The Venn HearmyVoice programme is a coaching and mentoring service designed to promote the development and empowerment of individuals and groups which will lead to big changes being made in the empowerment of primary school to university- level students. It will encourage participants to own their learning. It can also be tailored to suit people in the workplace, and help managers develop their leadership skills.

The HearmyVoice student programme is aimed at students from 9 to 25 years old, and starts with a 32-question diagnostic survey, which is an online questionnaire, with eight possible categories, based around the outcomes. From here, the six-week intensive coaching begins, which is tailored around the results to the survey to suit the individual. Once a profile has been established, an adult coach will be assigned for the duration of the course.

The HearmyVoice adult programme is designed with the adult in mind. It is aimed at workers with a view to empowerment and self-regulation in the workplace.

HearmyVoice has been designed to improve individuals’ aspirations whilst also supporting self-regulation and empowerment in young people and adults. It is primarily aimed for use within the education sector, but can be tailored for use within the workplace.

The programme supports organisations to improve performance processes, with the focus on finding solutions rather than reacting to problems.

The six-week intensive training can be completed online or face-to-face and can be one-to-one or in larger groups or teams.

  • 2023 Hear my Voice (HmV) programme is a culmination of over 3,00 coaching sessions spanning 15 years of development in over 120 organisations.
  • Over 50% of staff have secured internal and external promotions and extended whole-school leadership roles.
  • 100% of staff were able to use HmV as appraisal evidence to support successful progress.
  • 95% of staff involved with HmV gave between 95-100% satisfaction scores as to the value & impact of the programmes.
  • 90% of staff stated HmV gave them a voice in their organisation.
  • 95% of recipients explained that the HmV programme empowered them to make a difference in their organisations.

Supporting adults & young people in achieving their very best

HearmyVoice Student

The HearmyVoice Student programme is an intensive six-week programme that begins with a unique diagnostic survey. The subsequent report enables skilled practitioners to coach young people to recognise their inherent motivators and develop a bespoke week programme to support wellness and positive well-being.

The HmV coaching programme supports the development of motivation acknowledging the participants skills and strengths identified as nine key motivators. The subsequent programme supports the development of self-regulatory habits with coaching and a bespoke written plan that enables the participant to understand how they fit within a system, be that a classroom, a group, a family construct or working with individuals. The course is designed to empower the participant to succeed and make improved life choices as a result.

The process is school based working with a trained practitioner and pupils undergo a 1:1 coaching session for six weeks.

The school identifies the young persons teacher/mentor who is willing & able to facilitate the process. A relationship is established with the coach, student and mentor who work together over the duration of the programme.

HearmyVoice Adult

HerarmyVoice Adult is the unique adult programme that is designed with the adult and their workplace in mind.

It can be delivered from 6 weeks or has been proven to have greater success when used over an academic year.

It begins with a unique diagnostic survey. The subsequent report enables skilled practitioners to coach the participant to recognise their inherent motivators in order that they can recognise their positive role within their work-place.

It has been proven to support individuals to become motivated to succeed in their workplace and to be empowered to achieve their goals.

The process can be delivered face to face or online, the individual data is compiled into a Team Report and the practitioner provides coaches both the teams and individual participant as well as providing specific feedback and ways forwards.

As part of the coaching process specific targets are established and used as a supporting accountability measure for the individual. There are 4 follow-up sessions held every two to three months.

The programme has been identified as being very successful when aligned with workplace appraisal systems.

Leadership Insights

The Leadership Insights programme uses a combination of coaching, self-awareness self-assessment and data to support individuals to develop their leadership capabilities.

It is a full-day school-based programme that enables participants to develop their understanding of their key motivators through the use of our unique online survey. The programme works with the participants key-stakeholders to develop a bespoke day that draws out and develops key leadership skills and priorities. Utilising school data it enables the participants to develop the skills to empower themselves to develop as leaders.

My staff are now asking when the next coaching session is. They really see the benefits of the 1:1 coaching session. I’m thrilled with the whole-school impacts that are being achieved.

Headteacher , Hull Special School

I like the idea of developing a wider team over and beyond the successful coaching for success programme. Once these leadership posts are agreed we can meet up to build on these successes.

Executive Head, West Yorkshire Federated School

Having this amount of time to reflect on my practice made this a rare and valuable day.

Comments and outcomes from staff

I will now stop rushing around like a headless chicken and start to plan ahead to pre-empt leadership problems and use my advocate to the full

VT Phase leader, Hull Primary School

The Leadership Insights suite of programmes had been run successfully in three of our schools over the last five years. We had seen the positive impact of an experienced Consultant implementing the Leadership Days within these schools. We were positive this Consultant would deliver the right level of training that our Senior Leaders would need to run these sessions in our schools.

Deputy Principal, Evolve Academy Wakefield
I have known David Livsey from Leadership Insights for the last three years and have been impressed by the breadth of experience and understanding of the changes in the field of education over a long period of time.  They can keep track and use the changes appropriately in the Leadership Centre work.
Comments and outcomes from staff

5/5- The personal interview hit the nail on the head. It helped me to recognise how people see me and how I feel about myself as a leader.

Assistant Headteacher, Primary School West Yorkshire

The day confirmed to me that the head wants to invest in me and my career. I was unsure where my next steps should be. I now know that aspiring to a senior leader’s role is where I want to be.” Recently appointed foundation stage leader.

