School Business Management

Human Resources

A unique approach to HR services and people management, with answers to your transactional and complex people issues.

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Why choose One Education for Human Resources

Think of us as an extra member of your management team providing all of your back-office transactional services and specialist HR requirements. Our priority is to free your time to concentrate on teaching and learning, putting you first and delivering on your agenda.

One Education HR and People are invaluable as partners in our HR management. We can always rely on their professional, supportive and efficient team to offer current advice and guidance on a wide variety of issues.

Diane Wolstenholme, Headteacher
Ashgate Specialist Support Primary School

Thank you for everything you have done - it has been a massive help. Very professional, thorough and thoughtfully undertaken.

George Bulham, Principal
New Islington Free School

We completely trust the HR and People team to deal with our HR matters, whether it be a phone call for a word of advice or support with disciplinary meetings, and would without hesitation recommend them to support your organisation too.

Jennie Baxter
HR Business Manager, Wise Owl Trust

We have commissioned equality training from One Education on two occasions, once for our governors and once for our staff. The training provided was individually tailored to meet the needs of the audience and it was of excellent quality. It helped both the staff and governors to understand their legal requirements, but was delivered in an engaging way with actual examples of equality situations in schools which provoked interesting discussion among the staff.

Caroline Coyle, Headteacher
St Johns RC Primary, Chorlton

I am extremely pleased with the service that I have received from the One Education HR team. I have found every interaction with staff members, whether through the helpdesk or in more specific pieces of work, to be thoroughly helpful. They have provided excellent guidance for my staff in day to day operational activities, and in respect of strategic input. I would fully endorse their services to any school.

Darren Amesbury, Headteacher
Rackhouse Primary School

Working with One Education over the past few years has been a real pleasure. I am always extremely impressed by the service from the Help Desk – you have certainly enabled me to make informed decisions in a timely fashion. Myself and the other Head at Old Moat have used your services for a variety of HR issues and being part of the process and the conducting of meetings has given us the skills and knowledge to be able to run some of our own meetings.

Sally Lamb, Headteacher
Old Moat Primary School

One Education

Human Resources Overview

Effective HR management in school is essential to raising standards of teaching and pupil outcomes through the increased involvement and motivation of teachers. Our services include:

• Casework management of staff conduct, attendance and capability issues

• Supporting schools by carrying out investigations, presenting at hearings and preparing tribunals

• Support for schools and academies around exit strategies

• Helping to manage parental issues and complaints from all sources

• Emergency management including critical incident support

• Strategic workforce planning including staff restructures and redundancies and TUPE

• Support for Head Teacher recruitment and succession planning

• Leadership pay and pay performance management



Support for schools and academies around exit strategies

Helping to manage parental issues

Managing complaints from all sources

Strategic workforce planning

Head Teacher recruitment and succession planning

Leadership pay and pay performance management

Casework management

Human Resources

Products

In addition to our HR services, we also provide a wide range of supplementary products for all your HR needs.

School Equality Assessment


Promoting equality and celebrating diversity is particularly important within a school community. This can be challenging due to the complexity of a school setting but we are here to support you and share your commitment to your equality and diversity agenda. Our team has extensive experience in relation to equality matters schools' obligations and duties under the Equality Act 2010 and supporting Regulations. Our assessment and action plan will enable governors and senior leaders to face Ofsted inspections with confidence as far as equality matters are concerned.

School Equality Assessment includes:

  • General equality considerations
  • School equality objectives
  • Disability issues
  • Pupil and staff information
  • Monitoring/reviewing arrangements
  • Evaluation of your current provision and identify action points

The assessment is designed to help you evaluate how effectively your school is complying with its public sector equality duty, specific duties and other statutory equality obligations. It will also help to identify any areas where action is needed. Following completion of the assessment, a summary of the school’s compliance will be produced, and a list of agreed equality tasks and action points will be provided.


Contact us or call 0844 967 1111

Equality Training


We can provide School Equality Training to suit your school’s needs. General equality training can be provided to all school staff, and more detailed training can be delivered to your school leadership team, governors, or trust board. This will also cover your statutory responsibilities and the steps that you need to take to ensure compliance with the general and specific equality duties.


