Paul Murphy Email & Phone Number

London, United Kingdom

• Work strategically with leaders in Haringey Education Partnership member schools to provide support and challenge in order to drive improvements, with a particular focus on coaching and organisational culture; work undertaken on a consultancy basis with HEP.

London, England, United Kingdom

• Worked collaboratively with HEP member schools to provide support, challenge and coaching in order to support the development of high-performance organisational cultures; work undertaken on a consultancy basis with HEP.

London, England, United Kingdom

• Lead a school which has seen rapid improvements in standards and outcomes for children during my headship in spite of the significant challenges it faces serving one of the most deprived communities in the UK. A high proportion of children join the school with below-expected levels of development. A higher than national average number of pupils are disadvantaged and the percentage of pupils with special educational needs is amongst the highest in the country. Over 70% of pupils speak English as an additional language.• Joined the school as head teacher following a period of leadership instability, during which time there were 4 changes in head teacher over 2 years and a resultant rapid decline in standards and outcomes. As the lowest performing school in the local authority at that time and at serious risk of being deemed ‘Inadequate’ by Ofsted, the school had seen high turnover in staff and parental confidence was at an all-time low.• The school is now experiencing a sustained upward trend in children’s outcomes across key stages – with the majority of areas now performing above or in line with national averages – and was rated ‘Outstanding’ by Ofsted in four out of five areas in its June 2023 inspection. • Have implemented a Coaching School Policy, directly delivering coaching as well as training ‘coaching champions’ to ensure that coaching is at the heart of building capability and improving organisational performance.• Play a leading role in a number of Haringey-wide forums, including as Chair of Learning in Tottenham Education Network, Vice-Chair of the Haringey Early Years and Primary School Heads' Association, member of Haringey Networked Learning Communities Strategic Group and a former Director on the board of Haringey Education Partnership, for which I am also a founding member.

London, England, United Kingdom

• Led across a range of areas, principally teaching and learning, assessment, staff training & development, behaviour, maths and ICT, making significant impacts; from 2011 - 2015 the number of children reaching the expected end of key stage 2 standard (the main primary school outcomes measure) more than doubled from 31% to 71% and the school moved from Ofsted's 'Requires Improvement' judgement to 'Good'. • Led continuous improvement in teaching and learning, adopting a people-centred approach coupled with the enhancement of systems of monitoring, support and challenge.• Recruitment and management of teachers and teaching assistants - including mentoring Newly Qualified Teachers and Teach First trainees - were central to the role. Revised the school's approach to performance management for both teaching and support staff in order to fairly hold all staff accountable for pupil progress and create meaningful opportunities to reflect, self-evaluate, praise, and challenge. • Extensively involved in school self-evaluation and improvement planning, ensuring a clear, effective, systems-based approach and working with the head teacher and business manager to ensure the budget reflected school improvement goals. As manager of subject leaders, devolved subject-specific budgetary responsibility to them whilst setting up systems to provide support and ensure effective planning, monitoring and evaluation of spending.

London, England, United Kingdom

• On returning to the education sector after working with Save the Children UK, took a one year class teacher role in order to refresh teaching skills before going back to a senior leadership school position. • Led an extensive review of assessment at the school drawing on current research and best practice in other settings, which led to the implementation of a new assessment system.

London, England, United Kingdom

• Led the recruitment of nine trainees for the 2010-2011 Children Protection Trainee Scheme cycle. This involved short-listing over 600 international applicants to bring 24 candidates to the UK for a three day multi-agency selection weekend involving interviews, tests and a two day simulation of an emergency child protection response. • Led in the creation of Save the Children UK’s first Global Programmes Training Brochure, which has been distributed to all the organisation’s international programmes.

Port-Au-Prince, Haiti

• Devised, implemented and led Save the Children’s $2M Family Tracing and Reunification (FTR) programme following the January 2010 earthquake in Haiti, with 53 staff members working in 3 teams across the country. • Led the national Working Group for Separated Children, part of the UNICEF cluster network comprised of 31 members from 16 international organisations, spearheading the design and execution of the national FTR response.

