Creating a culture of CPD in schools

Mark Mortimer - Warminster School

MM photoMark Mortimer has been the Headmaster of Warminster School since January 2014. After reading history at university, he attended the Royal Military Academy Sandhurst and then spent eight years as an infantry officer in the British Army.

After a brief career as a management consultant, he moved into education. Prior to Warminster, he worked at St John’s, Leatherhead, Hampton and Giggleswick. He takes over as Head of Bryanston in September 2019.

He has twice rowed across the Atlantic Ocean, once in a pair and once alone, and last year ran the Marathon des Sables ultramarathon across the Sahara with Julian Thomas.


Ena Harrop - City of London School for Girls

EH photo

Ena Harrop has been Headmistress of City of London School for Girls since the Summer Term 2014.

Prior to this, Mrs Harrop, as Director of Studies, led the teaching and learning agenda at the School with vision and vigour.  Prior to joining City of London School for Girls Mrs Harrop was Head of Modern Foreign Languages at the Royal Grammar School, Guildford for five years.

Mrs Harrop is an exceptional linguist.  English is her third language, after her native Spanish and French.  She is an outstanding academic, having left Salamanca University with a first-class degree in Classics, she then achieved an MA at Munich University, followed by an MPhil in Classics at Cambridge.  Mrs Harrop studied for her PGCE at the Institute of Education in London and whilst she has been at City she has concluded her MA in Education Management at King’s College, London.

She is married with three young daughters.

The aim of the workshop is simply to generate some discussion amongst heads about developing a culture of ongoing professional development in one’s school, with a view to building effective leaders at all levels. If, as some argue, the strategy of an organisation is increasingly becoming its structure rather than any plan, then what is needed is departments which are networked, trusted and sharing a common purpose.  This provides schools with the ability to solve problems bottom-up; it also leads to a professionally fulfilled and more motivated staff body.

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