Contact us or call 0844 967 1111

GDPR School Compliance Audit


GDPR can be a mind field for school staff, with an abundance of records, databases and information held for both students and employees.

Our GDPR service will ensure you are compliant with the new legislation that replaces the Data Protection Act, identifying and advising on how you manage, process and delete data.

Following a pre-audit questionnaire and on-site meeting with our specialist we will produce a report covering 4 key areas:

  • Accountability & Governance
  • Documentation, Processes & Procedures
  • Data Protection Officer Responsibilities
  • Recommendations to Support Compliance

Contact us or call 0844 967 1111

Single Central Record


In line with ‘Keeping Children Safe in Education’, your Single Central Record is a legal requirement, it is scrutinised by Ofsted and is crucial in safeguarding your pupils.

You can ensure your systems and processes are compliant and in line with statutory requirements with our Single Central Record audit.

Our Single Central Record audit includes an on-site meeting with those responsible for managing the SCR. Alongside an intensive review of your current systems and practices and in-depth discussions with an expert will give you the opportunity to receive practical advice and guidance.

An audit report is provided for the principal/ Head Teacher regarding the quality of stored data and current practices in place. The report will also outline any actions already taken with recommendations to ensure compliance with current legislation and Ofsted requirements.


Contact us or call 0844 967 1111

Mediation


With pressures of inspections, pupil outcomes and results, there may be occasions where differences will surface between staff. Resolving these differences through mediation will bring a wide range of benefits to your school:

  • Independent and neutral mediator provides unbiased facilitating
  • Time and cost saving
  • Reduced absence, stress, grievances, poor performance and employment tribunal claims
  • Staff benefit from expressing their opinions and concerns in a structured format
  • Colleagues reach their own lasting solution
  • Increased empowerment and positive thought
  • Staff better aligned with the school’s visions, aims and goals.

Our accredited school mediators are highly experienced in dealing with the range of issues that cause disputes. Your mediator who will act as a point of contact should there be queries prior to, during or after the mediation.

  • Initial scoping discussion with your assigned mediator
  • Individual meetings with parties to establish issues, explain the mediation process and ensure issues are appropriate for mediation
  • Joint mediation session to tackle conflict and create where appropriate a mediation agreement
  • Sharing of mediation agreement where applicable
  • Post mediation support and evaluation

Contact us or call 0844 967 1111

Lockdown Procedures


We understand the requirement to ‘lockdown’ in response to a potential threat can be a daunting experience for school leaders. Incidents are often unforeseen leaving little time to plan your response. Being prepared for a potential situation will allow you to respond effectively, ensuring the safety of your pupils and staff.

Our lockdown procedure includes:

  • A lockdown audit, in consultation with security consultants Stealth Ops UK, including a site visit to survey your perimeter security and access points
  • Guidance on security arrangements and how to deal with particular emergency situations
  • Help and support with training and development for staff
  • Oversee a lockdown drill in operation

Contact us or call 0844 967 1111

ISR / Pay Review


Teachers’ pay has featured heavily in the media over the last several years, not least because of the introduction of performance related pay and the fact the Department of Education is leaving more and more pay decisions down to each school.

Schools (and academies that have adopted national terms and conditions) who do not comply with the requirements of the School Teachers’ Pay and Conditions Document (STPCD) may face challenges, including possible tribunal or legal action. In addition, Ofsted pay close attention to the management of teachers’ appraisal performance and the link that this has with pay progression.

It is therefore vital that schools are not only aware of the statutory requirements, but are able to utilise the relevant flexibilities and demonstrate how they are tailored to suit their individual school.

With in-depth knowledge of teachers’ and leadership pay, we can provide strategic advice and guidance to review your Individual School Range (ISR). An advisor will work alongside your governors, Head Teacher/principal, to analyse your current leadership structure, individual circumstances, and additional influences that may have an impact on the pay of your leadership team. Our annual Model Teachers’ Pay Policy Audit provides a thorough review of your pay policy and practices to ensure compliance with the STPCD.


