John Brett MA
(Founder and CEO)
John has been involved in education for over 30 years, first as a teacher, then head of department and finally 19 years as a head teacher. He holds a Masters Degree in Music Education from London University’s Institute of Education for which he wrote a dissertation on performing arts in schools; he has been involved in work on The Independent Curriculum as a co-author as well as Chairing its Steering Committee; implementing and developing Building Learning Power in schools with support from Professor Guy Claxton; he was appointed by the Scottish Executive as a member of the Children’s Panel in the Scottish Borders; served for a number of years on the IAPS Council and the SCIS management committee, has three sons, two dogs and one cat.
John is married to Clare, who as a qualified and experienced drama teacher (Royal Central School of Speech and Drama) provides CBE with great expertise in helping schools who want to develop drama, or their performing arts programme.
During his career in education he has travelled extensively around the UK, teaching in the South West of England and Battersea in London, before then spending 12 years as head of an independent preparatory school in the Scottish Borders. A subsequent move to Suffolk in East Anglia and latterly relocating back to the West Country, where he was born and was educated, completes the circle of John’s educational travels.
During that time, John developed a deep interest in children’s learning and in the idea of bringing the world of the classroom and the world of work closer together, in order that real life skills and attitudes could be nurtured and developed at school. The work of Richard Gerver, Guy Claxton, Ken Robinson, Carol Dweck and others soon caught his eye and began to take root as the basis for what has now become Coffee Bean Education.
“The aim of Coffee Bean Education is to work with schools to help tease out and develop the talent, creativity and problem-solving ability that is already there. Through sharing experiences, exploring ideas, and looking at the research evidence, we aim to build positive and productive relationships and to provide support where we can and where it is appropriate to do so. One of the things that all outstanding schools have in common, whether primary or secondary, independent or maintained, is a clear, shared vision of the school's values and direction of travel. It's a tangible thing - you can feel it as you walk around the school. This is when great things can happen. Unlocking the potential, is the key."