Welcome back to Meet the Educator – our monthly spotlight series where we share the real stories, insights, and everyday brilliance of educators across the country.

In this edition, we are thrilled to introduce Kate Manning, a Deputy Head Teacher and Digital Lead who is currently preparing for one of the boldest leaps an educator can take: transitioning into the independent sector to lead and co-found a brand-new school project.

From 1:1 iPad rollouts to ‘farm-to-fork’ sustainability initiatives, Kate’s approach is a masterclass in blending her self-professed role as an “organisation queen” with her deep, maternal commitment to inclusivity.

A bold pivot: From trust leadership to business direction

At the time of our chat, Kate was wearing many hats, (metaphorically of course): Acting as a Deputy Head Teacher across three first schools, English Lead, DSL, and Digital Lead. However, she recently made the decision to step away from her current trust to embark on a “Dragon’s Den” style venture – creating an independent school from the ground up alongside investors from the construction industry.

“I felt the trust was going to be holding me back slightly as an educator in the way I want to go,” Kate explains. “I’ve clubbed together with a colleague who is brilliant in SEND and trauma-informed practice, and we’re creating something quite special. If it’s a risk you’re excited about, it’s worth taking.”

For Kate, this move is a response to a system she views as being built from the “top-down” rather than the “bottom-up.” She explained further that by the time funding reaches the foundations, the children at the start of their journey, only pennies are left.

Inspiration found in a solo song

Like many of our featured educators, Kate’s “why” traces back to a single teacher who saw potential where others didn’t. For her, it was Mrs. Caddick, a teacher at Edwardsville Primary School, an after-school choir teacher.

“I wasn’t the best singer or the best at anything in school, really,” Kate recalls.

“But she showed belief in me and let me sing a little solo in Year 5. That inspiration, having someone believe in you, is what I want to pass on. I want to teach children how to be kind, resilient, and to believe they can do anything.”

This belief manifests in Kate’s preference for the term “individual needs” over “special needs,” viewing a child’s unique learning profile as a celebration of character rather than a diagnosis.

The “Therapeutic Classroom” and 1:1 tech

Kate is a vocal advocate for modernising the physical and digital landscape of the classroom. She questions why, 50 years later, children are still sitting on uncomfortable plastic chairs facing a board when the modern workplace has shifted to collaborative, comfortable hubs.

She champions the concept of the “therapeutic classroom,” which mirrors a “home from home” environment using sofas, rugs, and high tables to ensure children feel safe and regulated enough to engage.

This focus on the learning environment is seamlessly paired with a robust digital strategy. Over the last 18 months, Kate has implemented a 1:1 iPad model in partnership with KRCS for strategic deployment. Her digital toolkit is anchored by Showbie which she describes as “the GOAT” (IYKYK) for its ability to act as a central digital tray for feedback, and Magma Maths, a tool she views as a game-changer for teacher workload due to its ability to provide instant marking and personalised learning pathways in under a minute.

For Kate’s daughter, who is dyslexic, this technology provides invisible support.

“She just puts a filter on her iPad screen, and nobody knows. She even did a geography project as a podcast; if she’d had to write that in a paragraph, we wouldn’t have seen her true understanding of the curriculum.”

Challenges: Retention, respect, and crumbling infrastructure

Despite her optimism, Kate is candid about the “tough” reality of the UK education system. She points to a widening gap between teaching and the corporate world, not just in pay, but in basic professional respect and working conditions.

“I have friends who are directors earning much more… They work from nice offices, with free tea and coffee, meanwhile, school buildings are often in a crumbling state,” she notes.

During our conversation, Kate also highlighted a disconnect in societal expectations, where some parents treat schools as something akin to “parenting” services rather than educational institutions.

The magic wand: Equality of tools

When asked the “million-dollar question” I ask all willing participants of Meet the Educator, what one problem they would solve with a magic wand, Kate returns to the theme of her upcoming project:

“Equality of tools and environment. I would give every child and educator the best tools and the best learning spaces. We clapped for doctors, but you wouldn’t have doctors without teachers. We need that same celebration of what teaching brings to society.”

Kate Manning’s journey reminds us that when the existing system feels too restrictive, the most passionate educators will simply build a new one.

To connect with Kate and follow up with where she’s at with her independent school, Edgewood Academy, connect with her on LinkedIn here, and follow the school here!

If you or anyone you know would like to participate in a Meet the Educator, please send an email to amber.lovell@skolon.com.

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