Contact us or call 0844 967 1111

Bespoke HR Training


More and more schools and academies are turning to in-house courses as a cost effective way of developing their staff.

We have a range of training sessions that can be delivered in your school focusing on questions and issues specific to your establishment and the group’s training needs. Alternatively you can spread the cost further still by joining up with neighbouring schools.

All of our training opportunities can be adapted to meet specific school needs and these sessions can be run as a full-day, half-day, after school twilight session or as part of whole staff INSET training days.


Contact us or call 0844 967 1111

Benefits

We pride ourselves in putting children first and delivering exceptional services at affordable prices to schools. Here are some additional benefits of working with One Education.

Professional and highly qualified advisors

Expert Education Helpline

Critical Incident response

Your fifth emergency service

Safer Recruitment

Minimise opportunities for abuse and ensure prompt referral, supporting schools to develop and maintain a safer recruitment ethos with our training course.

Book now

Training courses

Training courses & Conferences

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Training Course

Safer Recruitment 24 April 2019

The course considers policies and practices that minimise opportunities for abuse and ensure prompt referral, supporting schools to develop and maintain a safer recruitment ethos.

Training Course

Managing asbestos in school safely 9 May 2019

The DfE has issued updated guidance on the management of asbestos in schools. This training covers your legal 'duty to manage' asbestos.

Training Course

Menopause: A hot topic in schools

Menopausal women are the fastest growing workforce demographic in the UK - given the number of women working in schools, understanding and awareness of the symptoms and possible effects are key. This briefing will enable leaders and managers to support staff through this normal life event and will help schools avoid employment law claims.

Training Course

Well-being in Schools 20 June 2019

Well-being at work is currently in the spotlight for any organisation and covers a vast selection of working practices and initiatives.

Training Course

No Outsiders- Equality, Diversity and Inclusion in Schools- 27 June 2019.

Andrew Moffat MBE, AHT at Parkfield Community School, author of No Outsiders will discuss his equality, diversity and inclusion work and explain how schools can build an all-inclusive ethos. Laura Clark will also provide an overview of the law around gender reassignment focusing in particular on some of the difficult issues which may arise in schools in relation to transgender staff and pupils.

The Equality Act 2010 provides protection from discrimination. It consolidates and replaces previous equality laws and confirms and extends certain types of unlawful discriminatory behaviour based on aspects of a person’s identity known as ‘protected characteristics’.

The Act introduced also a single Public Sector Equality Duty (sometimes referred to as the ‘general duty’) which has applied to all schools (except those in the private sector) since 5 April 2011. The general duty replaced the previous three sets of duties to promote disability, race and gender. The duty applies to all protected characteristics and requires schools to take steps to eliminate unlawful discrimination and to actively promote equality.

Specific equality duties were also introduced by the Equality Act 2010 (Specific Duties) Regulations 2011 to supplement the general duty and help public authorities including schools to fulfil their equality obligations. The specific duties are now contained in the Equality Act 2010 (Specific Duties and Public Authorities) Regulations 2017.

The Act applies to all schools and academies irrespective of how they are funded or managed and applies to school as employers, as education providers and service providers. It applies to the way in which schools treat pupils (including prospective and former pupils), job applicants members of staff (and sometimes former members of staff), parents/carers and the wider school community. The Act covers all aspects of school life in relation to pupils and members of staff.

 

The school’s ‘responsible body' is liable for breaches of the Equality Act. For maintained schools this will be the local authority or the governing body, depending upon how responsibilities are split; for an independent school, academy or free school, this will be the proprietor.

The responsible body will be liable for the actions of the school’s employees and agents unless it can show that it has taken all reasonable steps to prevent discrimination harassment or victimisation from taking place. Individuals working at school must also not discriminate against pupils or against their colleagues. If they do breach the Act, they may be held personally responsible and liable for their own actions.

 

The protected characteristics to which the Act applies are as follows: Age, Disability, Gender reassignment, Race (including colour, ethnic or national origins and nationality), Religion or belief, Sex, Sexual orientation, Marriage and civil partnership, Pregnancy and maternity.

