Meet the team

Rosie has five years’ experience working as a history teacher and as head of department in secondary inner-city London schools. Before going into teaching, Rosie completed an MSc in Social Policy and Social Research at the Institute of Education, where she gained skills in quantitative analysis, and worked in data and insights in the education charity sector. Rosie is particularly interested in research methods in education, and passionate about bridging the gap between education theory and practice in schools.

Charlotte studied philosophy at King's College London whilst tutoring Maths, English and 11+ to students in the boroughs of Islington and Bromley. After graduating, she joined an EdTech organisation where she led a team of teachers to deliver coding and robotics programmes for schools all across London. Wanting to gain broader experience in the technology sector, she worked in a FinTech company that designed data analysis and report building softwares. Being passionate about education, and understanding the value of data, Charlotte is excited to contribute to ImpactEd's mission.

Kristy has a variety of experience across the education and impact evaluation sectors. She was a teacher in Singapore, worked as a (qualitative) researcher for a major educational publisher and spent several years at a start-up focused on research impact in the Higher Education sector across Europe, Hong Kong and Australia. Kristy has an MA in Education and Technology from University College London and is passionate about the impact and potential of educational technologies.

Saradia has recently completed her MA in Education and Psychology from University College London, where she conducted research on the efficacy of outdoor and nature learning. Before that, she worked in various capacities within the tertiary education sector as a tutor and course content developer for undergraduate courses in sociological and inclusive education.

Danielle has over 14 years of experience working in the Primary education sector working as a classroom teacher, head of department and SENDCo. She has led and implemented whole-school projects centered around improving social and emotional mental health in children as well as mentoring teaching students and Early Career Teachers. Prior to joining the ImpactEd team she worked with a leading Educational Publisher managing a product that aimed to support parents and educators. Passionate about improving mental health, Danielle also runs her own wellbeing and yoga business.

Before joining ImpactEd, Alex was a Project Officer in the Institute of Physics' education team, looking at ways to integrate research on student misconceptions into classroom practice. He studied physics and philosophy at Durham University, holds a Masters in philosophy and history of science from the University of Bristol, and is currently finishing a PhD in philosophy of physics from the Ludwig-Maximilians-Universität Munich.

Lauren's background has always been in Education as a former Primary School Teacher, Tutor and Early Years Curriculum Leader. Prior to joining ImpactEd Lauren took a year out to travel the world and during this time she taught English to students from ages 4-16 in Vietnam. Lauren is passionate about improving outcomes and life chances of children. Lauren began at ImpactEd as Onboarding and Engagement officer working closely on a project with the Department for Education.

Freya started her career at ImpactEd having studied Architecture at the University of Cambridge. As well as mentoring students applying to top universities as a Tutor at an e-learning company with a focus on improving accessibility, Freya has numerous years worth of experience in youth work within sports at both domestic and international level.

Nina is a UCL Psychology graduate with a passion for alternative teaching methods, such as experiential learning techniques. Prior to joining ImpactEd, Nina worked for two years in academia. She evaluated a psychoeducational intervention for teenagers and conducted nationwide studies on mental health outcomes and health-related behaviours during the pandemic.

Holly began working in education as an English teacher before working at Teach First delivering their Leadership Development Programme in schools across the North West. Prior to joining ImpactEd, she worked in a social and economic research consultancy with a focus on education and skills. She has a Masters in Education from The University of Manchester and is currently a school governor.

Anaghaa worked as a financial analyst before switching to her career in education. She has worked as a teacher, school leader, teacher mentor and researcher- working with schools, government and non-profit education organisations in India, Sweden and the UK. Before joining ImpactEd, she worked with ACER UK, focusing on education research and quality assurance of standardised assessments. Anaghaa has a master's degree in Education Management from King's College London. Anaghaa is also a community organiser and enjoys gardening and classic literature in her mother tongue, Marathi.

Matt has worked as a software engineer for 16 years for a variety of companies as well as running his own business. Most recently Matt worked as a public sector consultant helping Ministry of Justice and Hackney Borough Council improve public services. Outside of working he enjoys mentoring less experienced developers and teaching primary school children programming skills in Code Club (as well as playing guitar and restoring his classic mini).

Jennie retrained as a software developer inspired by the possibilities of tech for good. Prior to learning to code, she was a fundraising and events manager and spent over ten years working for various charities including Centrepoint and Mind. She also has a background in education as a former maths teacher and is a current school governor at a community special school.

Charlotte is an education professional with a background in teaching, pastoral student care and educational project management. Before joining us she was the Operations & Senior Programmes Manager for a specialist education company supporting Oxbridge university hopefuls. She is passionate about social mobility and improving outcomes for young people from disadvantaged backgrounds. She is studying towards a Masters in Education and Social Justice at Lancaster University in her spare time.

Steph is the Director of The Engagement Platform (TEP) for schools and teachers. The new platform supports schools to collect, understand and analyse robust staff engagement data. Over the last decade, Steph's career has focused on closing the gap between the least and most advantaged young people, first as a Science Teacher in the North East, and then at The Brilliant Club, as the Director of School Partnerships. Ensuring Teachers are set up for success is crucial in supporting pupil outcomes and she looks forward to working with leaders across the sector to utilise TEP to create great working environments for teachers.

Sarah retrained as a web developer following a career spent in publishing and animation, and hasn't looked back. She loves to use her programming skills for good, building applications that help people. Before ImpactEd, Sarah worked as a software engineer and technical lead for a digital consultancy and an online education and learning platform.

Mal has worked as a software developer in the education sector for many years. Alongside their work at ImpactEd, they are also the lead developer for the Chartered College of Teaching. Throughout their career, Mal has mentored trainee developers and taught on training courses, and is very excited to use technology to help improve learning outcomes. They also keep pet land hermit crabs.

Hayley has worked in a variety of roles within the education sector including product development, curriculum management and operations. Prior to joining ImpactEd she oversaw the development and delivery of an online learning platform for the award-winning international education company Oxford Summer Courses, and worked for the EdTech start-up Learning Ladders, building products for schools and implementing operational processes.

Colin Robertson is a software developer who has spent many years working on large-scale and high-traffic systems, and who has a deep interest in tools and techniques for improving effectiveness and well-being. He is excited to put his technical skills to use to help improve education and the school experience for pupils.