Why Vesta?
In Roman mythology, Vesta was the goddess of the hearth — the sacred flame tended at the centre of every home, never permitted to go out. She represented safety, warmth, and belonging: the constant that held everything together. For young people experiencing EBSA, or accessing provision through EOTAS, the sense of safety and consistency that Vesta represents is the foundation from which everything else can grow. The Vesta Rooms offer a calm, purposefully designed space — a hearth — where young people can begin to reconnect with learning and with themselves. Our sister provision, Sparks, opening after Year 1, for KS3 learners. The name reflects our shared belief: that every young person, however disengaged, carries the potential to re-ignite. Early intervention at KS3 can change the entire trajectory — reducing the likelihood of entrenched EBSA and NEET outcomes further down the line.
KS4: Ages 11–18
EBSA, EOTAS, EHE
Structured, relational, trauma-informed. GCSE and Functional Skills English and Maths. Small groups of up to 6, consistent key adults, and a sensory-aware environment designed for EBSA learners.
KS3 HUB: Opening after Year 1
Creative, low-pressure, curiosity-driven. English and Maths embedded in art, outdoor learning, and therapeutic practice.
Early EBSA intervention before disengagement becomes entrenched.
MEET THE
FOUNDER
Rachael
Founder and Director of Vesta Education
Rachael is a senior educational leader and Head of English with over twenty years of experience working in secondary schools across Merseyside and Halton. She is the founder and director of Vesta Education, and the architect of its model and values. Her career has been spent in schools serving communities where disadvantage, complex need, and high levels of SEND are everyday realities. She has led English departments, driven whole-school improvement in attendance and attainment, and built a sustained record of outcomes for the young people who need the most: those with SEND and SEMH needs, care-experienced students, EOTAS-funded young people, and those at risk of EBSA and disengagement.
Rachael is a qualified GCSE examiner and Designated Safeguarding Lead, and is undertaking her National Award for SEN Coordination from September 2026. She has worked closely with SENCOs, attendance leads, Virtual School Heads, and local authority officers throughout her career, and brings both professional expertise and deep local knowledge of the Halton and wider Merseyside landscape.
The Evidence Behind Vesta
Vesta is built on direct, evidenced practice. Before establishing the provision formally, Rachael worked with EBSA young people in a personal capacity — developing the relational, low-demand, high-expectation model that now underpins everything Vesta does. A student progressing from a predicted Grade 4 to a Grade 8 in English. A young person with severe EBSA going on to study at university. Consistent, documented evidence from families, young people, and education professionals that the model works.
That evidence base — combined with extensive surveys across the region — formed the foundation of Vesta’s design. Nothing in the model is theoretical. Everything has been tested, refined, and validated by the people it is built to serve.
Professional Profile
Senior Educational Leader and Head of English — 20+ years in secondary education
Specialist in barriers to learning i.e. Reading/SEND.
Expertise in working with LAC, SEMH and EBSA students
Qualified GCSE Examiner for Eduqas and AQA
Designated Safeguarding Lead
National Award for SEN Coordination commencing September 2026
Deep professional network across Halton, Warrington, and Knowsley.
“Rachael is an outstanding practitioner whose work is rooted in professionalism, compassion, and an unwavering commitment to improving outcomes for all pupils. She has consistently refused to underestimate students’ potential, instead inspiring high aspirations and enabling genuine life chances.”
—SENDCo, Sefton School
Evidence of Impact
Vesta’s model is grounded in evidence. The following testimonials are drawn from pilot work, surveys, and letters of professional support gathered prior to formal launch — across EBSA, EOTAS, and EHE contexts.
“Rachael was pivotal in enabling my son to achieve Grade 8 in his English GCSEs where he had previously been predicted a Grade 4.
The sessions not only helped him to progress academically — they gave him back a sense of self-worth, self-confidence and belonging.”
—Parent and Teacher
“I genuinely feel this service has been a life saver. She has realised her potential, feels equipped with the knowledge and skills to move forward. It is obvious that her overall attitude towards her exams has improved.”
— Parent, Vesta Pilot Programme
“This is exactly what is needed in this area. There is a huge inclusion gap and we are failing so many young people. This service could change that.”
— Senior Leader, Mainstream Secondary School
“These sessions have been much more useful than the ones I have in the classroom.
I can’t think of any drawbacks. I feel a lot more confident.”
— Student, Vesta Pilot Programme
“ He is thriving. He achieved a Grade 6 in English Language, which contributed to him meeting the entry requirements for Sixth Form. He is now studying Maths at York University.”
— Parent
“Rachael always takes a proactive approach supporting students both academically and pastorally. She is solution focused and is not afraid to take a different approach when another fails. Fundamental to all of this is the strong relationships she forms with parents and carers.”
—Vice Principal
Professor Janet Lord is Deputy Pro-Vice-Chancellor for Education at Manchester Metropolitan University, author of Studying Education (a widely used academic text), and an Associate of the Department for Education. She is among the most respected voices in educational research and policy in the country. Professor Lord has reviewed Vesta’s model and has offered her personal support and testimonial.
“I have had the privilege of knowing Rachael in a professional capacity for many years. Her dedication, compassion, and unwavering commitment to supporting young people have always stood out. She has a remarkable ability to connect with children, particularly those with emotional and additional needs, creating safe and nurturing environments where they can thrive. I have no doubt that her new venture will make a profound difference to the lives of many children and families.”
— Professor Janet Lord, Deputy Pro-Vice-Chancellor for Education, Manchester Metropolitan University
Professor Lord’s endorsement carries particular weight with local authority commissioners, DfE-aligned evaluators, and funding bodies. As an Associate of the DfE and one of the most respected voices in educational research and policy, her confidence in Rachael and in the Vesta model is a significant mark of credibility.