Who we are
The EEF is grouped into the following teams. Click below to see who works where:
- Chief Executive
Professor Becky Francis, Chief Executive
Professor Becky Francis is Chief Executive Officer of the Education Endowment Foundation. She was previously Director of the UCL Institute of Education (IOE), which is ranked #1 in the world for education in the international QS rankings. Her prior roles include Professor of Education and Social Justice at King’s College London, Director of Education at the RSA and Standing Advisor to the Parliamentary Education Select Committee.
Throughout her career, Becky has sought to maximise the impact of academic research by working closely with teachers and policy-makers. Becky has been a judge for the National Pupil Premium Awards and the TES Teacher of the Year awards. She has spearheaded high-profile research programmes assessing the impact of major reforms in the English school system on educational inequalities.
Becky’s academic expertise and extensive publications centre on social identities and inequalities in educational contexts. She is best known for her body of research on social identities and educational attainment, including gender, race and social class.
Stephen Fraser, Deputy Chief Executive
Stephen became the Deputy Chief Executive of the Education Endowment Foundation in 2019, and works across all areas of its activity. Stephen also leads the development of the EEF’s international partnerships. These partnerships support the adoption and generation of evidence beyond England, and contribute back into the evidence base for English schools. He also contributes to the EEF’s dissemination and impact work, collaborating with educators to understand and translate evidence to support practical implementation in their local context.
Stephen has spent the majority of his working life in the Australian education system, where he has held a number of senior policy and delivery roles in Victoria. He led the development of the Australian version of the Teaching and Learning Toolkit, and has worked as a senior advisor to the Minister for Education, as Executive Director of the Department of Education and Training’s Implementation Division and as Regional Director for the South Western Victoria Region, supporting the improvement work of over 400 schools in urban and rural contexts.
Robbie Coleman, Head of Policy
Robbie joined the EEF as Head of Policy in September 2018, and works to promote the use of evidence in schools and policy-making. Prior to this, Robbie worked as an English teacher in East London. In an earlier role at the EEF, Robbie co-authored and led the development of the Teaching and Learning Toolkit, an accessible summary of educational research.
Eleanor Stringer, Head of Programmes
Eleanor manages a range of grants for projects currently being evaluated by the EEF, as well as overseeing the EEF’s work on improving English and Maths for 16-18 year olds and the Developing Effective Learners theme, which includes the guidance report on Metacognition and Self-regulated learning. Before joining the EEF in August 2011, she worked for Social Finance, examining how investment approaches can be used to solve social problems. Eleanor began her career at the charity sector think tank and consultancy, New Philanthropy Capital, analysing the effectiveness of individual charities, and worked with funders to help them to maximise their impact. She is a trustee of the specialist grant-maker London Housing Foundation and a councillor in Merton.
Matthew van Poortvliet, Head of Programmes
Matt leads EEF’s work on early years, character, and parental engagement. Within these areas, he is responsible for identifying promising interventions, managing trials, and developing EEF’s guidance for schools. Prior to joining EEF in 2013, Matt worked for charity consultancy and think tank, New Philanthropy Capital, where he led research on children and young people, and published reports on child mental health, youth offending and early intervention. Previously, he worked as an English language teacher. He is currently studying for a PhD at UCL Institute of Education.
Emily Yeomans, Head of Programme Strategy
Emily manages our work under two of EEF's school themes - science and feedback, which includes our work on marking. This involves funding and managing research projects as well as overseeing the production of publications to communicate the findings of our work. Emily also oversees our projects that apply the findings of neuroscience within the classroom. Prior to joining the EEF in 2012 Emily worked at the Wellcome Trust, managing projects spanning education research, policy and practice - with a particular focus on science education at the primary stage and teacher development. Emily started her career working in malaria research, before training as a science teacher and working in a secondary comprehensive school.
