'This review really allowed us to confront what we knew but perhaps had not acknowledged clearly enough. It will now be the basis of a whole school QFT focus ....'
- Headteacher, Secondary
Working as an accountant in a busy accountancy firm, I was initially sceptical about how coaching could fit into my professional life. Jon Gibson completely changed that perspective. His approach is warm, engaging, and refreshingly fun, while maintaining a high level of professionalism throughout. Every session felt like a safe space to explore challenges and opportunities without judgement.
Jon helped me identify areas for growth I hadn’t considered before, and gave me practical tools to improve my confidence, communication, and leadership skills. I’ve noticed a real difference in how I manage client relationships and collaborate with colleagues. Coaching with Jon wasn’t just about ticking boxes; it was about unlocking potential in a way that felt personal and empowering.
I’d recommend him to anyone looking to take their professional development seriously, but with a human touch.
- Client Manager and Accountant
'Our day with {Backdrop] was very useful and has left us with a clear plan regarding our next steps. [Their] work has underpinned much of our recent self-evaluation but added an expert view on how to move things forward. Advice and strategies shared to date have been very useful and Jon was supportive and thought provoking throughout his visit. We very much look forward to the opportunity to work with Jon in the future.
- Headteacher, Middle School
'John is an engaging speaker who clearly has a lot of experience and expertise in this area. I enjoyed the opportunity to work with people from other schools to discuss issues that were pertinent to us and use their expertise to come to solutions.'
- Head of House, Secondary.
'Excellent analytical support from an engaging and incisive consultant. We have already improved the accountability of HR in the workplace as a result, so that we can be sure targeted funding is used to raise student outcomes.'