LM People

Alison Robb-Webb

Leadership Coach, Leadership Trainer

I care deeply that my involvement with schools or individuals acts as a meaningful catalyst for change. To ensure you get the best out of your most finite resource – your time (you only ever have 1440 minutes in a day) – I invite you to share your concerns, issues and context so that through careful elicitation I fully understand your needs. Where I believe I can make a difference I will then work with you to tailor the brief to your circumstances and desired outcomes. An initial conversation should convey the knowledge, skills, evidence of impact and professionalism I will bring to any potential collaboration.


Specialist Area

  • Executive/Leadership Coaching: Professionally qualified Executive Coach (ILM Level 7) and Accredited Practitioner EMCC (European Mentoring and Coaching Council). MBTI accredited practitioner. Trained coach supervisor.
  • Experienced facilitator and trainer: Bespoke training including coach training, leadership and team development, strategic change and governor workshops
  • External Reviewer for School Improvement: Lead School Reviews and/or lead/support Peer School Reviews. Fully up to date knowledge and experience with the latest accountability measures.

My history

  • Currently: Senior Leadership Coach for National College of Education, GCI and Development Coach and Facilitator for Ambition School Leadership. System Leader for OTSA. Honorary Norham Fellow, Oxford University Department of Education. Chair/Panellist for Teacher Regulation Agency Misconduct Hearings. Chair of Governors (Primary School).

  • Director of a City partnership of 7 secondary schools/FE and special schools. Strategic development of professional learning (network groups, conferences, programmes and projects).

  • Previous Senior Leadership roles in different types of secondary schools across the Country. Instrumental in getting one school out of Special Measures within 13 months; elsewhere secured Leading Edge status, curriculum innovation and Behaviour for Learning programmes leading to improved T&L and student outcomes.

  • Head of Faculty, Teacher of Business Studies and vocational qualifications.

  • Marketing positions in IT companies.

  • Education: Masters in Education (OBU); BA (Hons) International History and Politics (Leeds University).

My contact information

Email: [email protected]
Telephone: 07957 288295
LinkedIn: Alison Robb-Webb


My engagement with Alison over 2017/18 coincided with a pivotal evolutionary ‘moment’ for my school, and therefore myself as well. Leading the school through this time, my work with her has perfectly complimented the support and challenge from within my own school and ultimately contributed to our successes this academic year.

The combination of Alison’s highly professional yet personable approach and broad knowledge of leadership and issues facing schools, meant I found it easy to build the mutual understanding and trust so important in a coaching relationship. She expertly has introduced various tools such as Myers Briggs, to aid our discussions. This alongside her skilful prompts and questioning have not only enabled deep evaluation of the matters I have encountered, but built my confidence and capacity to lead them through to a successful conclusion.

Oliver Moses
Headteacher, Reigate Priory Junior School

On a personal, professional and corporate level we struck gold with Alison. Her experience was invaluable in unpicking what the issues were and Alison’s vast experience ensured a flexible and well-tailored training programme for the team of novice coaches.

Alison planned and delivered a two-day programme in a highly professional manner. She built in elements of humour, with reflection and time to practice coaching whilst being able to “read” the coaches and situation. All 14 participants commented on how engaging the training was. The outcome was that 14 experienced, middle and senior leaders were given the tools and time to coach and thus develop their confidence in coaching.

The outcome has been very positive. Analysis halfway through the coaching programme revealed that both coaches and coachees had felt that their pedagogy and practice had improved. This was triangulated with evidence from students and other colleagues who noticed a subtle and marked improvement in teaching and learning.

Fiona Osmaston
Assistant Vice Principal, Stoke Damerel Community College