice in Behaviour Management in the UK and Internationally. Paul is a columist for the Times Educational Supplement,  Teach Primary and Teach Nursery magazines. He is a leading writer for Pearson/Longman with five published titles, a member of the Restraint Accreditation Board advising the Minister for Justice and has presented evidence to the Education Select Committee on behaviour and discipline.  Paul won a National Training Award in 2009 and a Royal Television Society Award in 2011 for his Teachers TV programme 'The Behaviour Challenge'.  Paul is a trainer with an exceptional reputation for designing, implementing and sustaining change in behaviour.

Paul trained at Homerton College, Cambridge and has taught, managed and succeeded in a wide range of schools and colleges in challenging circumstances. His work was highlighted by H.M.I. and OFSTED as a key element of the work that led to turning round a school in ‘Special Measures’.

Paul co-founded Pivotal Education in 2001.  As the lead trainer, Paul has been training teachers, advisors, students, mentors, and classroom assistants from early years to adult education. His work on Behaviour and Assessment is being used successfully in colleges, schools (mainstream and special), PRUs and initial teacher training programmes. His ‘Taking Care of Behaviour’ course and ‘Managing Extreme Behaviour’ course have both been featured as ‘Course of the Week’ in the TES Magazine.

Paul co-wrote the ‘New Deal Mentor Training Programme’ for the previous Government. His work has been featured on ITV, BBC1 and Teachers’ TV. His first book, the ‘Pivotal Behaviour Management Handbook’, was reviewed in the TES as ‘Terrific’. 

Paul's best selling book, "Taking Care of Behaviour" is now in its second edition. First published by Pearson/Longman in January 2007, it has been endorsed by Sir Tim Brighouse:

‘This book is rooted in real experience, not theory. You can smell the classroom between its covers. It will be a powerful aid to teachers at whatever stage of their career. Every school should have a copy in their staff library and every leader responsible for professional development will want one at their elbow.’ Sir Tim Brighouse
Ex Chief Advisor for London Schools

Paul’s new books, The Essential Guide to Classroom Assessment and The Essential Guide to Taking Care of Behaviour were published in June 2010.  You can keep up to date with Paul's work on the Pivotal Behaviour Blog 

Paul Dix:

• National Training Awards 2009 Winner.
• Royal Television Society Award Winner 2011
• Broadcast work for Teachers TV and BBC
• Leading author for Pearson/Longman with 5 titles
• Behaviour column in the Times Educational Supplement, Teach Primary and Teach Nursery magazines
• Blogger for the Guardian Teacher Network
• Featured in the Guardian Education
• Commended by OFSTED and HMI.
• Member of the Restraint Advisory Board advising the Minister for Justice
• Chair of the Advisory Board for Catch22 Engage in Education (a national exclusion prevention project funded by the DFE)
• Nominated for a Japan Prize (International Educators Program Award)
• Presented evidence to the Select Committee on Behaviour and Schools (2011)
• Advised DFE on Teacher Standards for Behaviour

 

Bill Gribble  M.Ed, B.Ed. (Hons)
Trainer

Bill is a leading expert on behaviour management, renowned for his enthusiastic and engaging INSET. He has worked in secure accommodation, residential schools, mainstream education, and was the Headteacher of a special school. He ran a pupil referral unit (PRU) which a HMI inspection described as ’the best of its kind in the country,’ and subsequently advised HMI on PRU inspection.

Until recently he was a Senior Education Officer managing a LEA’s Educational Psychology, Education Social Work and Behavioural Support Services. He works with schools to help them develop effective behaviour management strategies. He has lectured on Birmingham University’s Advanced Diploma and Masters Degree courses and also delivered his own module for the Masters Degree courses at the University of Wales, Bangor.

Bill’s latest book, with foreword by Dr Bill Rogers is entitled ‘In a Class of Your Own: managing pupil’s behaviour’, published by Continuum Press in 2006.

Bill’s book is described as being:
‘A pacy and enjoyable guide for teachers, designed to help them improve their behaviour management skills. Emphasising the need to maintain a positive approach –even when things get really tough – Bill Gribble writes in a down-to earth and realistic way. This book should prove invaluable to all teachers.’
Dr Bill Rogers

Alan Davison Ph.D. B.Phil. D.A.E.S. Cert.Ed.
Trainer

As a teacher, Deputy Head and Principal Alan has been involved in the practical application of behaviour management for children, young people and FE students in day and special schools, a regional community school, and a residential care and education establishment for over 35 years. Alan's last post was  teaching on CertEd/PGCE courses, specialising in ‘Theories and Principles’ and ‘Classroom Management’ at a large FE College in the North of England. He was appointed to the chair of the County Adoption Panel and specialist fostering schemes and worked in a team of behavioural consultants within the Public school sector.

