About Bromley Education
Bromley Education was formed in 2012 and became a part of the Autus Group Ltd in 2018.
In our first eight years of trading, we have continued to expand the services we offer. We now provide a range of school improvement services, a college ‘critical friend’ service, training and development, including open courses, bespoke in-house inset, and conferences, coaching and mentoring, and copy-writing and editing services. We offer education advice to schools, colleges, local authorities, multi-academy trusts and charities.
If you’d like to speak to us about any of the services we offer, please visit our contact page.
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About Matt Bromley
Matt Bromley is an education writer and advisor with over twenty years’ experience in teaching and leadership including as a secondary school headteacher and principal, FE college vice principal, and MAT director. He also works as a public speaker, trainer, and school improvement lead, and is a primary school governor.
Matt writes for various newspapers and magazines including TES, SecEd, Headteacher Update, SEN Leader, School Business Manager Magazine, Children & Young People Now, Attendance Matters Magazine, and School Inspection+Improvement Magazine.
He is the author of numerous best-selling books for teachers including ‘How to Become a School Leader’, ‘The IQ Myth’, ‘The Art of Public Speaking’, ‘Teach’, ‘Teach 2’, ‘Making Key Stage 3 Count’, ‘The New Teacher Survival Kit’, ‘How to Lead’ and ‘How to Learn’. His latest book is ‘School & College Curriculum Design’.
Matt’s education blog, voted one of the UK’s most influential, receives over 50,000 unique visitors a year.
He regularly speaks at national and international conferences and events, and provides education advice to charities, government agencies, training providers, colleges and multi-academy trusts. He works as a consultant and trainer with several companies including Creative Education, Osiris Educational, Forum Business Media, Keynote Educational, the ETF, Engage Education, and the Association of Colleges. He also provides a wide selection of direct-to-market consultancy and training services through his own company, Bromley Education, which he founded in 2012.
Between 2013 and 2016 Matt was the Group Director for a large further education college and multi-academy trust (a combined role encompassing: college Vice Principal, MAT Director, and academy Principal Designate) and was responsible for improving the quality of teaching of c30,000 students. During his tenure the Ofsted judgment for further education provision improved from ‘requires improvement’ to ‘good’ with outstanding features, teacher training provision was graded ‘outstanding’, higher education provision was ‘commended’ by the QAA, and exam results placed the college within the top 20th percentile in the country. Matt was also a sponsor and governor of the trust’s secondary academy which, during this tenure, achieved the best GCSE results in its history.
Between 2012 and 2013 Matt worked as a Consultant Headteacher. Prior to this, he was the acting Headteacher of the highest performing comprehensive school in its authority and one of the top five most improved schools in England (whose Ofsted judgment improved from ‘satisfactory’ to ‘good’ under his leadership).
Matt has also been the Deputy Headteacher of a small rural school (with responsibility for the curriculum and timetable, self-evaluation and school improvement, and health and safety and the site), and the Assistant Headteacher of a large inner-city school (with responsibility for, amongst other areas, teaching and learning – improving the Ofsted judgment from ‘satisfactory’ to ‘good’ – and the achievement of pupils).
He is an experienced teacher of English Language and Literature at key stages 3, 4 and 5 and has a strong record of exam success at GCSE and A Level both as a classroom teacher and as a middle and senior leader.
Matt has worked at senior levels in the public and private sectors and, prior to teaching, was a senior manager in the telecoms industry. He began his working life in newspaper journalism. He has an Honours degree in English Language and Literature, a Post-Graduate Certificate in Education and the National Professional Qualification for Headship, as well as several professional qualifications.