Peter Henderson, Programme Manager
Peter leads the EEF’s work on maths, SEN, and school organisation. Since joining the EEF in August 2013 he has edited the Teaching and Learning and Early Years Toolkits, led the setup of the North East Primary Literacy Campaign, and led the development of the EEF’s approach to guidance reports and cost evaluation. Prior to joining the EEF, Peter completed an MSc in Public Policy at UCL, where he wrote his dissertation on teachers’ use of research evidence, and worked as a researcher for the 1994 Group. Peter is a co-opted governor at a primary school in Islington.
Kathryn Davies, Programme Manager
Kath joined the programmes team in July 2018, and is responsible for a range of projects. This includes identifying promising interventions for funding, managing trials and overseeing the production of publications to communicate the findings of our work. Prior to this she worked at the Social Mobility Foundation, setting up the UK’s first Social Mobility Employer Index, which benchmarks how good employers are at being open to talent from all backgrounds. She was also previously the Senior Programmes Manager at the Sutton Trust, where she managed all of the ‘access to the professions’ programmes. Kath has also worked at Ashurst LLP and Mansfield College, Oxford. Kath is a Board member for the PRIME Commitment.
Joe Collin, Programme Manager
Joe joined the programmes team in July 2018, and is responsible for a range of projects. This includes identifying promising interventions for funding, managing trials and overseeing the production of publications to communicate the findings of our work. Prior to this, Joe worked in the Widening Participation Department at King’s College London, where he ran a range of programmes designed to expand university access to underrepresented pupils. Joe also spent time in the classroom as a Secondary History Teacher in Birmingham.
Amy Clark, Programme Manager
Amy manages a range of grants and leads the EEF’s work on two themes: mathematics and enrichment. This includes identifying promising interventions for funding, setting up and managing trials, and producing guidance reports summarising the best available international evidence in topic areas. Prior to this she has been a Programme Manager for a charity called First Give, running a social action and skills development programme in schools, and worked for ARK schools managing their KS5 vocational programmes. Amy served four years as a maths teacher in Yorkshire and London, and is also a Vice Chair of governors at a secondary school in Camden.
Sarah Tillotson, Programme Manager
Sarah manages a range of grants and leads the EEF’s work on two themes: Early Years and Language and Literacy. Sarah’s work on these themes includes identifying promising interventions, managing trials and overseeing the production of publications to communicate the findings of our work. Prior to this, Sarah worked as an Early Years class teacher and phase leader for 6 years. She taught in Hackney, East London for 4 years and then moved to Hong Kong to support in the establishment of two new kindergartens. After completing her Early Years PGCE at the University of Cambridge she completed a Masters of Education there, focusing on the adult’s role in child-initiated play.
Triin Edovald, Head of Evaluation
Triin joined the EEF in March 2017 and currently leads the development of the EEF’s approach to evaluation. She also oversees the management of the Global Trials Fund and support provided to the EEF’s international Partners.
Triin comes from the Innovation Growth Lab (IGL) at Nesta where she is Principal Researcher and focuses on the assessment of RCT designs and provision of consultancy on RCTs to the IGL's partners and grant holders. Prior to this she worked at NatCen Social Research as Head of Evaluation responsible for the team designing and delivering impact evaluations. Prior to NatCen, she worked at the Dartington Social Research Unit, where she was leading on the adaptation of the Washington State Institute for Public Policy’s cost-benefit model developed to inform government investment decisions for use in the UK. Before that, she worked at the National Academy for Parenting Research at King's College London, where she assessed the quality and effectiveness of parenting programmes.
Dr Florentina Taylor, Senior Evaluation Manager
Florentina joined the EEF in November 2017 and is responsible for the management of EEF evaluations. She has over 20 years' teaching and curriculum development experience, including six years as a university academic. She has led interventions and other research projects with thousands of students and teachers, focusing on increasing engagement and attainment. More recently, she led the research and data functions of the Equality Challenge Unit and she developed a large-scale research, monitoring and evaluation programme for the Foreign and Commonwealth Office to measure the impact and return on investment of the global Chevening scholarship scheme. Florentina has a PhD in the psychology of learning and teaching foreign languages.
