Leading with purpose and championing women in education

Growing up on the Sheffield-Rotherham border, in a community shaped by the legacy of mining and steelworks, school was always a place where I felt entirely at home. I loved every part of it. Music played a central role in my education: learning the flute and saxophone, playing in school bands, and proudly representing Rotherham Schools in their ensembles.

These experiences gave me a sense of belonging, purpose, and discipline. They also shaped something I’ve always known deep down – that I wanted to teach. Even now, I couldn’t tell you exactly why.

It was simply the thing
I was meant to do.

Academically, I didn’t work as hard as I should have at A level, but the depth of my extracurricular involvement and the school-based experience I had gained opened doors. I secured a place on my English degree because staff recognized the commitment and passion I brought to learning beyond the curriculum. After graduating, unqualified supply work led to a school recommending me as a late applicant for a PGCE. Throughout my education, teachers believed in me at every stage – often more than I believed in myself – and that faith is what led me into teaching.

Stepping into leadership

When I finished my Postgraduate Certificate in Education (PGCE), my course tutor asked where I saw my career going. I remember saying, ‘Maybe one day, Head of Department.’ At the time, that felt ambitious. But leadership found me quickly. 

After my Newly Qualified Teacher (NQT) year, I introduced A Level English Language to the school – my first real experience leading something completely new, which even involved leading the school’s Deputy Head. Soon after, I led the implementation of the National Curriculum Assessing Pupils’ Progress (APP) initiative.

When I applied for a maternity cover pastoral role and didn’t get it, I realized I wanted more than the path my school had mapped out for me at the time. I needed a new challenge. That came in the form of a Second in Department role in a Leicester school that had been in special measures since a merger five years earlier. I progressed rapidly to Head of English, spending five years improving outcomes and building a strong, cohesive team. I was then promoted to Assistant Headteacher, taking on a series of curriculum-focused roles. The school was judged ‘Good’ throughout my five years as Assistant Headteacher – a testament to the collective work of staff who had rebuilt a previously struggling community.

Securing my next role – Deputy Headteacher in another special measures school – took perseverance. After many interviews, I became Deputy Headteacher (Pastoral) and Designated Safeguarding Lead, spending five years helping lead the school to a ‘Good’ judgement. I later became Head of School and then Headteacher, serving a total of eight years.

When I left, outcomes were the strongest the school had ever achieved.

Challenges and rewards

One of the biggest challenges of my leadership journey came when I returned from maternity leave after my second child. It was my first time navigating this transition as a senior leader, and I experienced a shift in how I was perceived. I was called ‘mumsy’ in a line management meeting. I was applying for promotions and roles closer to home as my commute had doubled, making childcare extremely difficult, but kept hearing conflicting feedback – too serious, too mumsy. It felt like at every turn I had to apologise for being a woman with a young family.

Despite the challenges, leadership has always been deeply rewarding.

Watching people I have coached, mentored, or line-managed grow in confidence, competence, and ambition has been the highlight of my career. Every success I’ve ever been part of has come from how well teams work together. Building those teams – seeing them thrive – has been the privilege of leadership.

Where I am now

In August 2025, I stepped away from headship for personal reasons and began consulting. I’ve since been incredibly fortunate to support a trust delivering Regional Improvement for Standards and Excellence (RISE) for a school that is improving after a long history of poor Ofsted judgements. I work onsite five days a week, supporting the leadership team to strengthen teaching and learning, curriculum, and leadership capacity.

It is a privilege to work with one of the most vulnerable cohorts in the area. Many of the leaders I am coaching are women at the beginning of their leadership journeys.

Supporting women to grow – and advocating for strong female leadership – has been energising and uplifting.

Being a part of the Teach First Women’s Leadership Network has been instrumental in building my confidence and networks. Having women supporting other women is vital to help us all navigate the specific challenges we face and overcome as female leaders. Having the opportunity to champion women and publicly celebrate the successes of others whilst raising the profile of successful women is so rewarding.

Women’s leadership – looking forward

The landscape for women in leadership has changed enormously since I began. More women with young families are now leading, supported by increasingly flexible working opportunities – something I didn’t have when mine were small. But challenges remain.

At my first external headship interview, I delivered a speech to staff using notes. The chair of governors and another male governor (both in their 60s) told staff afterwards they ‘had an issue with people needing notes’. Women in their 40s and 50s on the staff were angry – recognising the lack of understanding about the pressures of menopause and how such small judgments can disproportionately impact women’s progression.

It wasn’t the right school for me – but it still frustrates me that such a minor thing carried such weight.

Now, more than ever, we as women need to ‘say the quiet parts out loud’.

To celebrate what makes us excellent, to expose the barriers we continue to overcome, and to ensure upcoming female leaders inherit a system that sees their strengths, not their stereotypes.

My advice to aspiring women leaders is simple: go for it. Never discount yourself because you don’t meet 100% of a person specification – you can guarantee a man won’t. You can’t play on a level playing field if you don’t show up for the match.

Start your journey

Kate is dedicated to transforming outcomes for pupils and lifting others as she leads. If you’re ready to change lives, find out how we can help you take the next step.

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And if you're a woman aspiring to lead – or already shaping your school community – request to join our Women’s Leadership Network for support, development and a community committed to driving lasting change.