Secondary Phase Inspectors

e: urmilla.choubae@hants.gov.uk

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Urmilla brings over 30 years of experience in education, with a deep commitment to inclusion, equity, and improving outcomes for all learners. She is passionate about supporting schools to strengthen inclusive practice and make ordinarily available provision work effectively in practice for all learners. Her aim is to work alongside leaders and teachers to share strategies that improve outcomes and promote inclusion in everyday classroom teaching—particularly for learners who have experienced transitions, faced challenges, or are vulnerable, helping them to succeed.

Beginning her career in South Africa during a period of profound social change, she witnessed first-hand the transformative power of education.

A qualified Maths and Business Studies teacher, Urmilla has worked extensively in mainstream secondary education and specialist settings. Her passion for inclusion led her to headship, where she spent seven years as Headteacher of a Pupil Referral Unit, supporting some of the most vulnerable learners to re-engage with education and achieve success.

In her current role as HIAS Secondary Inspector/Adviser and her vast experience as a lead practitioner for inclusion, Urmilla focuses on tackling and overcoming barriers for young people, including transition for multifaceted reasons, anxiety, and persistent absence. She works alongside schools to strengthen inclusive practice, champion high aspirations, and share strategies that enable every young person to thrive.

e: kate.broadribb@hants.gov.uk

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Kate has 20 years’ teaching experience in Hampshire schools and an absolute passion for geography and digital technology. Kate’s background as an Advanced Skills Teacher for geography enabled her to undertake outreach work, collaborating with local educators to develop creative and challenging geography curriculums across all key stages.

For the past ten years Kate has worked as Senior Leader of Learning with responsibility for implementing a yearly continuing professional development (CPD) programme and embedding EdTech across a school community. Most recently Kate has been project lead for the Department for Education (DfE) Edtech Demonstrator programme, providing peer-to-peer support and expert advice on digital strategy and how to successfully embed educational technologies in the classroom.

After six years as a member of the DfE Teacher Reference Panel she remains committed to understanding the changing educational landscape, supporting schools to develop sustainable EdTech strategies and improving the quality of geography education.

e: helen.dear@hants.gov.uk

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Helen is an experienced senior leader, having spent the last eleven years in senior management within schools in Southampton and Hampshire and most recently being the Head teacher at a school in Hampshire.

Helen has worked within challenging contexts and has led in several areas of school improvement which include the curriculum and teaching and learning. She also worked with schools and leaders across the country as part of a school improvement model for a large academy chain.

Helen is an English specialist and presided over significant improvements in English both at middle and senior leadership level and worked with several schools to help improve their outcomes for English. During her tenure as a Headteacher Helen was passionate about personal development and the links between this and academic performance which in a post Covid world seem even more pertinent and relevant as an area of school improvement for Headteachers today.

e: tania.harding@hants.gov.uk

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Tania joined HIAS in September 2016 after being an assistant headteacher and leading a SCITT at a secondary school in Hampshire. Her commitment to teacher development at all levels led her to gain a Masters in Education, lead whole school CPD, implement a successful teacher training programme and create and deliver many training sessions for networks of schools.

Her main areas of responsibility are:

• secondary school improvement through working with leadership at all levels, teacher development, curriculum review and development
• Leadership and Learning Partner
• headteacher performance management
• working with school teams for improvement in performance, culture, curriculum design and delivery and consistency in pupil experience across departments>/li>
• secondary data lead focusing on effective use of data within school to improve outcomes
• ECT provision.

Tania is the lead for secondary data for the local authority. This work includes:

• supporting schools in their use of data, both internal and external (Analyse School Performance (ASP), Inspection Data Summary Report (IDSR), Perspective Lite and Fischer Family Trust Aspire (FFT))
• ensuring that data is used effectively to impact on the curriculum and pupil outcomes and supporting schools to develop their understanding and use of data through a combination of bespoke training, courses, and network meetings
• ensuring that data is used effectively to impact on the curriculum and pupil outcomes and supporting schools to develop their understanding and use of data through a combination of bespoke training, courses, and network meetings

Tania also offers support for governors in school self-evaluation, induction of new senior leaders and the headteacher performance management process.

e: richard.wilson2@hants.gov.uk

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Richard joined HIAS in January 2025. He shares his time between the HIAS Science advisory role and being a Deputy Head Teacher at a secondary school. He has been a senior leader for the last 16 years following periods as Director of School Specialisms and Head of Science.

Richard’s passions are:

• The development of all aspects of science leadership
• Whole school curriculum design and sequencing
• Creating a positive environment both in and outside the classroom where teachers and students can thrive
• Use of meaningful practical work, enquiry and demonstration to enhance learning
• Structuring learning sequences to ensure students feel confident and secure in their understanding
• Developing teachers to become consistently excellent practitioners
• Working alongside school and subject leaders to support best outcomes for all students of all abilities and backgrounds.

Richard was a lead science teacher for many years and continues to teach science as well as maths and engineering in his current school.

e: chris.vaudin2@hants.gov.uk

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Chris brings nearly three decades of experience in education, including over 20 years in senior leadership and most recently as Headteacher of a Hampshire secondary school. He has a proven track record in coaching and supporting senior and middle leaders, empowering them to make a significant impact in their roles.

Throughout his career, Chris has championed inclusive practice and worked to ensure every young person can thrive, regardless of background. His leadership has focused on tackling disadvantage and fostering school cultures where equity and opportunity underpin every decision.