Celeste Cheung, Evaluation Manager
Celeste joined the EEF in September 2018 and is responsible for the management of EEF evaluations. Prior to this, Celeste was the Research and Evaluation Manager at The Brilliant Club where she ran the charity’s evaluation and innovation projects. Celeste completed her PhD in Psychology and Cognitive Neuroscience at King’s College London in 2013, her academic research focused on attentional processes and self-regulation in autism and attention-deficit hyperactivity disorder (ADHD). Celeste is a PhD Tutor at The Brilliant Club. She designed and teaches a STEM and Social Science course titled “The age of intelligence: when machines start to think”. She is also a governor for Roehampton Church of England Primary School.
Diotima Rapp, Evaluation Manager
Diotima joined the EEF in November 2018 and is responsible for the management of EEF evaluations. Prior to this, Diotima was a Postdoctoral Research Fellow at the Max Planck Institute for Evolutionary Anthropology in Leipzig, Germany. Over the past seven years, she gained extensive experience designing and implementing experimental studies of social development with children in kindergartens and schools. She conducted studies at the University of Vienna, the Goethe University in Frankfurt, the Max Planck Institute in Leipzig, and in rural villages in Kenya, recently earning a PhD in Developmental Psychology. Her published work include research on developmental trajectories of children´s prosocial behavior. She has worked as a lecturer at the University of Vienna, a tutor in Leipzig and did volunteer work for a German organisation supporting social and educational programs for youth development in Europe.
Jennifer Stevenson, Evaluation Manager
Jennifer joined the EEF in November 2018 and is responsible for the management of EEF evaluations. Prior to this, Jennifer worked at the International Initiative for Impact Evaluation (3ie) for six years in their synthesis and reviews team, where she managed and undertook reviews and evidence maps on primary and secondary education interventions, climate change and transparency and accountability in government in low-and middle income countries. She has done work on improving the policy relevance, methodological quality and timeliness of systematic reviews and meta-analysis. In addition, she has undertaken work for organisations including the International Growth Centre at LSE and Action Against Hunger. She holds a Masters degree in Public Policy from University College London.
Christine Kelly, Evaluation Manager
Christine joined the EEF in November 2019 and is responsible for the management of EEF evaluations. Prior to this, Christine was a Research Advisor at The Behavioural Insights Team, where she helped design and evaluate interventions to improve health, education, and safety outcomes in the UK and internationally. Christine completed her PhD at the London School of Hygiene and Tropical Medicine in 2018, where her research combined quantitative and qualitative methods to explore the determinants of primary school absenteeism in Malawi. She previously spent four years at the Population Council, a research organisation based in New York, coordinating large longitudinal research programmes in Malawi and Zambia. Her published work focuses on linkages between health and education, and data collection methods.
Ben Weidmann, Research Associate
Ben is currently completing his PhD at the Harvard Graduate School of Education. His work for the EEF explores how different methodological approaches influence education evaluations. He holds degrees in statistics, history, education and economics.
Rob Coe, Senior Associate
Rob joined the EEF in February 2019 to support the development of new approaches to running evaluations of teacher practices whose results will be both rigorous and relevant, as well as providing technical expertise.
He was previously Professor of Education and Director of the Centre for Evaluation and Monitoring at Durham University, where he worked for 20 years doing research, evaluation, teaching and policy engagement. Rob is particularly interested in the uses of research by teachers and school leaders and how it can be integrated into everyday pedagogy and school-level decision-making. He was a co-author of the EEF’s Teaching and Learning Toolkit, the Sutton Trust report ‘What makes great teaching?’ and the ‘Developing Great Teaching’ report for the Teacher Development Trust. He has been a member of numerous advisory groups on assessment, evaluation and use of evidence.
- Toolkit, Reporting and International
Jonathan Kay, Toolkit Lead
Jonathan leads the work on the Teaching and Learning Toolkit and the EEF's evaluation reports on individual projects. Jonathan joined the EEF in April 2014. He previously worked for the National Education Trust, and as a research assistant on a study on using text messages to engage parents with their children’s education. He holds an MSc in Political Theory from the London School of Economics.