Matt provides the college with a critical friend service that has allowed us to reflect objectively on our strengths and weaknesses and assess the best direction of travel. Supported by Matt, we have reviewed all our teaching, learning and assessment practices from a fresh perspective and are confident we are keeping abreast of the latest pedagogical thinking, which has been particularly important with the launch of a new inspection framework. Matt has supported the college in reshaping quality assurance and improvement practices and is involved with the development of our future curriculum. He asks those pertinent, challenging questions which help leaders to articulate plans – Principal and Deputy CEO, Coventry College
Matt has helped shape the organisation. He is a critical friend who guides the college’s vision through his ability to nurture and tease out current educational issues without ever imposing his own opinions. Matt offers vanguard training and consultancy within an ever-changing educational landscape. Matt is very focused on the now but always has his pulse on the future, quick to share his vast experience to unravel the complexity of the FE sector. – Head of Quality, Loughborough College
I’ve learnt more about pedagogy in the last hour than I did in four years studying my BA Ed | The best training I’ve had in 18 years | Superb knowledge | Extremely knowledgeable | Absolutely fantastic – energetic and funny | Very engaging & interactive, tailored to our needs | Dynamic, engaging presenter | Practical advice that can be immediately put to use | Very high quality | Excellent – best trainer I have heard in 11 years | Very inspiring. Really makes sense | A great speaker – Training delegates
An outstanding display of leadership as acting Head…an outstanding Deputy Head. He has considerably enhanced our curriculum [&] dramatically improved our English performance. [He’s made] improvements to teaching & learning across the school [&] our value added performance has increased from 993 to 1007, indicating the improvements he made to data analysis & intervention had a real impact on pupils’ performance across the ability range. – Chair of Governors, Wensleydale
[His] effectiveness can be seen in the record results achieved at GCSE of 84% 5A*-C with English and Maths. It is a testament to his attention to detail that only one or two students performed differently to that which we predicted. He possesses the key skill of being able to look years into the future & ensure that decisions made now will not have to be reversed in a couple of years. – Headteacher, Wensleydale
“Overall success rates for learners aged 16 to 19 rose markedly & are now good. GCSE English & mathematics A* to C also improved significantly [to be] above the sector average. Overall outcomes for adult learners improved significantly & are now good. Learners with high needs make excellent progress. Outcomes for learners on AS- & A-level programmes improved & are in line with similar colleges. Outcomes for apprentices were slightly above national rates. [Leaders’] actions have rapidly improved outcomes, quality systems, & teaching, learning & assessment, which are all now good. Teaching staff benefit from good-quality training & development. Teachers are well qualified. [Teachers] set high expectations [and] are positive role models. Teachers’ support for learners is individualised & challenges learners to achieve. They ensure learners remain fully engaged & enjoy learning. Teachers integrate English & mathematics well [&] use technology well to promote learning. Learning outside the classroom is good [&] contributes to learners’ progress & personal development. Assessment is accurate [& the] tracking of learners’ progress is good.” – College Ofsted 2016
“The sponsor [has] brought about recent significant improvements in teaching & leadership. Representatives of the DCET have a clear vision for the academy & are highly committed to drive improvement. The sponsors are fully aware of the strengths & weaknesses of the academy & have a secure understanding of what is needed to improve the outcomes for students rapidly. Governors provide high levels of challenge to school leaders. They are highly skilled & have a very good understanding of the issues affecting the school. They have a good understanding of the quality of teaching & ensure that actions are taken to address any weaknesses. Improvements to the quality of teaching during the past year have eradicated inadequate teaching. Learning is no longer inadequate & students make good progress in many lessons.” – Academy Ofsted 2014
“The summary SEF [Matt wrote] is informative & succinct. It tells the story of the key points relating to the academy effectively. [A] particularly successful strategy is the ‘teacher on a page’ approach to performance management [which Matt devised & developed]. There is an appropriate link between outcomes for students & performance management. Governors provide an appropriate balance of support & challenge. The sponsor has provided strategic, well-planned & effective support. It is clearly not a ‘hands off’ sponsor. Good support has been provided for the senior leadership team.” – Academy DfE report 2014
“This is a good & continuously improving school [&] aspects of the school’s work is outstanding… leadership & management are very effective, senior leaders [are] very aware of the strengths & areas for future development… attainment is significantly above average [&] has been improving year on year [as a] result of an extending range of curricular opportunities… the curriculum is good, well suited to students’ needs [&] the proposed developments for the curriculum over the next two years are well advanced & reflect an ever increasing range of opportunities including in the sixth form [where the curriculum] reflects well on the range and type of qualification needed to gain employment or to continue in further or higher education… leadership & management are of outstanding quality [&] monitoring & evaluation has had a direct influence on the quality of self-evaluation through the school; self-evaluation is very accurate.” – School Ofsted 2012
2015: COLLEGE Outcomes in top 20th percentile for FE colleges; overall success rates 3% above provider average, improving 7pp for 16-18 & 5pp for 19+; success for all groups of learners above provider average, no notable achievement gaps; success rates in English and maths Functional Skills above national average, improving 13pp for 16-18 and 15pp for 19+; overall retention improved 3pp to 93%; high grade achievement improved significantly to be above national rates; A Level success improved 4pp to 95% to be above provider average, high grades and value added also improved; both A Level and vocational ALPs scores improved to be above LEP averages; timely success rates for apprentices were 10pp above provider rate; 99% of learners achieved a positive destination. ACADEMY Achieved best GCSE results in school’s history
2012 98% 5A*-C & 84% 5A*-C inc En & Ma, significantly above national average; 100% pass rate at A Level; 100% of students in Matt’s GCSE English class met or exceeded FFTD targets
2011 86% 5A*-C & 77% 5A*-C inc En & Ma, 20% above national average & best in LA; the intervention programme Matt led increased the % 5A*-C inc En & Ma from 54% to 77% in-year.
2010 87% of students involved in intervention programmes Matt led either met or exceeded FFTD; Matt’s GCSE English class achieved a positive residual of 6.85 = sig value added. Every GCSE & A Level class Matt has taught had + residuals/VA.