The protected characteristics of age and marriage and civil partnership apply to staff but not pupils. The Act extended protection to pupils in relation to the protected characteristics of pregnancy and maternity and gender reassignment.

 

Under the Act there are now four main types of unlawful behaviour but there are six for people with a disability. These are: Direct discrimination (now including by association and by perception), Indirect discrimination, Victimisation, Harassment and discrimination arising from a disability

Failure to make reasonable adjustments.

 

The Act makes it unlawful for the Responsible Body of a school to discriminate against, harass or victimise a pupil or potential pupil in relation to admissions, in the way it provides education for pupils, in the way it provides access to any benefit, facility or service to pupils, or by excluding a pupil or subjecting them to any other detriment. The Act extended the victimisation provisions so it is now unlawful to victimise a pupil for anything done in relation to the Act by their parent or sibling.

 

Members of staff working in a school do not have to be working under a contract of employment to be protected against discrimination under the Act. The Act covers job applicants, employees (and sometimes former employees), agency or contract workers, casual workers, and trainees. Depending upon who has discriminated against them, an agency worker may take action against the agency, the school’s responsible body and members of staff personally.

 

Section 15 of the Act extended the protection from discrimination available for people with a disability. Discrimination occurs under this provision if a disabled pupil or member of staff is treated unfavourably because of something arising in consequence of their disability and the treatment cannot be justified as a proportionate means of achieving a legitimate aim. This is an important development for schools and there have already been a number of high profile cases involving schools in courts and Tribunals.

 

The duty to make reasonable adjustments which existed under the Disability Discrimination Act (DDA) is replicated in the Act but it is no longer possible for schools to defend a failure to make a reasonable adjustment; an adjustment is either reasonable or it is not. The duty is triggered where a disabled person is placed at a substantial disadvantage in comparison to others who are not disabled and requires schools to take such steps as is reasonable to avoid the disadvantage.

There are three parts to the duty: changing the way things are done; making changes to physical features; and providing auxiliary aids. The Act extended the duty in relation to auxiliary aids so that since 1 September 2012, schools have been required to provide auxiliary aids and services to disabled pupils where these are not being supplied through SEN statements or EHC Plans or from other sources.

The part of the duty to make reasonable adjustments relating to physical features does not apply to disabled pupils; instead schools have a duty to improve the physical environment of the school as part of their obligations to carry out accessibility planning.

 

The duties for schools under the Act around accessibility planning are the same as applied under the DDA. Schools are required to publish an accessibility plan which demonstrates how the school plans to:

  • Increase the extent to which disabled pupils can participate in the curriculum
  • Improve the physical environment of schools to enable disabled pupils to take better advantage of education, benefits, facilities and services
  • Improve the availability of accessible information to disabled pupils
  • An accessibility plan may be a freestanding document or it can be part of another document, for example, the School Development Plan
 

Schools should ensure that anyone with responsibility for recruitment of staff is aware of the new provisions in section 60 of the Act which make it generally unlawful for an employer to enquire about the disability or health of a job applicant until a job offer has been made. Questions about previous sickness absence count as questions that relate to health or disability.

Schools should also be aware of the new positive action provisions introduced by section 158 of the Act which enable schools to take proportionate steps to help particular groups of staff or pupils to overcome disadvantage connected to protected characteristics. Positive action is permissible provided the steps a school proposes are not excessive and provided they are based on need or disadvantage or low participation. Positive action is not compulsory but it may be a useful way of helping schools to comply with their general equality duty.

 

There are some exceptions that apply across the Act generally (e.g. an exception for sex discrimination in relation to competitive sports), and there are some general and specific exceptions which apply to schools. General school exceptions apply in relation to the content of the curriculum and to collective worship. Specific school exceptions apply to certain types of school e.g. single sex schools and faith schools in relation to pupil admissions and staff recruitment.

 

The general duty has three main elements which schools are required to have ‘due regard’ to when making decisions and developing policies. When carrying out their functions, schools must have due regard to the need to:

Eliminate unlawful discrimination, harassment, victimisation and other conduct that is prohibited by the Act.