Maisie Monroe, International Manager
Maisie manages the EEF’s international partnerships, working with organisations across the globe to support the adoption and generation of evidence, which in turn helps to strengthen the evidence base for English schools. Maisie joined the EEF in November 2017. Prior to the EEF, Maisie worked across the private and charity sectors (in organisations including KPMG, the Sutton Trust and the Institute of Physics) in roles focused on increasing social mobility through education and access and progression within the professions.
Mohammad Zaman, Project Manager
Mohammad supports on the management of EEF’s work on the Teaching and Learning Toolkit. Prior to joining EEF in June 2018, he worked at Action for Children supporting their strategic partnership in early years with the Department for Education. He holds an MSc in International Development and Security from the University of Bristol.
Amy Ellis-Thompson, Guidance and Implementation Manager
Amy manages the end-to-end process for the production of guidance reports and the delivery of implementation plans based on the reports, ensuring that reports are accessible and that their recommendations have impact. Amy joined the EEF in April 2019. She has previously worked in the publishing industry, managing a portfolio of academic journals, and in an editorial capacity in the charity sector at the Royal Society for Public Health and the Anna Freud Centre.
- Dissemination and Impact
Stuart Mathers, Head of Dissemination and Impact
Stu leads the Dissemination and Impact team at the EEF. The team's work includes EEF’s approach to supporting schools to use evidence to support school improvement from resources to support teachers to use guidance reports and the Toolkits, through to regional support and training focused on supporting disadvantaged pupils. He is based in North Yorkshire.
Stu joined the EEF in February 2017, and since then has been involved in the development of the Research School Network and the EEF’s approach to mobilising evidence. Drawing on his background around professional development, implementation and making change at scale, Stu has supported the development of training around Putting Evidence to Work: A school’s guide to implementation.
Before joining the EEF Stu spent 10 years at the Department for Education, providing policy advice on teachers' professional development, evidence-based teaching, the use of teaching assistants, and primary pedagogy. Stu has also previously been a school governor, most recently as the Chair of Governors at a small primary school in Scarborough.
Professor Jonathan Sharples, Professorial Research Fellow
Jonathan joined the EEF in September 2013, on a research placement co-funded by the Economic and Social Research Council. He is seconded from the Social Science Research Unit at University College London’s Institute of Education. Jonathan works with schools and policy makers across the education sector to promote evidence-informed practice, and spread knowledge of ‘what works’ in teaching and learning. He has previously worked at The Institute for the Future of the Mind, at Oxford University, and as a secondary school science teacher in Sydney. He is the author of Evidence for the Frontline, a report published by the Alliance for Useful Evidence that outlines the elements of a functioning evidence system. Jonathan co-authored the EEF's 'Making Best Use of Teaching Assistants' and 'Putting Evidence to Work: A School's Guide to Implementation' guidance reports.
Alex Quigley, National Content Manager
Alex works in the Mobilisation and School Engagement team. Alex leads the development and quality assurance of EEF tools, resources and training. He manages the coordination of multiple campaigns to ensure engagement with EEF evidence. Alex joined the EEF in 2018 after 15 years working as an English teacher. Alongside his teaching role, he was the Director of Huntington Research School, in York.
He is author of books including ‘Closing the Vocabulary Gap’ and ‘The Confident Teacher’ and he regularly writes columns for TES and Teach Secondary magazines. Alex co-authored the EEF's ‘Metacognition and self-regulated learning' and 'Improving Literacy in Secondary Schools' guidance reports.
Thomas Martell, Regional Delivery Lead - North East (currently on secondment)
Tom is the Regional Lead for the North East and Cumbria where he supports teachers, school leaders and system leaders to use evidence to improve outcomes for all pupils, especially those facing disadvantage. This includes the EEF’s North East Primary Literacy Campaign and supporting the Research Schools Network.
Previously, Tom worked in the EEF’s programmes team where he helped to select, set up and oversee the delivery of rigorous evaluations of high potential projects. Tom also led the EEF’s work on literacy, co-authoring 'Preparing for Literacy', 'Improving Literacy in Key Stage 1' and 'Improving Literacy in Key Stage 2'. Prior to joining the EEF, Tom was Head of Science and Technology at two secondary schools. Tom now volunteers as a governor at a primary and secondary school.
