Malcolm Groves

Malcolm Groves

Malcolm has over 35 years experience of leading and supporting change and innovation across all sectors of statutory and non-statutory education. This includes deputy headship of a London secondary school, deputy chief executive of a national voluntary youth organisation, and Senior Adviser to the Specialist Schools Trust. He has been an OFSTED registered inspector, school improvement partner, NPQH assessor, and secondary school chair of governors. He has specialist expertise in evaluation, development planning, quality assurance, partnership development, and stakeholder engagement. He is strongly committed to building the role of social enterprise within schools.

His recent consultancy portfolio has included:

  • Research for NCSL into school funding changes and their leadership implications;
  • Case study writer for NCSL modular curriculum for school leadership;
  • Designer of collaborative quality mark for cross-sector education providers in six local authorities.
  • Lead developer of the Investing in Community Engagement Quality Mark, and author of the SSAT on-line toolkit for Developing Effective Community Engagement.
  • Designer and director of the SSAT 18 month, six module Innovative Leadership for the Future senior leadership development pursued by over 350 school leaders across five years.

His book ‘Regenerating Schools’ was published by Continuum International in September 2008. It was reviewed by Professor Brian Caldwell as “an outstanding book, which deserves to have a very high profile around the world”.

He is founder and co-convener of the recently-established national research and development network of school leaders, The Beauchamp Group (, which seeks to understand, promote and validate a new understanding of the outstanding school of the future.

He is currently also in his final year as a part-time doctoral researcher in school leadership at the University of Warwick, investigating the relationship between school leadership, community engagement and education outcomes in English secondary schools. He is a Fellow of the Royal Society of Arts.