Advance equality of opportunity between people who share a relevant protected characteristic and those who do not share it.

Foster good relations across all protected characteristics between people who share a protected characteristic and those who do not share it.

Having due regard to the need to advance equality of opportunity is defined in Act as having due regard to the need to remove or minimise disadvantages; take steps to meet different needs and encourage participation when it is disproportionately low. Having due regard to the need to foster good relations is defined in the Act as having due regard to the need to tackle prejudice and promote understanding.

The Equality and Human Rights Commission (EHRC) states in its Guidance for Schools on the Public Sector Equality Duty, having due regard means: When making a decision or taking an action a school must assess whether it may have implications for people with particular protected characteristics It should consider equality implications before and at the time that it develops a policy and takes decisions; not as an afterthought and it needs to keep them under review.

It should consciously consider each aspect of the duty (having due regard to the need to eliminate discrimination is not the same thing as having due regard to the need to advance equality of opportunity).

It should assess the risk and extent of any adverse impact that might result from a policy or decision and the ways in which the risk may be eliminated before the adoption of a proposed policy

The equality duty has to be integrated into the carrying out of a schools functions. The analysis necessary to comply with the duty should be carried out rigorously and with an open mind – it is not a question of just ticking boxes Schools need to do this themselves and cannot delegate responsibility for carrying out the duty to anyone else. The steps they have taken to meet the duty must be recorded.

 

In order to comply with their specific duties schools were required by 6 April 2012 to: Publish information to demonstrate how they are complying with their general duty

Prepare and publish equality objectives.

Schools are required to update published equality information at least annually and to publish one or more measurable and specific equality objectives at least once every 4 years.

Under the 2017 Regulations, which came into force on 31 March 2017, schools have until 30 March 2018 to publish equality objectives with a requirement to renew them at least every four years from that date. If schools have already published equality objectives within the four year period ending with 30 March 2018 they are not required to publish further objectives for a further four years from the date the last objectives were published.

 

It is up to schools to decide how and where they publish information - so long as the information is accessible to anyone who wants to see it. The simplest approach is probably to set up an equalities page on the school website where all the information relevant to equality is present or where links to it are available.

 

The Department for Education’s non statutory advice for schools states that a school “should set as many objectives as it believes are appropriate to its size and circumstances; the objectives should fit the school’s needs and be achievable”. Schools are therefore free to choose equality objectives that best suit their individual circumstances and contribute to the welfare of their pupils and the school community. Good objectives will be specific and measurable not vague and flimsy. The development of objectives should be one of the most significant ways in which a school can demonstrate it is meeting its obligations under the general duty.

 

Whilst the Act does not say it is mandatory for schools to have an equality policy, EHRC Guidance (volume 7) “Good equality practice for employers; equality policies, equality training and monitoring” stresses that having a policy will demonstrate a commitment to equality and that promoting and publishing an equality policy will help to show reasonable steps are being taken to avoid discrimination. The Guidance states “implementing good equality practices guided by an equality policy should greatly reduce the likelihood of acting unlawfully.” Having a policy will assist schools in relation to compliance with the first element of the general duty; it is recommended therefore that schools should have an up to date Equality Policy covering all the protected characteristics and which refers to the school’s current equality objectives.

 

The EHRC Guidance states that equality training can be an important part of showing that an employer is preventing discrimination, harassment and victimisation from occurring and it provides advice in relation to what equality training might include. The Department for Education’s non statutory advice for schools also states “evidence of staff training on the Equality Act would be appropriate…” in relation to schools showing compliance with the first element of the general duty.

Given that schools will be liable for the actions of employees and agents unless it can be shown that they have taken all reasonable steps to prevent discrimination, harassment or victimisation from taking place, and given staff may be personally liable if they breach the Act, it is advisable that all staff and governors in schools should receive equality training. This will ensure that they are clear about their duties and responsibilities under the Act and that they understand how equality law applies to them.

