Give your teachers their time back. The rest follows.

Thrive Education Consulting works with independent, Catholic and Anglican schools in three areas: curriculum and assessment, digital technologies and AI, and the administrative work teachers absorb in their own time. We advise rather than direct. Our aim is to strengthen what your staff already do, and to leave behind plans, templates and processes the school can put to use straight away.

The gap is already being paid for.

The difference between a well resourced school and a stretched one is rarely commitment. It is time and money. Schools that can afford specialist capacity on staff buy it. Schools that cannot absorb the same work through teachers’ unpaid hours and stretched expertise.

We start from the position that your staff are already doing their best. The job is not to tell a school it is failing. It is to improve the tools and processes available, at a fraction of the time and cost it would take to build the same capability alone.

Costs a school already carries

• Training a new teacher through university
• Onboarding that teacher into your systems and culture
• Turnover: recruitment, lost institutional knowledge, disruption to students
• The downstream cost sitting in your wellbeing and attrition data

Advisory support is not an added expense. It is a faster, lower cost way to close a capability gap the school is already funding in other forms.

The saving is larger than the fee.

Every engagement is scoped so that the hours and costs it removes exceed what it costs to run. That test is applied before you commit, not after. Where the numbers do not clear it, we say so and reduce the scope or decline the work.

What the school pays today

Absorbed, recurring, uncosted

• Teacher hours spent planning, moderating and reporting outside load
• Leadership time spent building capability the school does not yet hold
• Replacing a teacher who leaves: recruitment, induction, lost knowledge
• A specialist salary and superannuation, where the role is filled internally
• Work repeated each year because the process was never written down

What an engagement costs

Fixed, bounded and final

• One fee, agreed in writing before any work begins
• No salary, no superannuation, no recruitment, no ongoing commitment
• Delivered inside a defined window that suits your calendar
• Templates and processes the school keeps, reuses and owns
• Capability that stays with your staff after we leave

01

Curriculum and assessment

Whole school plans, mapped units and the templates that make them repeatable, so planning becomes a system rather than a rediscovery each year.

• Whole school curriculum and assessment plans
• Curriculum mapping across subjects and phases
• Units of work, assessment tasks and culminating tasks
• Task specific rubrics built from standards and elaborations
• Planning templates for Junior, Secondary and Senior phases
• Australian Curriculum guidance, including General Capabilities and Cross Curriculum Priorities

02

Digital technologies and AI

Policy, guardrails and staff capability for the area schools are least confident in and under the most pressure from. Written to be used, not filed.

• Digital Technologies policy and school guidelines
• AI strategy, policy and direction
• Assessment policy alignment and academic integrity guardrails
• An AI assessment scale and an AI judgement tool
• Staff and student device management
• Professional learning in digital literacy, file and resource management
• “Using AI” staff sessions: what it is, how to use it, and privacy, security and bias

03

Staff capability and sustainability

The reason the first two pillars exist. Less administrative load, better onboarding, and processes the school keeps running without us.

• Reducing administrative load and giving teachers back time
• Onboarding and early career teacher support
• Retention and succession planning
• Connections between schools and educational bodies

Fixed scope. Fixed fee. Something you can use.

The introductory meeting is a conversation, not a pitch. If there is nothing worth doing, we will say so. Where there is, the scope is written down before anything starts, and we will tell you plainly which fixes you should handle internally rather than buy.

1. 01An introductory meeting to work out what would genuinely help
2. 02An engagement letter: services, deliverables, conditions and terms
3. 03The work, delivered inside windows that suit your calendar
4. 04A closing review, and an honest answer about what comes next

Pricing is fixed scope, fixed fee, quoted after the introductory meeting. We will only ever offer a service that proactively benefits the school.

Beth Claydon

Founder and lead adviser

Twenty years teaching Years 3 to 12 across Australia, London and Kent, fourteen of them at St Hilda’s School, where she built and led St Hilda’s@Home, an online learning program running well before remote learning was routine.

Plenty of consultants have been teachers. Some have worked at a curriculum authority. Very few have done both, and almost none inside the Technologies learning area: the area schools are least confident in, and the one under the most pressure from AI.

In practice that means advice grounded in both ends of the same problem. What an eight week unit actually takes to deliver on a Tuesday, and how ACARA intended an achievement standard to be read.

Selected experience

• Curriculum Officer and mentor, Digital Technologies in FocusACARA — three years
• Senior Project OfficerQueensland Curriculum and Assessment Authority
• Deputy Director of Teaching and LearningA.B. Paterson College
• Head of Digital Literacy and STEAM, Prep to 12A.B. Paterson College
• Technologies and Innovation SpecialistCoomera Anglican College
• Head of St Hilda’s@HomeSt Hilda’s School
• Apple Distinguished Educator