“Our strategy is simple: we promote excellence in education for every student, every lesson, all the time.”

Elma writes...

Our ethos is straightforward: it revolves around prioritising every student. This principle guides all our actions, policies, discussions, and training sessions, emphasising the importance of equality and inclusion in education and everyone's role in achieving it. Maintaining this energy and momentum is crucial across all aspects of our work in education.

What matters most to me is the quality of teaching within the classroom. Ensuring that every student has access to a competent teacher who can cater to their individual needs is paramount. This approach emphasises the importance of connection and understanding between teachers and students.

In education, it's not about constantly reinventing the wheel; it's about mastering the essentials, understanding your students deeply, and approaching your work with dedication and a clear sense of purpose. The best teachers and leaders are those who consistently go above and beyond, and we're fortunate to have some outstanding individuals in our trust who embody this ethos. Collaborating with them is truly uplifting - it's motivating, it's inspiring, and it fills me with pride to be surrounded by such committed colleagues.

In terms of leadership values, I believe in a combination of warmth, empathy, and accountability. I take time to understand and connect with people, yet also hold them accountable for their actions, especially when it comes to serving the best interests of our students.

This requires unwavering rigour, leaving no stone unturned, constantly seeking evidence rather than making assumptions. It demands tremendous energy, tenacity, and a dogged determination to follow through on commitments and hold others to theirs. While I'm known for my persistence, I recognise the importance of building and empowering a capable team, because no one person has all the answers.

Hailing from a farming family in Ireland, Elma is no stranger to hard work

Hard work is ingrained in me, so I don't mind working long hours and under high pressure, but having a sense of humour and taking time to reflect are both really important.

Throughout my career, I've encountered moments that have reaffirmed my commitment to tackling inequality in education. One such moment was during my time at Woodside High School, in Wood Green, North London. The school underwent a significant transformation over a period of time, achieving outstanding status for the second time around by 2014.

I vividly recall a Friday afternoon at the school where the atmosphere was remarkably serene. You could hear a pin drop walking around the corridors. All the students were deeply engaged in their studies and experiencing high-quality teaching across all lessons.

This moment, witnessing the tangible progress and dedication, filled me with an overwhelming sense of accomplishment and pride. It was a magical realisation of the strides we had made, a feeling that has stayed with me ever since, especially when reflecting on the accolades received that year, with our approach to an equitable education prominently featured throughout the Ofsted ‘outstanding’ report.

It was a real seminal moment - the kind that makes the hairs on the back of your neck stand up - one that sets a course of change.

From this moment on, it was clear to me that to effectively lead schools, you must fully immerse yourself and understand what makes each individual school tick. Today, I still love sensing each school’s unique dynamics and energy as I walk through the doors.

There is no substitute for being present on the ground, engaging directly with students and teachers to grasp what's happening first hand. Whenever I visit a school, I prioritise speaking with the children, emphasising that their experience is paramount. In meetings with the national team, from teaching staff to operations staff, I consistently stress the importance of improving the classroom experience for students, encouraging everyone to reflect on how they contribute to enhancing it on a daily basis.

An accomplished musician, Elma likens school improvement to conducting an orchestra, as both demand directing multiple individuals to create 'something beautiful'

Just as a conductor must anticipate every musical cue, in school improvement, I need to foresee potential challenges. When discussing this concept with teachers and leaders, I refer to it as an ‘anticipatory art’, drawing parallels between the intricacies of music and my passion for excellence in education.

Playing music with highly skilled musicians cultivates a connection where we can anticipate each other's moves and improvise seamlessly. Similarly, in education, working alongside talented colleagues nurtures a sense of mutual understanding and respect, enabling us to navigate challenges and innovate effectively as one.

As a child, I dreamed of becoming a conductor - it was my ultimate ambition. Although I didn't pursue that path, I now realise that I've achieved my goal. While I may not be orchestrating music technically, I consider myself a conductor in the way I manage various aspects of school improvement. Ultimately, like a conductor guiding an orchestra to a beautiful performance, my focus is on ensuring positive outcomes for every student.

It is this singular focus - every student, every lesson all the time - that is Elma’s rallying cry

It's so simple and easy to remember. Every student matters, and we need to do the best for each and every one, with no excuses. This mission unites us as a trust - together we go above and beyond to improve the outcomes for every single student, and especially those coming from the most disadvantaged backgrounds."