Services offered by Fame Consultants

FAME’ team has long experience in helping schools to develop their teaching and learning, and in reviewing the quality of their work, can be used to monitor the overall operation of an education system.

It is quite likely that you already have training and development in place for your schools: what you need is an objective, external assessment of its effectiveness. You can call on our many years of experienced team to bring a rigorous critique to bear on the standards that are being achieved.

We go further. Often when private or public sector school systems embark on some initiative they monitor its progress but only as a compliance check. Our approach is to monitor, evaluate, review – and revise where necessary, so there is a genuinely decisive cycle of change.


FAME works with people and organizations considering setting up public or private school systems to develop the business case for such investment: will it be viable, what is the parental interest, how much will it cost to run the curriculum and what sources of funding can they find?

FAME has a huge range of expertise that we can call upon in the many fields that this requires, such as management consultants and infrastructure finance specialists. We know how to go about building a curriculum, the levels of staffing required to deliver it effectively to children, and therefore how much that is going to cost. We pull all of this advice together to build an integrated business case.

We also work with established school systems and universities on what they are trying to achieve and how they can best do so. In drafting their plan with them, we consider the likely impact two years on and draw on the synergies with our expertise in building design and in change management to ensure a pragmatic approach.


FAME deploys high quality intervention and training in order to build sustainable practice within education systems.

At one level we can run national conferences and delegate training around very specific needs such as explaining new government guidance to head teachers and senior managers. Doing so, we are helping them build their knowledge and understand how they should be applying the learning in their own situations.

At another level, we can help head teachers and senior managers to improve leadership and management, or a range of other technical skills related to teaching or the delivery of particular areas of a curriculum within their school. Through dialogue with our clients we customize our research-based core elements to meet their needs for ‘job-embedded’ training.


FAME routinely calls on the latest rigorous scientific research into effective education strategies in compiling our customized approaches to school development, and is an important partner in other people’s research.

Increasingly we are also writing up the findings of our own action-based research in collaboration with the schools we are helping.


FAME’s team is well versed in designing and managing study visits from one country to another for education officials and teachers, often as part of a larger project.

Trips of this sort allow educators to learn, to make contacts, exchange ideas and opportunities – whether at a very senior, ministerial level or among classroom teachers. As an element within a project that we are managing, we might think it would be beneficial for a group of people in one country to experience the way that things are handled elsewhere. We would therefore design a study visit, handle the practicalities, and have someone accompany the delegates to mediate and to help them think about what they are learning. We would then continue to work with them on their return, to take forward what they have learnt in their own situations.

Techniques used by Fame Consultants


Enabling school leaders to assess for themselves how well their institution is performing is fundamental to Fame Education’s approach to educational improvement.

A particularly popular aspect of our training involves classroom observation. It gives senior teachers and department leaders time to practice and become more proficient at sitting in lessons, observing the teaching and learning, and judging how good it is. They then learn to use that analysis to drive demonstrable self-improvement.

As well as the quality of teaching, there might also be issues around the management team, or perhaps students’ behaviour. Whatever the issue we look to develop a comprehensive plan for improvement with the school and support it through the process. This is done in a sustainable way so the school is able to continue making progress once our consultants leave. Equally, if a long-term partnership is needed to deal with multiple, complex issues, we will stay engaged to ensure improvement is sustained.


Schools that are confident in their ability to evaluate themselves can still welcome independent external verification of their high standards, perhaps as a preparation for a formal inspection.

We have developed the Fame Education based on our team’s years of experience undertaking formal inspections in the Pakistan and overseas, and using similar rigorous checks. As well as learners’ outcomes, we assess the culture, climate and ethos of the school, its environment, staffing and resources and its interaction with the community.

A quality review can also benefit schools that are facing mandated inspections, especially if they are vulnerable or under severe pressure to demonstrate a capacity to improve. We work with them on a full diagnostic assessment then provide targeted, specific support to address the issues that have been highlighted. We also develop a comprehensive improvement plan with them, coaching them through the process.


Fame Education has developed an innovative model of school self-evaluation in which parents and school leaders working in sub-committees are an integral part of the review. This has proved to be a very powerful resource, particularly in the context of turning around failing individual or system schools.

These collaborative teams devise the quality statements, the criteria and the expected standards to be relevant to local circumstances, then learn to use them for self-assessment. There are two main goals: to provide the school with an accurate sense of its current strengths and areas for improvement, and to build capacity within the school or system of schools for continuous, self-aware change.

The review team will incorporate evidence from all those with a stake in the schoolor system of schools. Fame Education will then support the team and the school leaders in effectively sharing the findings with the wider school community, so people are clear about what they need to do and have a strong evidence base on which to plan improvements.


Schools have a duty to account for their spending by evaluating all their work and providing evidence of the difference that it has made to children’s educational progress.

At Fame Education we know that children do not get taller by constantly being measured. Nevertheless external agencies have legitimate calls on a flow of information – and head teachers need it for their own planning purposes. There is no point continuing to invest in a particular learning scheme and training the staff to deliver it to the children if it is not enhancing their education.

Our consultants work with school staff on extracting the impact evidence that they need. This might involve quantitative data from internal or external tests, or qualitative information gleaned from talking to children about their own perceptions of how an approach has contributed to their progress and their self-esteem. We might suggest extending that process to parents by convening a focus group to discuss how they feel their children have been affected.


As countries’ economic fortunes evolve, industries shift and families move with them this can leave districts with an over-capacity in their education facilities.

Through our comprehensive expertise in evaluation, development and project management, Fame Education can help to rationalize the available resources to maximum effect.

We look at all the facilities a school has to offer. This includes the curriculum and leadership of the school as well as the actual buildings. We evaluate and rate them, then advise the owners on how to rationalize what they have at their disposal – which ones should be closed and which should be kept open.