Sue Morgan, Regional Delivery Lead - Central and West
Sue is the Regional Lead for the Central and West areas of England and works alongside Research Schools to engage schools, partners and system leaders in the use of evidence based practice to improve learning and narrow the attainment gap.
Sue joined the EEF in July 2019. Prior to this she has had a successful career working across sectors leading children’s services and tackling inequalities in social care, early years, health, substance misuse and housing. Sue was a Group Manager for Early Help at Walsall Council from 2012 - 2016 and Director of Community Child Health at NHS Walsall Healthcare Trust from 2009 -.2012. More recently Sue worked for Change Grow Live as National Implementation Lead; supporting the organisation to develop and improve support for children affected by substance misuse. Sue is passionate about tackling inequalities and partnership working to improve outcomes for children
Phoebe Fisher, Regional Delivery Officer
Phoebe works in the Dissemination and Impact team, providing logistical support for the Regional Leads and schools in the Research Schools Network. She is based in the London office and provides a communications link between the regions and other members of the wider EEF team in London. She joined the EEF in July 2019 having worked in various project management roles in the UK and in international settings. She has also taught science, English and music at schools, festivals and privately.
Igraine Rhodes, Regional Delivery Lead - London and the South East of England
Igraine joined the EEF in May 2017 from national school network Whole Education, where she supported schools to learn from one another. Alongside this work, she provided advisory support to education-based charities through notdeadfish.
Igraine spent four years in the classroom as a teaching assistant and an English teacher. She is the chair of governors at a primary school in Tottenham. She co-authored the EEF's ‘Improving Behaviour in Schools' guidance reports.
Liberty King, Regional Delivery Officer
Liberty holds a logistical role within the dissemination and impact team. After finishing her undergraduate degree at the University of Oxford, Liberty became an English teacher through the Teach First programme. Her passion for fighting social inequality through education was realised early in life and it is a cause she advocates for in everything she does. Prior to joining the EEF in September 2019, Liberty was completing a masters in international education policy at Harvard University. She holds voluntary roles with the Social Mobility Business Partnership as well as the Positive Transformation Initiative; both organisations work towards creating a fairer picture of outcomes for young people from disadvantaged backgrounds.
Lorwyn Randall, Regional Delivery Lead – South West & South Coast
Lorwyn leads the EEF’s school improvement work in the South West & South Coast. He works closely with the Research School Network and other Improvement Partners in the system to broaden schools’ understanding of evidence and provide access to guidance, training and support in the region.
Lorwyn joined the EEF in September 2019 having led Kingsbridge Research School since 2016. In addition to five years in secondary school senior leadership, he has twelve years of experience teaching RE and Philosophy. During this time, he completed a Masters in Education Research at Exeter University focussing on dialogic teaching and led an EEF pilot study on self-testing.
Before working in education, Lorwyn spent three years working for Torbay Social Services. He volunteers for South West Food Collective, a food redistribution charity that collects surplus food from a range of suppliers and redistributes it to charities in the region.
Pauline Brown, Regional Lead - North West
Pauline is a member of the Dissemination and Impact team, supporting the schools to use evidence of what works to improve teaching and learning, especially for the most disadvantaged.
Pauline is an experienced senior leader who has worked in a range of schools in different contexts. Previously she has been a Local Authority Consultant and SLE. Pauline has recently coordinated a large SSIF project implementing change in maths pedagogy to support disadvantaged learners, in partnership with the Maths Hub and University of Leeds. Pauline has also been recognised for her work with ‘looked after children’ by the Virtual School at the North Yorkshire Teaching Awards.
In addition, Pauline is studying for a PhD at the University of Manchester and is a visiting fellow for The Northern Powerhouse Partnership, advocating for better outcomes for disadvantaged children in the North. Pauline is a governor at her local primary school.
Caroline Bilton, Literacy Content Specialist
Caroline joined the EEF, as Literacy Content Specialist, in January 2020.
