Meet the Subject Matter Experts.
The Subject Matter Experts are a team of computing specialists who can support you and your school improve your computing provision using the CQF as the tool to guide you.
Sarah Zaman
Primary
I am an experienced primary computing education specialist with three decades of experience in teaching, curriculum leadership, and professional development. After completing my BEd (Hons) in Primary Education in 1995, I spent over twenty years working as a primary teacher and ICT/Computing Lead in South Manchester. This time in the classroom allowed me to develop a deep understanding of how children learn computing and, crucially, how teachers can be supported to deliver the subject with confidence.
For the past seven years, I have been part of a team of Primary Computing Subject Matter Experts for the National Centre for Computing Education (NCCE). As part of my role, I partner with teachers, subject leaders, and schools to strengthen their computing provision. I provide hands-on support through professional development, strategic action planning, curriculum development, and practical guidance. A large part of my work involves helping schools establish clear progression across the computing curriculum, improve teacher subject knowledge, leverage high-quality resources, and achieve sustained, whole-school improvement through the DfE-funded Computing Quality Framework.
I am deeply passionate about making computing creative, inclusive, and relevant for all children. My particular areas of interest include physical computing, online safety, cyber security awareness, and driving participation among girls and other under-represented groups. Through my wider work for the National Cyber Security Centre's CyberFirst programme, Computing at School, and the Energy Central Learning Hub in Blyth, Northumberland, I have the privilege of supporting schools with enrichment activities, coding workshops, and teacher training—ultimately creating opportunities that connect classroom computing with future digital careers.
Dave Robinson
Primary
After working in three primary schools in the South East, much of that time as a senior leader, I moved into local authority consultancy. There, I supported many schools with computing and IT and developed a strong interest in the impact of technology on teaching and learning. I reached sign-off level in Ofsted training, assessed ASTs and ETs, and led the primary and secondary computing teams for the largest school support service at the time. More recently, I started my own company Schools Computing to continue to support schools in using technology effectively.
As a primary specialist, I have taught all primary subjects across most year groups. As a computing consultant, I have worked alongside teachers across all primary age phases, as well as in secondary and special schools. In senior consultancy roles, I have developed and led complex multi-million-pound projects that supported hundreds of schools over several years. I have also facilitated hundreds of professional development courses for primary staff, including around 250 for the NCCE, as well as courses for secondary and special school teachers.
I am most passionate about how technology can enhance teaching, learning, and pupil outcomes. My expertise includes, digital strategy, cybersecurity and online safety, curriculum design, assessment and programming. I enjoy exploring how technology can make learning more engaging, accessible, and personalised for all students, while also reducing workload and improving efficiency for staff. More recently I am looking at the potential of artificial intelligence and emerging technologies to support creativity, problem-solving, and innovation in the classroom.
In my work as an SME with the NCCE, I support subject leaders through the Computing Quality Framework. Some will develop in their role using the CQF as a self-review of where they are and what to do next and some to work towards the Quality Mark for their school. I do this mainly by individual online calls and email support, sometimes by groups of schools working together.
Computing inspires me because it combines logical thinking with creativity and provides powerful tools to help teachers and students succeed in an increasingly digital world. It is a great motivator when I see teachers, pupils and schools benefit from the appropriate use of technology.
Sarah Vaughan
Primary
After thirteen years teaching in primary, including twelve as a computing subject lead, my career has been shaped by a commitment to making computing meaningful, inclusive and exciting for every child. Alongside leading computing in my own school, I supported neighbouring schools to strengthen their provision and established a local CAS community, creating a collaborative space for teachers to share practice and build confidence in a rapidly evolving subject.
For the past eight years, I have worked as a computing and educational technology consultant, supporting teachers from EYFS through to Key Stage 2 across a wide range of settings, from large four-form-entry schools to small rural primaries. Through my work, I have supported individual staff, delivered INSET training, led network meetings, supported trainee teachers and delivered hands-on computing workshops. This experience has given me a deep understanding of the diverse challenges schools face and the practical support teachers need to feel confident and empowered in their teaching.
I am particularly passionate about the creative and applied aspects of computing. Technology has the power to bring learning alive, and I love helping teachers use real-world tools, digital platforms and physical computing to show pupils how computing connects to the world around them. Physical computing remains a favourite area of mine, as it gives children the chance to design, build and problem-solve in ways that feel tangible, purposeful and joyful.
In my role as a Subject Matter Expert with the NCCE and as a former primary Computing Hub Lead, I support subject leaders in developing a robust, progressive and ambitious computing curriculum. This includes strengthening curriculum mapping, embedding effective assessment and evidence-gathering approaches, and helping schools build meaningful cross-curricular links. I also work closely with schools to explore how assistive technology can be used to make computing, and the wider curriculum, more inclusive for all learners. This ranges from practical classroom tools that remove barriers to learning, to strategies that help teachers adapt lessons so every pupil can participate confidently and independently. More recently, my support has expanded to include helping schools understand how to embed AI safely and meaningfully into their curriculum, from policy development to classroom-ready lessons that help pupils understand what AI is and how it affects their world.
