'Rachel Clarke is one of the most inspiring educators I have had the privilige to work with. Her passion for equality and excellence for all children embodies all that she does and this drives her passion for improving all schools, educators and life chances for all children' - T. Landreth, Head Teacher, London

'I have worked with Rachel and she is proof that one person can truly make a difference! She asks challenging questions, inspires others with her own practice and always has the best interests of the children at heart. Undoubtedly, I am a better educator and leader because of her mentorship and support' - J. Gibbs, Teacher, London


Teaching and Learning

When team teaching with Rachel, my understanding of finer details, which I often overlooked, were developed. Her passion for teaching with excellence has helped me to progress and grow in confidence' - Y. Amarh, Teacher, London.


'I have no hesitation recommending Rachel Clarke and Apex Education. She has provided me with the tools to make every lesson exciting. My pupils now make progress in every lesson, are independent learners and are challenging themselves to have a Growth-Mindset' - N. Platt, Teacher, London.


'Teachers have been truly inspired by Rachel's approach to teaching and learning, which shows in their lessons. She doesn't just talk the talk- Rachel is an outstanding teacher! You will not be disappointed' - H. Box, Assistant Head , London.

Curriculum Development

'Are you adapting to the new curriculum and wish for it to cater for your school? Look no further - a personalised  and innovative approach to developing a stimulateng curriculum with an emphasis on personal school needs and requirements is what Apex Education provided'  - G Kalsey, Teacher, London


'Rachel's commitment and dedication to making a positive change for children's futures is at the forefront of all the work she does. Rachel has a way of bringing the best out of the children, through the development of a stimulating curriculum to meet their needs'.- C. Marshall, Accelerating Progress Practitioner, London


Rachel has consistently raised standards in learning beyond the classroom, which has broadened rich learning opportunities for all children' - L. McCallister, Specialist SEN TA, London

'Rachel Clarke carried out some work to help improve writing standards at our school. Within this role Rachel was very professional and skilful in working with the adults and children in our school. Her activities and methods of engaging those she worked with were carefully thought through and successful. Many were and adopted in our whole school practice. It was a pleasure to work with Rachel, she was always punctual, well prepared approachable and willing to share her vast knowledge with all. I would recommend Rachel without hesitation to any school; she has the ability and enthusiasm to make a real difference to learning' - L. Perrier, Head Teacher, London

Leadership and Management

'Rachel's leadership qualities are highly regarded by adults and children alike. She demonstrates a thorough knowledge of current education trends and skillfully communicates this to governors and senior leadership teams in digestible and thought provoking ways. Rachel's warm personality and enthusiasm, coupled with efficiency and high epectations, make her a sought after professional' - E. Webb, Retired Headteacher and school governor, London.


'I'd like to express my delight with Rachel's management and leadership sessions. We have found your ideas and methods to not only be innovative, but also to be extremely effective in practice. Since implementing your advice, our management processes have now been streamlined, which has enabled our firm to operate in a much more effective and meticulous way' - P. Miller, Managing Director, the Vantage Group.



'The project that Rachel developed , established and embeded rigorous and robust assessment procedures with a clear focus on Assessment for Learning at the heart. Rachel has clear and concise ideas that have enabled teachers to speak confidently about children in their class. They have been able to identify how and why children have made progress and importantly, have come up with timely solutions for those that may not have made expected progress'  - H. Box, Assistant Head, London