Previously, Caroline was a primary class teacher, assistant headteacher, English lead and Pupil Premium Champion. She has also worked as an SLE across schools in North Tyneside and Northumberland, working closely with teachers to improve the teaching of reading. Caroline was also an advocate for the North-East Literacy Campaign.
Caroline maintains close links with the school from which she is seconded, and is continuing her work there as a school governor.
Simon Cox, Mathematics Content Specialist
Simon is a member of the Dissemination and Impact team, leading the development of EEF tools, resources, and training relating to the teaching and learning of mathematics. He manages the EEF's mathematics campaigns to support the engagement with EEF evidence of mathematics teachers, subject leads, and school senior leaders, and has supported the development of training around the Key Stage 2 and 3 mathematics guidance report.
Simon joined the EEF in 2020 on a part-time basis, alongside his role as the leader of Blackpool Research School. Simon has taught mathematics to pupils aged 11 - 18 for 16 years and has held a range of school middle and senior leadership positions. He is a regular speaker at national and regional conferences and events, and is currently completing a Masters in Educational Research at the University of Bath.
Niki Kaiser, Science Content Specialist
Niki is currently seconded part-time to the Education Endowment Foundation as their Science Content Specialist. Niki is a teacher and Research Lead and,as well as teaching Chemistry for over 13 years, she has supported teachers to embed research into their practice, in her role at the Norwich Research School.Consequently, she was awarded theRoyal Society of Chemistry’s Schools Education Award in 2019, for the incorporation and dissemination of research-informed teaching approaches. Niki is a firm believer that research use should always begin with the “why”,but she understands that the “what” and the “how” are also important, so she’s always keen to find accessible ways of putting research into practice.
Before training as a teacher, Niki worked as a Marine Biogeochemist, crossing the Equator multiple times as she investigated ocean-atmospheric interactions. It was while doing outreach activities in local schools that Niki discovered how much she enjoyed helping others to understand Science, and she is determined to help others experience the joy of this fascinating subject, as they learn more about the world around them.
Niki was on the advisory panel for the EEF’s Improving Secondary Science Guidance Report, and regularly writes about research and teaching for a range of education publications. She co-founded #CogSciSci, a peer-support network with over 1000 Science teacher-members and the Norwich Research Leads Network for teachers and leaders in Norfolk.
Kirsten Mould, Learning Behaviours Content Specialist
Kirsten joined EEF in January 2020 as Content Specialist for Learning Behaviours. She is based in Shropshire. Kirsten started her teaching career as a KS2 teacher and Forest School leader and has since made the move in to secondary English and Science teaching whilst leading on KS2-3 transition. In her work she aims to keep social and academic threads intact for all. Kirsten works for EEF Monday to Wednesday and continues at her secondary school as Head of Personalised Learning and Transition/SENCo on Thursdays and Fridays.
Kirsten has worked as a Specialist Leader in Education, she regularly delivers initial teacher training on KS2-3 transition in addition to CPD in school. She has been a primary school governor and is currently Chair of Shropshire Wildlife Trust.Ca
Caitlin Mackinder, Regional Delivery Lead - Yorkshire and the North East of England
Caitlin is the EEF’s Regional Delivery Lead for Yorkshire and the North East of England. In her role she supports teachers, school leaders and system leaders to use evidence to improve outcomes for all pupils, especially those facing disadvantage.
Prior to joining the EEF Caitlin held a variety of teaching, school leadership, and teacher development roles in disadvantaged contexts both in the UK and the USA. Most recently she was based at the Institute for Effective Education where she was part of the team establishing and supporting the Research Schools Network.Caitlin is the EEF’s Regional Lead for Yorkshire and the North East of England. In her role she supports teachers, school leaders and system leaders to use evidence to improve outcomes for all pupils, especially those facing disadvantage.
Siobhan Keddie, Regional Delivery Lead - East Midlands and the East of England
Siobhan is the EEF’s Regional Delivery Lead for the East Midlands and East of England. Her role involves working alongside Research Schools and system leaders to develop partnerships and promote the use of evidence based practice to improve outcomes for all pupils, particularly those facing disadvantage.