London, England, United Kingdom

• Took a leading role working across children’s services in statutory, voluntary and private sectors to promote and train on Integrated Working Programme practices and tools, particularly the eCAF (i.e. the Islington multi-agency internet based Common Assessment Framework tool for assessing children with additional needs). • Collaborated with heads of service within education, health and Council Children’s Services to put in place agreements and bespoke training packages for the use of eCAF and the role of Lead Professional in schools.

Congo (Drc)

• Although initially placed in Bunia (DRC) as a trainee, quickly became acting Child Protection Programme Manager, leading two major projects related to children associated with armed forces and groups, children affected by conflict and other vulnerable children, funded by UNICEF and other donors. • Managed all human resource, technical, financial, logistical and inter-agency aspects of the programme, undertaking extensive capacity building work, including the implementation of a new case management system and tools, and staff training in complex case management and approaches to direct work with children. • Led a major child participatory project to support children’s clubs and the Ituri Children’s Parliament to run an awareness raising campaign to prevent children joining armed forces and groups and encourage those already associated to leave.

Jammu And Kashmir (State), India

• Reviewed Save the Children's work on the standards of care in orphanages and the development of community based care (CBC) in Jammu and Kashmir, producing the report, ‘The Care of Orphans - From an international perspective to the work of Save the Children Jammu & Kashmir and its partners’; this drew on international research, findings and practice, case studies of orphanages and children in CBC, and a participatory evaluation carried out with children in institutional care. The report led to the development of an intervention strategy for the future work of Save the Children in relation to orphan care in Jammu and Kashmir. • Supported in the development of a plan for how the organisation should approach its work in child labour, facilitating links with other Save the Children India programmes and International NGOs working in the field.

London, England, United Kingdom

• Took a leading role working across children’s services to persuade and influence staff to develop more robust pastoral care and safeguarding systems in line with integrated working practices.• Analysed organisational strengths and developmental needs in relation to integrated working, with often sceptical and resistant staff, to determine training and support needs and a agree a pragmatic plan for implementation of new practices and tools.• Developed and delivered multi-agency training programmes and presented at numerous conferences, awareness raising seminars and workshops.

London, England, United Kingdom

• Designed and led a new model of child protection and social and emotional support in education deemed ‘outstanding’ by Ofsted inspectors and promoted borough-wide by the local authority, working with all children and staff to build preventative and protective measures and ensure appropriate and effective responses to safeguarding issues. • Led and managed school-based pastoral support service, coordinating a multi-agency child development team and building effective working partnerships with a range of agencies to assist children with additional needs.

London, England, United Kingdom

• Recruited originally on short-term supply teacher basis, was asked to stay to support the school though a crucial Ofsted inspection. Managed an extremely challenging class to assist the school in successfully passing the inspection.

London, England, United Kingdom

• Led the Outreach Play and Education Access Project which outreached to isolated asylum seeking and refugee children in order to facilitate their access to play and education services and provide support with related issues.

Papua New Guinea

Working as a full-time teacher and head of departments, led national staff to develop curricula and resources and enhance teaching and learning across all grades by supporting them to adopt more child-centred practices, and led a highly successful national project to produce English teaching resources which were endorsed by the Department for Education and circulated to all secondary schools nationally.

Senior Practitioner Coaching & Mentoring Accreditation

The Psychology Of Organisations, Distinction

Level 7 Certificate, Executive Coaching And Mentoring, Pass

Level 7 Diploma, Professional Consulting

National Professional Qualification For Headship, Educational Leadership And Administration, General, Pass

Postgraduate Certificate, Leading From The Middle, Pass

Postgraduate Certificate, Therapeutic Communication With Children, Distinction

Master Of Arts - Ma, International Development Studies And Education, Pass

Postgraduate Certificate In Education, Secondary French And Tesol (Teaching English To Speakers Of Other Languages), Pass

Bachelor Of Arts - Ba, French And Spanish Language And Literature, 2:1