 

  1. What is the Apprenticeship Levy? In order to help meet its target of 3 million apprentices by 2020, the government is introducing an Apprenticeship Levy (i.e. a tax) on all large employers (defined as those employers with a pay-bill of over £3m). This includes schools and academies.

  2. When was the Apprenticeship Levy being introduced? With effect from 1st April 2017 with the first payments due in May 2017.

  3. How much is the Apprenticeship Levy? 0.5% of the employer’s pay-bill. Every employer will receive an allowance of £15k to offset against the amount they owe.

  4. Does the Apprenticeship Levy apply to all schools and academies? The local authority remains the employer of staff in maintained schools (community and voluntary controlled). Those schools will be counted along with the LA workforce pay-bill. Voluntary aided schools and academies will only be affected if their pay bill is greater than £3m.

  5. What happens to Voluntary aided schools using the LA payroll service? If the school is part to a pooled PAYE scheme – i.e. utilising a single PAYE reference to report to HMRC they should arrange to split from the pooled PAYE scheme and set up their own PAYE scheme prior to April 2017. Further guidance is available from the payroll provider.

  6. How does the Apprenticeship Levy apply to Multi Academy Trusts? Schools that are part of a MAT will be subject to the levy and the public sector target if the MAT has in excess of 250 employees. Only one £15k allowance will be allowed to be offset against the MAT.

MATs in scope for the levy and the target will also need to calculate the number of apprentices that they are expected to take on.

  1. How will the Apprenticeship Levy be calculated and applied? The expectation is that the levy will be calculated and collected via the PAYE system.

  2. What happens if a maintained school does not use the LA payroll service? The school’s payroll provider will liaise with the local authority to establish an acceptable process. HMRC and the DfE are expected to publish further guidance on this subject.

  3. Where does the money go? The contributions go into an HMRC digital apprenticeship account.

  4. What can we use the money in the digital apprenticeship account for? This account will be used to pay for apprenticeship training and assessment.

  5. Does the government contribute to the digital apprenticeship account? The government will top up by 10%, so for every £1 in the digital account the government will add 10 pence.

  6. What can the funds in the digital apprenticeship account be spent on? Training and assessment costs for apprentices.

  7. Can the digital apprenticeship account funds be used to pay salary costs for apprentices? No the Apprenticeship Levy cannot be used for salary costs.

  8. Can the Apprenticeship Levy be used for existing apprenticeships? No. Apprentices accepted on an apprenticeship programme prior to April 2017 will be funded under the current terms and conditions.

  9. Does an apprentice have to be a new employee? No. An apprenticeship may be set up for an existing employee.

  10. School has a new SENDCo and is unsure the best way to ensure that all pupils are receiving what they need. We can help to work alongside the SENDCo to ensure that all children are correctly assessed and help set up Provision Maps to monitor all children’s progress.

  11. We have applied for a statutory assessment for a child but have not heard anything. What should we do? Once you have applied for a statutory assessment they will contact you within 6 weeks to say whether they plan to assess the child or not.

  12. How can we ensure that we are recording parent voice for the parents of our pupils with SEND? It is a requirements that parents are consulted on the SEND policy. One way to ensure this is to invite parents to a coffee morning. Have key questions written on flip chart paper around the room and aske parents t contribute by either telling you ( and you scribe), writing directly onto the paper or adding their contributions via post it(may parents find writing directly onto the flip chart intimidating).
 

Meet The Team

HR Director

Rachel Foster

Rachel is an employment solicitor and CIPD HR professional. She has represented schools, academies, local authorities and governing bodies in risk management, employment tribunals and other litigation, exit strategies and succession planning. She has vast experience in assisting school leaders.

Senior HR Manager

Laura Clark

Laura is a qualified solicitor and has specialised in employment law for over 30 years. She has worked with schools and academies since 2009 in all aspects of HR but has particular expertise in equality issues. Laura heads up our equality team and delivers training on a regular basis. She brings a wealth of knowledge and experience to the team.

Senior HR Manager

Pam Mason

Pam has been advising schools for over 10 years and is a primary school governor with safeguarding responsibilities. Pam worked as HR Manager at a secondary school and has experience of developing school improvement plans and supporting the school through a full Section 5 Ofsted Inspection.