Prior to joining the EEF in May 2020, Siobhan worked in a range of different roles, demonstrating her passion for developing others and working towards a fairer society. She was a Primary Teacher and Literacy Lead at a school in Peterborough before joining Teach First to support their launch into the East of England and provide coaching to several cohorts of trainee teachers. She then progressed into the role of School Partnerships Lead for Teach First in the East Midlands, building and managing relationships with schools, system leaders and partner organisations across the region. Most recently, Siobhan worked at Police Now as a Curriculum Manager, where she developed the pilot of their National Detective Programme.
- Development and Communications
Stephen Tall, Director of Development and Communications
Stephen leads on the development of partnerships with like-minded organisations, ensuring the EEF achieves its fundraising goals. He also oversees the EEF's communications.
Stephen joined the EEF in January 2012. Prior to this he worked for the University of Oxford for 14 years, most recently as Associate Director of Development, heading up teams working across principal and major gifts, as well as annual giving and communications. Previously he headed up major fundraising campaigns for Oxford's Bodleian Libraries and for St Anne's College.
Stephen has been a school governor since 2001, currently at North Heath Community Primary School in Horsham. He was also a councillor on Oxford City Council for eight years, including a term as Deputy Lord Mayor.
Hilary Cornwell, Head of Media
Hilary manages all media activities for the EEF and the Sutton Trust. She is the first point-of-call for any journalist wanting to know more about the charities’ work. In her previous role at a communications agency, Hilary managed media campaigns for a wide range of projects, including art exhibitions, documentary films and music festivals.
Adil Morrison, Digital Manager
Adil joined the EEF in May 2017 and leads on the EEF's digital communications, with responsibility for its website, email newsletter and social media. In his previous role, he managed communications for a political foundation. He holds a BA in Modern Languages from UCL.
Trent Grassian, Data and Communications Analyst
Trent oversees the monitoring and analysis of national engagement throughout the Research Schools Network. He also leads on Network communications, including social media, newsletters and media activities, ensuring EEF’s work is accessible across the Network.
Before joining the EEF in 2019, Trent completed a PhD in Social Policy at the University of Kent, investigating the impact of various sustainability campaigns. He also earned a Master’s in Public Administration from the University of Exeter, after working as a Special Educational Needs teacher in the US.
- Finance and Administration
Anne-Laure Bedouet, Head of Finance and Operations
Anne-Laure joined the EEF in May 2013. Anne-Laure is a chartered accountant who qualified with Deloitte and worked for Thomson Reuters for nine years before joining the EEF.
Shelby Roberts, Administration and Policy Officer
Shelby joined the EEF in July 2019. Her role primarily supports various administrative functions across the organisation, in addition to supporting the Chief Executive in a PA capacity. She also works within the policy team, promoting the EEF’s aims of improving the use of evidence in schools and policy making.
Shelby has a BA in History from the University of Warwick and prior to joining the EEF she worked as Policy Officer at the National Governance Association. She has been a co-opted governor at a maintained primary school in Birmingham.
Bola Adefami, Finance Officer
Bola joined the EEF in June 2019, providing support on a range of key finance functions.
Harry Madgwick, Administration and Research Officer
Harry supports the administration team in their daily activities, as well as lending a hand with research projects as and when they arise.
Harry joined the EEF in September 2019. Previous to this Harry completed the Teach First Leadership Development programme that saw him teach English at a comprehensive secondary school in Islington, North London.
Alongside his work at the EEF, Harry is also participating in a master’s degree titled Social Justice & Education at the UCL Institute of Education
Candice Boateng, Business and Administration Apprentice
Candice is the Business Administration Apprentice who supports the finance and administration team in daily tasks.
Prior to joining EEF, Candice previously gained Level 2 and 3 Early years qualifications whilst working in a pre-school room. She has also participated in creating workshops for other young people who were starting secondary school. Alongside this, Candice has also raised £1,000 for a charity through public speaking.