Georgina Dawson - Senior Partner
Georgina has worked in education for over 30 years. Formerly Georgina Herring, she taught in inner-city Manchester primary schools, before becoming an officer for the National Writing Project. She has worked in teacher education for over 17 years with both pre-service and in-service teachers and, for nearly five years, worked at a senior level in a Local Authority, managing a team of Consultants and Advisory teachers, specialising in English, Literacy and Drama across all phases. Throughout her professional career, she has provided INSET, undertaken research, presented at national and international conferences and written articles, primarily on writing. She started The English Team in 2004 and registered the Play-talk-think-write® Boxes in 2005.
Call: 0151 513 9410
Sara Radley - Associate Partner
Sara has worked in education for 22 years. She taught in a primary school in challenging environment before becoming an Advisory Teacher in 2002. She held the post as Advisory Teacher for English and Literacy for three years, working with all kinds of primary schools across a Local Authority. She has led courses, run INSET days and supported individual schools and teachers in all stages from Foundation to upper Key Stage 2. She joined the Team in 2005 and currently holds a senior position in a primary school. Sara has a particular passion for using drama across Foundation, Key Stages 1 and 2, and creating 'virtual environments' in classrooms to enhance learning through structured play.
Joanne Halliday - Associate
Joanne is a successful Drama practitioner, with over twenty years’ experience. In her roles as a Local Authority Advisory Teacher and as an Advanced Skills Teacher, she has developed and led courses for both staff and students across all Key Stages, including sixth form. In addition she has maintained a part-time commitment to teaching and leadership within a school. Her work has often focussed on developing speaking and listening and creative writing. She has researched the use of drama to encourage inclusion in the classroom and has worked across key stages using drama to engage students with special educational needs. Joanne believes that Drama is valuable right across the curriculum, as it can be used to create exciting, vibrant and challenging learning environments. More recently Jo has spent considerable time working with homeless young people using arts to develop confidence and self esteem.