HR Manager

Evette Hudson

Evette has nearly 30 years’ experience within the education sector. Evette's specialisms are with the teachers' terms of conditions and safeguarding, being an accredited Safer Recruitment trainer, which includes Disclosure Barring Service checks and the Single Central Record.

Business Manager

Keren Callaghan

Keren works for the HR, Payroll and Governance teams as the business manager, organising and promoting the HR & People training programme on a termly basis. Keren has a background in finance and is a qualified AAT Accounting Technician.

HR Advisor

Carly Forrest

Carly is an experienced Employment Law Solicitor and currently serves as a school governor at a primary school, a role which brings relevance to her HR role at One Education. Carly enjoys working to identify and implement practical and effective solutions to HR problems and delivering training and has expertise in GDPR.

HR Advisor

Jade Wallwyn

Jade, a qualified Associate member of the CIPD, is experienced in dealing with complex disciplinary and grievance matters and provides specialist in-house training to school leadership and management teams on handling difficult staffing situations.

HR Advisor

Chloe Lyon

Chloe, a qualified Associate member of the CIPD, has delivered briefings to schools in relation to Social Media and the Single Central Record. She previously worked for national organisations where she gained extensive HR knowledge and provided training to all levels of staff and management.

HR Advisor

Karen McCabe

Karen is educated to post graduate level in Human Resource Management and has over ten years’ experience working in HR, with the vast majority of her experience focused on providing advice on a wide variety of HR issues and delivering training to schools.

HR Advisor

Kirsty Howe

Kirsty has extensive HR experience across the public sector, which includes the NHS, Local Authority, Education and Higher Education. Kirsty has vast experience in generalised HR, organisational development and change, and is also a trained specialist in Job Evaluation.

HR Advisor

Katie Dillon

Katie is an experienced HR Advisor who has held various roles; Job Evaluation Specialist for Green Book Support Staff, Recruitment Officer and HR Officer in Adults Social Care. Katie is an accredited Safer Recruitment Trainer and has experience of being a clerk to governing bodies.

HR Advisor

Paula Shacklady

Paula has a vast amount of HR experience, including over 5 years for the Education Service. During this time Paula worked as a HR Business Partner acquiring extensive knowledge and understanding of supporting organisational change including TUPE.

HR Advisor

Rachel Depledge

Rachel is a fully qualified Human Resources professional with a broad range of experience working across a variety of sectors to include Education. Rachel is passionate about providing effective and solution focused outcomes to any HR and People related matters and has a keen interest in Equality & Diversity.

HR Advisor

Dominique Stead

Dominique has extensive generalist HR knowledge with a specialism in Employee Relations. She has been responsible for a number of key accounts and provided HR advice to a variety of sectors as well as delivering training, including Investigations, Disciplinary & Grievance and Equal Opportunities

HR Advisor

Meg Lancaster

Meg completed Employment Law training to CIPD Level and has been working alongside schools, nurseries, academies and further education institutions supporting them with their HR and internal change since.

HR Advisor

Lena Ledson

Lena was previously a HR Manager in a large independent boarding school, where she was also a member of the GDPR steering group. Lena is very experienced in relation to safeguarding, safer recruitment and SCR.

HR Advisor

Angela Bryning

Angela has over 24 years’ professional generalist HR experience in both the public and private sectors in HR Business Partner and Consultant roles. Angela has much experience in dealing with ER issues, organisational design and development, job evaluation, restructuring, contractual changes and employee engagement.

HR Advisor

Lauren Chalker

Lauren has dealt with an extensive range of HR matters and has worked closely with Maintained and Independent schools along with Academies, particularly dealing with ER issues such as, contractual changes, disciplinary, capability, absences management, sickness and maternity

Latest Blogs

Our team of Education Professionals regularly author articles and news items. Use the link below to view these in our One Editorial Blog.

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Address details

Universal Square,
Devonshire St North,
Manchester
M12 6JH

Phone Numbers

Main Contact:
0844 967 1111
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01539 443 751
One Education Music:
0844 967 1116