Tom is an experienced school leader and educator, specialising in high-impact teaching and learning. He worked under Professor Rob Coe at Durham University, graduating with First Class Honours in Education in 2011, where his studies focused on the impact of technology on teaching and learning.
He gained the National Professional Qualification for Headship (NPQH) in 2021 and, at Virtual Academy, oversees curriculum development, teacher training and strategic direction. His work ensures all programmes are grounded in evidence-informed practice and the highest teaching standards.
Tom is passionate about making world-class teaching accessible to all.
Harriet is a Primary teacher and 11+ specialist with extensive experience preparing pupils for GL, CEM and ISEB exams. She combines deep knowledge of exam expectations with a warm, confidence-building approach that helps children achieve their full potential.
John brings exceptional leadership and classroom expertise to Virtual Academy, following over a decade as Deputy Headteacher at one of Manchester’s most successful state schools. During his tenure, the school achieved consecutive Outstanding Ofsted gradings, with pupil outcomes consistently exceeding national averages.
He has a deep understanding of curriculum design, teaching quality and pupil progress.
At Virtual Academy, John teaches advanced groups, using his expertise to design and refine the high-quality resources that underpin our programmes.
His influence ensures our provision remains academically rigorous, well-structured and aligned with the highest standards of online teaching practice.
Rob Coe FAcSS is Director of Research and Development at Evidence Based Education and Senior Associate at the Education Endowment Foundation. A former Professor of Education at Durham University and a secondary mathematics teacher, he is an internationally recognised expert in educational assessment, evaluation and evidence-based practice.
Rob is lead author of the Great Teaching Toolkit: Evidence Review and has contributed to numerous influential reports. He advises a wide range of educational and policy organisations and serves as Visiting Professor at the Centre for Mathematical Cognition, Loughborough University.
Peter Francis started his career brandishing pen and ink on a drawing board illustrating for an educational publishing company. After a few career changes he found himself creating and illustrating Non-Verbal and Spatial Reasoning questions for use in actual 11+ exams.
Over the past 30 years Peter has been commissioned to write 1000s of questions, guides and practice papers for several high-profile exam boards and publishers including GL Assessment, ISEB, Letts and Galore Park. He has produced three packs of practice tests under his own brand; PASS NVR.
More recently Peter has teamed with Virtual Academy to provide NVR and Spatial Reasoning questions that are as close as it gets to the real tests.
Arthur brings over 12 years’ experience in building and leading successful tuition centre businesses and offers deep sector knowledge to Virtual Academy. He is the Founder and Director of The Right Tuition Company, operating across Kent and East Sussex, with extensive expertise in 11+ provision, including programme development, tuition delivery, mock examinations, holiday revision courses, appeals support and charitable initiatives.
As a Non-Executive Director of Virtual Academy, Arthur provides strategic guidance grounded in long-term, hands-on experience and a strong commitment to widening access to high-quality tutoring.
Christiane Hutchinson works with the Virtual Academy leadership team as a trusted advisor, supporting the development of a sustainable, values-led strategy that protects what matters most while allowing VA to grow responsibly. Her focus is on building strong foundations that enable the organisation to extend its reach and positively impact more children and families.
With over 25 years’ experience supporting leadership teams across education and business, Christiane brings a thoughtful, global perspective shaped by work in France, Japan, the UK and Ireland. She is known for helping organisations grow with integrity, balancing long-term purpose with practical, well-judged decision-making.
Christiane is the founder of Wealth Teck, a specialist consultancy focused on helping organisations become resilient, well-structured and sustainable over time. She is valued for her calm, grounded approach and her commitment to clarity, stewardship and positive human outcomes.
She holds an MBA from Strathclyde Graduate Business School and a Japanese Studies Diploma from Sorbonne Nouvelle University in Paris.
Joss Dixon works with the Virtual Academy leadership team to support the organisation’s strategic development and long-term sustainability. His role focuses on helping the team make clear, well-informed decisions that ensure VA can grow responsibly while staying true to its educational purpose.
With a background in corporate finance and management consultancy, Joss brings strong business and analytical skills, particularly in planning, forecasting and understanding the wider impact of key decisions. He also has a keen interest in AI and technology, contributing to areas of platform development that support VA’s future direction.
Joss is valued for his calm, thoughtful approach and his ability to explain complex ideas in a clear, practical way. He holds a First Class degree in Mathematics, postgraduate qualifications in Actuarial Science, and specialist training in corporate finance from Imperial Business School.
Andy Ash is the Director of Deep Learning TSA, a primary-school-based Teaching School Alliance in the North West of England. He is a specialist leader in the teaching of mathematics and a Teaching for Mastery specialist working with the National Centre for Excellence in the Teaching of Mathematics (NCETM).
An experienced teacher trainer, Andy has supported schools across the region to embed mastery-based approaches to maths, leading large-scale curriculum development projects. His PhD research focuses on Teaching for Mastery, mathematical mindsets and the development of mathematical thinking.