Alan has written and presented behaviour management training in many different settings and has pursued an active study of the Psychology of Behaviour and Learning, initially through the D.A.E.S. and B.Phil at the University of Newcastle-upon-Tyne  where his research into mental models led from an M.Phil., study into a PhD programme. He co-edited “Applying the Children Act in Residential and Educational settings.”, and his second book explored many aspects of Residential Care, receiving a highly positive review in “Community Care”, including the comments,,  “This is a big book, bold and ambitious, … but a book which informs practice. It is rich in source material and should prove invaluable for students and researchers, practitioners and inspectors. … Every page shouts out with the wisdom of experience, it is a driving force ….”.

 

Barry Stay Cert.Ed., B.A., M.A. (Ed.)
Trainer

Barry has worked in mainstream, residential and Special schools and held posts as SENCO, Director of a regional project working with disaffected KS4 pupils, Vice Principal of a Technology College (10 years) with responsibility for curriculum and was more recently Head Teacher of a Pupil Referral Unit. In the late 1990s he visited American and Canadian schools on behalf of the Dfe looking at the use of IT with pupils who have behavioural difficulties.

He delivers courses throughout England and Wales and does consultancy work, always managing to spend a minimum of two days a week in schools with pupils who have a wide range of challenging behaviours/and or special needs. He currently works as a behaviour consultant in a Wiltshire comprehensive school and runs a secondary-primary mentoring scheme that focuses on boys who have no male role model at home. In June 2008 the school was classed as outstanding by Ofsted Inspectors.

As director of PEP project he was responsible for linking Brighton FE College with 13 comprehensive/special schools and local work experience providers-- only dealing with the 14-16 age group.  For the past two years he has been responsible for delivering part of Yeovil College (Somerset) tutor training and he has run several behaviour sessions for the lecturers on the 14-16 agenda. Last year he ran a session for FE staff on a Warwick University course looking at 14-16 year olds. Since September 2008 he has run courses at a wide range of FE Colleges, including South Staffordshire, Hackney, Lewisham, Walford, Weston and Northbrook. On Thursdays and Fridays he is currently responsible for blue route pupils at risk of exclusion in a comprehensive school.

 

Chris Sweeney B.Sc. (Psychology), PGCE NPQH
Behaviour Management and Child Protection Trainer

Chris has worked with children and young people with SEN all his career.  He started working at a Playcentre for children with SEN where he decided he wanted to teach in special schools. He embarked on a degree in Psychology part time whilst working as a teaching assistant in a school for children with Autism.  This gave the opportunity to make a quality link between theory and practice.  After studying for a PGCE, Chris started work in a Primary BESD school. Since that time Chris has worked in 4 Special Schools in a variety of Leadership roles, including most recently the Headship of a Secondary school for boys with BESD. Chris has extensive experience in Child Protection and in managing students with multiple issues.  Chris has worked with a wide range of SEN from Profound and Multiple Learning Difficulties to Autism and BESD. 

Throughout this time, Behaviour Management has been Chris’ specialism, with a particular focus on understanding the motivation behind the behaviour and providing practical support and strategies to improve it. Chris has provided training to a wide range of services, with support including lectures, seminars and one-to-one coaching.

 

Darrell Williams B.Ed.
Trainer

Darrell has over 20 years teaching experience in large, inner-city secondary schools.  During that time he has been a Head of Department, Pastoral Leader and SENCo.

Darrell works for Southend-on-sea LA as a School Improvement Consultant. This role is based on creating profound change and not “quick fixes”. Darrell works in strategic ways with leadership in school, but also transfers theory in to practice in classrooms with GTPs, NQTs, and middle leaders.

Recent work has included a collaboration project with 14 secondary schools.  This has focussed on developing the motivational levels of students across these schools and their ability to be resilient and resourceful in an ever-increasingly competitive world.

Darrell supports the senior leadership teams of a range of schools, assisting them to transform their approach to learning: through whole-school training, co-teaching and coaching.

Darrell is experienced at coaching teachers in schools in special measures.  In a recent coaching project, Darrell's work has been highlighted in Ofsted monitoring reports as being instrumental in improving the quality of teaching and learning in the school.

Darrell is passionate about how schools can develop their student’s belief in themselves to achieve anything they set their mind to.

 

Frank Farrell AST M.Ed.
Trainer

Frank is an Advanced Skills Teacher of English with over thirty years' classroom experience, much of it in challenging schools. He is a senior examiner for GCSE English and an examiner for Functional Skills English. Before joining the Pivotal team he was a Teaching and Learning consultant for Trafford Education Authority.
Whilst at Trafford, he worked on a range of projects including: using computer games and 3D images to improve boys' literacy, Gifted and Talented Provision across all the secondary schools in the Authority, raising attainment in GCSE English, literacy across the curriculum, supporting NQT's and newly appointed Subject Leaders, Assessment for Learning /APP and strategies for developing engagement in the classroom. He also supported two schools and a PRU in Special Measures. Frank is a dynamic teacher and trainer.
Frank will be training in Philosophy for Children in the New Year and leading a network of teachers interested in this field.

