Amjad Ali
Our education system is strongest when every teacher, leader and student can see themselves represented — and can thrive. This series shares the lived experiences of teachers and leaders from underrepresented groups across schools and further education. Their stories are motivating and deeply human: they celebrate successes, confront challenges, and offer practical insight drawn from real journeys through the profession.
By amplifying these voices, we aim to inspire those already working in education, support the sharing of meaningful best practice, and encourage others to join a profession that needs — and values — them. The DfE is committed to building a diverse, representative workforce where everyone belongs. These case studies show what that can look like in action.
I am the CPD and Inclusion Lead at Chiltern Learning Trust, where I work part-time. The rest of my week involves working for myself as a Keynote speaker, CPD lead and Trainer at TryThisTeaching.com. I also dedicate time to The BAMEed Network, a grassroots charity I co-founded in 2017.
With over 19 years in education, I bring insight, passion, and innovation to everything I do, whether mentoring staff, shaping inclusive policies, or delivering impactful professional development across the sector.
My path into teachingAfter completing a law degree, I wanted meaningful work and found it in education. My early experiences as a playworker and teaching assistant in young offender institutions revealed a natural affinity for working with young people, especially in disadvantaged areas. Encouraged by a trusted mentor, the Head of Sixth Form at my old school, I pursued Qualified Teacher Status (QTS) and began my teaching career.
Learning and growthOne of my most memorable experiences was being mentored by Sir Tim Brighouse. At first, I didn’t know who he was — I just knew he was really important! Later, after spending time with him, I realised he was the most intelligent man I’d ever met.
I’ve always asked questions, sought out mentors, and learned from others. That’s not weakness — it’s growth.
Progression to leadershipMy progression through the education system was swift and impactful. Within five years, I became an Advanced Skills Teacher, specialising in teaching and learning. Later, I took on assistant headships, including helping to launch a startup school in Oxfordshire. Despite systemic barriers and a lack of visible representation, I carved a pathway into leadership.
I’ve never worked for a headteacher who looked like me. The barriers weren’t always overt — but they were there. This awareness led me to co-establish BAMEed, a grassroots charity that supports Black, Asian, and minority ethnic educators into leadership positions.
Working flexiblyI’m a vocal advocate for flexible working in education. For over a decade, I’ve balanced senior leadership roles with my independent work as a keynote speaker and my work at BAMEed. Currently, I work two days a week for my trust and three days for myself. I’ve championed the idea that educators can successfully work part-time and thrive.
My CEO once said, ‘I’d rather have some of a really exceptional person than none of a really exceptional person.’ That mindset made all the difference.
I’ve faced challenges with part-time leadership, including misconceptions and throwaway comments. But I met them head-on: I’ve got two jobs. I do a double week.’
Why representation mattersThroughout my career, I’ve been a visible role model for students and colleagues. I recall students in Oxfordshire being surprised to see a senior leader who looked like them. They said, ‘If you win, we win.’ That stuck with me.
I intentionally look to work in schools with low ethnic diversity, because I believe that representation is just as vital for white British pupils. They need to see diversity too—perhaps even more so than others.
Ethical leadershipMy motivation stems from a deep moral compass. Whether delivering CPD for support staff or platforming others through the BAMEed speakers bank, my work is grounded in service. We do it because it needs to be done — not because we have to.
I care deeply about speaking honestly about race and inclusion, especially special education needs - not presenting a polished or comfortable version of the truth. Phrases like “I don’t see colour” or “I treat everyone the same” do not work when the systems we live and work in still treat people unfairly because of their race. Before society can truly be fair and equal, we need to challenge and fix the systems that create inequality in the first place.
Find out moreWell-designed flexible working including part-time working, compressed hours, and off-site PPA time, can help support female teachers, enabling them to remain in the workforce and to progress. To support schools to implement effective flexible working practices, we have published a flexible working toolkit which includes practical resources to help school leaders implement flexible working and to support staff to request it. These resources have been produced by school leaders and other sector experts, together with the department.
Expanding and promoting flexible working opportunities in schools can help to recruit, retain and motivate teachers, improve staff wellbeing and promote equality of opportunity in the workforce. By helping to recruit and retain talented teachers, it can support the high-quality teaching needed to make the biggest difference in a child’s education.
seen at 11:41, 6 March in Teaching.