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Interim Chair & General Secretary 
Vice-Chair & ‘Education on Fire’ podcaster 
Mark has been a professional percussionist for 25 years and combines his performing career with teaching drums/percussion and providing whole class rhythm workshops for schools . He is the creator/host of the Education on Fire Podcast Network where he gets to share creative and inspiring learning in our schools. Mark is passionate about supporting teachers to deliver music which he does through his membership site Primary Music on Fire. NAPE sponsors the 'Education on Fire' podcast site.
Information Officer
Peter has been in education professionally for 40 years, teaching in Middle Schools in Oxford, doing advisory work, teaching Higher education and as a Primary Headteacher at Harwell Primary School. He retired from that post in September 2014, but continued as Chair of OPHTA (Oxfordshire Primary Headteachers; Association), was elected to become Chair of the National Network of Chairs of Headteachers’ Groups in June 2014. He has been a member of NAPE since 1999 and became a NAPE council member in 2015, serving on the editorial board for Primary First since 2017 and becoming Information Officer in 2018. In January of 2015 he co-founded the Oxford School of Thought, an independent Education Think Tank. He is a trustee of another charity, Full Circle, which is well regarded for its ground breaking intergenerational work. He is a board member of Active Oxfordshire, (the County Sports Partnership). He is an Associate Lecturer at Oxford Brookes University, as a part time supervisor for students training in schools to be teachers. He is part of the management team for Oxfordshire’s Headteacher and Deputy Head Conferences.
Early Years Representative
Elizabeth is a researcher and author who is an advocate for teachers as researchers. Elizabeth was executive head of Redcliffe Nursery School and National Teaching School in Bristol for twelve years. Elizabeth developed a centre where teachers and practitioners were research active. This included working with Bath Spa University to develop ‘easy to reach’ Masters Degree Programmes for early years teachers and practitioners. She has also worked as a teacher in primary and nursery schools for over thirty years in London, the South-West of England and Louisville, Kentucky. Elizabeth’s research interests are early mathematics, teachers as researchers and early years leadership. She has written extensively over the last thirty-five years in both academic and professional journals and chapters in books. She has co-authored three books. Her work on children’s mathematical graphics along with her co-author Maulfry Worthington was recognised by the English Department of Education, Williams Review of Early Years and Primary Mathematics. Elzabeth is a trustee and treasurer of the TACTYC (Together And Committed To Young Children) which supports professional development of the Early Years sector.
Marva is the Director of Rollins Education Consultancy Ltd.
Marva retired from headship in August 2019 after 25 years leading two schools. Both schools were in urgent need of improvement. Marva developed strong leadership teams in both schools, positively impacting on the outcomes and wellbeing of children in two of the most deprived areas in London. She has a wealth of experience working in partnership with school leaders as well as a long history devising and leading programmes on developing future leaders. These include Investing in Diversity - Institute of Education and is one of the first programmes focused on developing Black leaders in education. For the past 11 years she co-led Equal Access to Promotion (NUT/NEU), a programme targeted at increasing representation of BAME school leadership and is currently co-leading Positioned for Success (NEU). She leads similar programmes for other trusts/organisations. Marva runs a series of sessions focused on EEDI in primary and secondary schools. She has been an active voice for equality and equity for over 40 years, sitting on a number of national and local committees and driving change in a number of charities. She is a regular conference speaker.
Editor of the Primary First Journal
In her work, Professor Janice Wearmouth brings together a concern for the learner whose educational experience is problematic with a concern for professionals who have to deal with, and mitigate, the problems that are experienced, and facilitate opportunities for learning.Janice Wearmouth had many years' experience of teaching in mainstream schools, first on voluntary service in Cameroon, and, later, in Bermuda, London, Northamptonshire and Bedfordshire, until she changed career to teach and research in universities. She began her career by teaching English Language and Literature, Latin and Classical Studies before moving into the area of Special Educational Needs and Disability and working as a special educational needs co-ordinator (SENCO) and Head of Education Support. Subsequently she moved to the university sector. Prior to joining the University of Bedfordshire she was Director of the Centre for Curriculum and Teaching Studies at the Open University, and then Professor of Education at Victoria University of Wellington in New Zealand.Most recently she has taught on both undergraduate and postgraduate programmes in Education, and, as Emerita Professor, continues to supervise research students to doctoral level. From its instigation until its closure she was course leader of the National Award for Special Educational Needs Co-ordination (NASENCO) in the Masters Programme and a distance - learning postgraduate certificate in education. Janice's most recent publications.
Perry spent 20 years in Education as a Middle and Senior Leader, he has taught across contexts in secondary, all-through and special education. To date, he has been part of a Senior Leadership Team within a new birth to 19 Academy, and more recently a 7-19 52 week residential school for young people with a primary diagnosis of Autism.In addition, he has provided consultancy for primary schools transitioning into new Academies, early years, and strategies for working with children with ASD.Perry’s PhD was awarded in 2014. The study considered different contexts of children's transition from primary to secondary education.Perry’s PhD was awarded in 2014, considered different contexts of children's transition from primary to secondary education. Perry's most recent publications.
Emeritus
Mike first joined NAPE when he was deputy headteacher of a large Community Primary School in Cambridgeshire. He joined the NAPE Cambridgeshire branch committee in 1984 and eventually became chair. When he moved to Bedfordshire he again joined the local NAPE Committee. The Bedfordshire committee organised several Festival of Voices in Luton and Bedford as well as organising workshops and speakers. Mike then joined the NAPE National Council and became Eastern Region Co-ordinator and later, National Treasurer for NAPE. Whilst on the National Council, Mike created the NAPE website and with John Coe, started NAPE Enterprises in order to generate more income.
Mike left his headship after fourteen years in a Lower School in Bedford. He then successfully completed an MPhil in Educational Research at the University of Cambridge. After leaving Cambridge and his school, Mike joined the staff at the University of Bedfordshire. He lectured and designed courses for a BA in Education, BEd and the MA in Education for serving teachers. It was during that time Mike decided to step away from the NAPE Council so he could conduct PhD research at the University. His main focus was researching the varying ways of managing teaching assistants associated with the leadership styles of primary school headteachers. On retirement, MIke returned to the NAPE Council and eventualy became Chair for six years (2019-2026). Mike generates the NAPE YouTube videos, manages the website and is also governor of a local lower school in Bedfordshire.
Associate Council Members
Amanda is an Associate Principal Lecturer in Primary Education at Leeds Trinity University, where she specialises in teaching English at Key Stage 2. She has 13 years’ experience as a primary class teacher, and has taught across all primary ages as well as leading Literacy and assessment. She is currently in the final year of study for a Masters in Achievement in City Schools. Her research interests include the engagement and attainment of disadvantaged students in primary school, the effects of poverty on schooling experiences and developing teachers’ knowledge of practice through practitioner inquiry.