 

Miller Thomson B.A., Dip. Special Education, Dip. Ed.
Trainer

Since qualifying as a teacher in 1972, Miller has taught within a variety of mainstream and special school settings ranging from working as a teacher within an adolescent psychiatric unit setting to being head teacher for 21 years of a special residential school catering for pupils with significant levels of challenging behaviours. He has also developed and managed a primary behaviour support service as well as secondary school support bases. Miller is credited with introducing the Nurture Group development to Scotland. His work on creating solution-focused Aims of Placement for pupils in special placements has been positively commented upon by HMI.

Throughout his career Miller has had a keen interest in both developing and delivering behaviour support training to teaching and non teaching colleagues. He has contributed to Post Graduate teacher training offered by the University of Glasgow and  Strathclyde University as well as developing and delivering training to mainstream and special school staffs. He has also delivered tailored training to staff in secure settings and children’s units.

In addition to his consultancy and training work Miller continues to maintain a weekly link with an SEBD day school as well as working as a local authority appointed safeguarder.

 

Helen Day B.A. (Hons), PGCE
Trainer

Helen began her teaching career in 1992 and has worked with students in a number of fields since then. She has lead thriving departments in many schools.  For five years Helen led a pastoral team as a Head of House providing training and support to staff. In this role she developed a number of  successful intervention strategies for students at risk of underachievement that involved a multi agency approach: students, parents and outside agencies working together to support students’ progress. Whilst in this role student attendance rose significantly and her work was highlighted as a model of good practice by the Education Welfare Office.

Helen qualified as an Advanced Skills Teacher in Behaviour and has designed, developed and implemented successful in-house training programmes. Helen has been identified as an outstanding practitioner which led her to be invited to become a teaching and learning coach working with teachers from across the curriculum areas.

As well as working in mainstream education Helen has also worked in a pupil referral unit gaining experience with EBD and MLD students.

 

Ellie Dix B.A. (Hons), PGCE
Training Director

Ellie studied Drama and Theatre Arts at Birmingham University, graduating in 1997.  Ellie then worked as a director for a youth theatre company in Merseyside, teaching many drama classes and directing large-scale productions.  Ellie has also worked extensively with teenagers in America – in a residential summer camp (as Head of Drama and a Senior Counsellor) and as the Teen Counsellor on a cruise ship. 

After finishing her PGCE, Ellie was appointed Head of Drama in a secondary school in Wolverhampton EAZ.  Ellie set up the drama department from scratch in a very challenging environment.  She taught drama to all KS3 pupils and ran a GCSE Drama course.  83% of Ellie’s first intake of GCSE students achieved grades A*-C.   She also directed many spotlight performances and large-scale productions within the school and coached students for Trinity drama exams.  Ellie sat on the Standardisation committee for the PGCE Secondary (Drama and Music) course at UCE.

Ellie has been a director of Pivotal Education since 2004.  She is a published writer, being the driving force behind Pivotal drama schemes of work, and having an article on "Active Maths" published in Primary Mathematics.

 

Ollie Frith B.A. (Hons), PGCE
Trainer

Ollie studied theatre at St Mary’s University, graduating in 2000. After co-founding Absolute Characters street and site specific Theatre Company in 2001, he went on to train in Accelerated Learning and in 2004 completed his practitioner training in Neuro Linguistic Programming (NLP). Ollie provides training for schools and colleges in Behaviour Management, NLP, Learn to Learn, PSHE curriculum, Theatre and Communication skills.  Ollie regularly travels all over the UK training people of all ages with a view to raising standards and motivation.  Being a trained performer Ollie has a lively and energetic approach to his training.

Ollie started working with Pivotal in 2006.

 

Andrew Hall B.Ed, NPQH
Trainer

Andrew Hall has worked in primary and secondary schools, residential special schools and PRUs. He was Head of Education at a national inpatient psychiatric hospital for children and adolescents. Andrew's last headship was at a split-site primary and secondary SEBD special school in east London that OFSTED graded outstanding for care, guidance and support. Andrew and his colleagues developed innovative strategies for students whose emotional needs lead to the most challenging behaviour.

Andrew delivers courses and workshops throughout the UK and works as a consultant and interim headteacher. He aims to spend time working directly with children and young people, particularly aiming to engage disaffected students, those suffering from emotional stress and mental ill-health and students with learning disabilities, especially autism. Andrew is currently associate headteacher of a large federated special school for children with a range of needs, including communication disorders, autism and PMLD.

 

Sandra Stonfer B.A. (Hons), PGCE
PA to the Directors

Sandra is a native Italian who was awarded specialist accountancy qualifications at school. Also during this time, she discovered a passion for English language and literature, which led her to the University of Trento where she graduated in foreign languages and literature. After university, Sandra was employed for a driving school as secretary, and quickly became promoted to driving theoretical teacher and driving instructor.

Sandra has become skilled at customer service, through her work experience in a variety of sectors, enabling her to quickly adopt the Pivotal ethos of putting the client first. Looking for new experiences and challenges, Sandra moved abroad to join the Pivotal team.