Comments and outcomes from staff

I have worked with Leadership Insights over the last 9 years as part of this school support linked to Motivational Maps and have observed (and experienced personally) the positive impact they can have on staff (at both individual & team levels). I was given the opportunity to train as a Maps Practitioner. This meant I would be trained to have the knowledge and skills to issue the online surveys to staff, receive and analyse the findings and give feedback with future agreed action steps.

Deputy Head, Francis Askew School Hull.

I now want to lead more phase and teaching assistant meetings to build on our collaborative work.“ Newly Qualified Teacher.

Comments and outcomes from staff

“These Leadership development programmes recognise the importance and provide opportunities, time and resources for individuals to be aware of their own and others’ needs. They demonstrate how a rigorous self-assessment process can provide evidence of where someone ‘is’ and puts in place a route to lift them to the next level of Impact Leadership.”

Education Matters Publication, Excellence in Leadership & management

The pupil data session helped me to break down everything into smaller steps and consider how to start building capacity from potential key staff, so they can have more ownership of the analysis and subsequent interventions.

Phase Leader , Hull Primary School

I have been working with the programmed for the past three years as part of my induction into the role of Head of School. Following the Leadership Insights programme I have transformed my self-perception and, skillful coaching, has played a central part in the development of a wide range of my own leadership skills. Work undertaken with other members of my staff -from the Assistant Head to teaching assistants – has also had a significant impact upon whole school initiatives.

Principal of Secondary Studio School Hull

I really enjoyed the 1:1 interview session as it allowed me to explore issues and their implications on my practice.” Senior Leader in the school.

Comments and outcomes from staff

OMA has worked with me to help develop my middle and senior leaders. The programme put in place has been a real driver to inspire   senior leaders and develop my aspirant leaders. Middle leadership had been an area for development picked up by our last Ofsted and the way the programme has been devised has given staff quality professional development. As the head teacher, I am kept informed of developments and David provides me with advice on who to focus on and what areas need addressing.  This is having a real impact on school improvement.

Hull Headteacher

The Leadership Insights suite of programmes had been run successfully in three of our schools over the last five years. We had seen the positive impact of an experienced Consultant implementing the Leadership Days within these schools. We were positive this Consultant would deliver the right level of training that our Senior Leaders would need to run these sessions in our schools.

Deputy Principal, Evolve Academy Wakefield

This bespoke programme is providing me with a professional benchmarking, evaluating, CPD target setting and monitoring programme for all levels of staff

Headteacher , Hull Primary School

At the start of the programme my confidence was low and feedback from SLT was critical. The motivational report highlighted a way forward for me. I recognised that I was not exploiting the areas I was good at The Insights programme engineered a role for me (to lead a group of subject leaders) I had the opportunity to set agendas, chair meetings and follow-up with monitoring actions to ensure staff were prepared for the next tranche of Leadership coaching meetings.

Comments and outcomes from staff

The reasons for the Leadership Insights Day and the benefits became clear as the day unfolded. I have now definite goals to achieve before my retirement.

Year Group Leader, Hull Primary School

The Subject Leaders’ programme has worked so well I would like the SLT to have the same opportunity in the next phase.

Headteacher , Hull Primary School

I worked with OMA during my time in Hull. Being coached to become a very successful urban leader was part of my aspirations. I was surrounded by a groundbreaking initiative for Teaching and learning CPD. It was the support of coaching and guidance through this process that enabled me to put this into practice and embed it throughout the school. This was the key difference that enabled the Academy to be “Good” during the section 5 OFSTED inspection.

Hull Headteacher

Evaluation of Leadership Insights phase three-Staff appreciated the time the school had invested to support them with their Subject Leadership. The 1:1 coaching was regarded as the most useful strategy to give focus, clear deadlines and support to meet the targets set. The frequency of the meetings was also seen as supportive as its engendered pace and momentum in preparation for the next review.

St Nicholas School

I gained so much and learned so much about myself. Expressing my views to an independent ear enable me to assess how current and workable my ideas were.

Comments and outcomes from staff, Early Years practitioner

We have worked very successfully over some years with Local Authorities across the Humber to deliver the Leadership Model, in the City of Hull and working with Grimsby and other local areas.  The pilot approach working with primary school clusters initially in use of online self -evaluation and assessment materials has been well received and is seen as user friendly.

Vivien Parker Senior Advisor Partnerships, University of Hull

The programme gave me the confidence to develop my skills. The Head recognised the improvements I made. I was nominated and accepted as a Moderator for KS1 for the local authority.

Comments and outcomes from staff

I attended the Train the Trainers Conference in January 2018. I was reassured that my organisation had identified me as a Trainer for staff in school.

I recognised that being involved in building capacity in our school was a priority. The four sessions enabled me to develop my skills to promote leadership qualities required of Emerging Leaders.

M Half, Acres School Castleford
As a result of the training, the Head noticed my positive actions and gave me additional roles of responsibility and influence at a whole-school level.  My whole self-perception changed, and I fulfilled rigorous but rewarding successes. The highlight being my successful preparation and presentation to achieve the Arts Mark award for the school.
Comments and outcomes from staff

OMA ltd has been working with my middle leaders for the last two years 2. The model of one- to- one coaching has been inspirational to those involved. I have seen these staff grow in confidence and self- awareness whilst deepening their understanding of strategic leadership.

Christopher Pickering Primary School Hull

We worked well as a team on the day and feel confident to take more ownership of assessment now.” Team of three teaching assistants.

Comments and outcomes from staff