Narinder Gill Fcct
Consultant @Inclusive Attendance
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WORK HISTORY
Consultant @Inclusive Attendance
North Yorkshire, GB
The Inclusive Attendance Professional Development Model revolutionises how schools address attendance. Our goal is straightforward: create a culture where everyone is accountable for enhancing attendance. Recognising the vital role of each staff member, our model provides top-tier professional development. The six Learning Modules, co-designed by experts from various fields, empower staff with deeper knowledge and clarity on their roles.This approach fosters an inclusive environment, emphasising collective responsibility. Central to our approach are the four domains of practice, bridging theory with real-world application, covering professional practice, ongoing learning, evidence-based research, and innovative leadership.The work of Professor Katherine Weare (2015) and Thalia González et al (2021) underpins the Attendance Professional Development model.These research papers focus on adopting mental health, social well-being, and restorative practice strategies to support schools to implement a range of interventions which builds a culture of belonging for all children.The model creates conditions for addressing social justice issues, building positive mental health, developing emotional resilience, and social and emotional learning.
EDUCATION
International Coach Federation
Professional Certified Coach (PCC), Executive Coaching
University of Lancashire
Bsc (Hons), Psychology
National College of School Leaders
National Professional Qualification for Head Teachers, Education
The Church of England
NPQEL - National Professional Qualifications For Executive Leaders
University of Wolverhampton
Post Graduate Certificate, Education
University of Chester
Post Graduate Certificate, Personal and business coaching
NIOT National Institute Of Teaching
System Leadership
SKILLS
ABOUT NARINDER GILL FCCT
I have spent most of my career working in and alongside schools serving complex inner-city communities. Those experiences shaped me early on. They taught me that leadership is rarely neat, that improvement takes time, and that context matters.No two communities are the same. Each carries its own history, strengths, tensions and hopes. I have learned that meaningful change begins with listening. Understanding the families we serve, being curious about what sits beneath the data, and asking, what else can we do?Working with compassion does not mean lowering expectations. It means holding high standards while recognising the realities of children’s lives. It means building trust with families, valuing local voices and creating schools that feel anchored in their community rather than separate from it.I have led primary schools, worked as a School Improvement Director across a Multi-Academy Trust and supported system development nationally. Across those roles, my focus has remained consistent: strengthening curriculum, building leadership capacity and creating cultures where both children and adults feel a genuine sense of belonging.Alongside school leadership, I founded and led an award-winning social care company for ten years. Leading in a regulated environment through periods of significant challenge, including Covid, deepened my understanding of resilience, accountability and workforce sustainability. It reinforced for me that whether in education or care, strong relationships and clarity of purpose sit at the centre of improvement.Today, as a DfE RISE Adviser for Yorkshire and the Humber, I work with schools, trusts and regional partners to support sustainable improvement. I am particularly interested in how evidence-informed practice translates into daily classroom decisions, and how leaders can create the conditions for thoughtful professional growth.I am also Co-Founder of the Institute of AI Education and CS Re:Boot. My work in AI is driven by a simple question: how do we ensure children understand the technology shaping their world, not just consume it? For me, AI literacy must be inclusive, ethical and rooted in strong early foundations.I am a certified executive coach and author, and much of my approach is shaped by listening carefully and asking better questions.At heart, my work is about community and about creating environments where children develop confidence and agency, and where adults feel trusted, supported and valued.If that resonates, I would be glad to connect. Email: n••••@inspiring-generations.co.uk.
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