What I find most fulfilling is seeing how the support offered through the NCCE benefits not only the computing subject lead but the whole teaching team and the wider school community. It is incredibly rewarding to watch how targeted guidance can strengthen staff confidence, enhance classroom practice and improve the computing experience for pupils. The Computing Quality Framework is a powerful tool that helps schools understand their current position and identify clear and achievable steps for progression. It is also a privilege to support schools in recognising the hard work they have invested, especially when they achieve the Computing Quality Mark and can celebrate the high-quality provision they have developed together.
Phil Wickins
Primary
My journey into teaching began after working in local government on neighbourhood renewal projects, where I would regularly visit primary schools to deliver workshops on environmental issues and combating anti-social behaviour. This led me to become a primary school teacher and once the 2014 curriculum was introduced, began working with CAS to deliver computing CPD to schools in my area. After working in several schools, being part of SLT and completing my NPQSL, I realised my passion for supporting teachers and leaders in computing. I began to teach part time to be able deliver computing CPD with STEM learning and the NCCE, becoming the National Specialist for Primary Computing Leaders. I now run my own education consultancy, Run Don’t Walk - Primary Computing, working with various organisations both in and out of the classroom, and with teachers and leaders, improving the quality of computing across the UK and internationally.
Due to my passion and confidence in computing, I have been the computing lead in every school I’ve taught in, and a specialist computing teacher in three schools teaching from YR up to Y9. I have completed the GCSE computer science accelerator course, become a senior Professional Learning Leader, Subject Matter Expert and Author for STEM Learning and have supported teachers and leaders both nationally and internationally. I’ve worked closely with many STEM charities and organisations, and together with a team of teachers and trainers, run the annual Big Computing Leadership Conference.
Physical computing is an area that brings together so many different skills and disciplines; it’s my favourite area of computing to teach as there are so many opportunities for students to combine creativity with computational thinking. Artificial Intelligence is another area of interest for me, as I truly believe we have the responsibility to teach children how to approach it safely and ethically; to enhance thinking not replace it.
I was privileged to work as the National Specialist for Primary Computing Leaders for the NCCE, which allowed me to provide schools, leaders and teachers with strategic support on a large scale. I created a Primary Computing Leadership Journey which included guidance on key areas of subject leadership such as roles and responsibilities, curriculum, assessment, SEND, adaptive teaching and more. I very much enjoy supporting leaders through the process of the CQF and would recommend it, not just for the whole school award, but also as an important part of leadership development for the individual.
There is something incredibly rewarding when a teacher you are supporting is empowered and enabled by new found skill, confidence or subject knowledge. I absolutely love those light bulb moments and phrases I often here like, “This is nowhere near as hard as I thought it would be, what was I worried about?” and “I cannot wait to try this out in the classroom” and “This is going to revolutionise how we do things in school”. The reality of computing is that: yes, it’s an unknown for most teachers, possibly even feared (hence why it’s often compromised on the timetable) however, with the right inspirational CPD, it can be the best subject for pupils to learn so many essential skills, help set them up for a bright future, and be the most rewarding subject for teachers to lead.
Claire Garside
Secondary
Based in Yorkshire, I spend most of my working week alongside computing teachers and school leaders, from classrooms and staffrooms to trust strategy meetings. Whether supporting curriculum development, exploring digital literacy and AI, or helping shape long-term strategy, my work has always focused on helping young people thrive through technology and education.
I began my career as an ICT teacher and SENCO before moving into senior leadership in secondary schools and later into national roles supporting computing, digital skills, and educational innovation. I’ve worked across schools, universities, charities, and national programmes, combining classroom experience, leadership, and research to support curriculum development, professional learning, and sustainable approaches to technology adoption. Alongside my work with schools, I completed a Doctor of Education focused on teachers’ lived experiences of computing education and curriculum change.
A thread running throughout my career has been a commitment to widening participation and making sure that every young person can see a place for themselves in technology. Much of my work has focused on supporting girls, learners with SEND, and students from under-resourced communities. I authored the foundational evidence review that underpins the National Centre for Computing Education’s I Belong programme, providing the evidence base for national guidance, resources, and professional development that support teachers in creating inclusive computing classrooms in which every learner can thrive.
My current research explores the growing entanglement of digital, information, media, and AI literacies, and what this means for teaching, learning, and knowledge construction in schools. I am especially interested in how young people develop the critical thinking, evaluation, ethical understanding, and confidence needed for navigating increasingly complex digital environments. This work helps inform my support for schools engaging with the Computing Quality Framework’s Digital Literacy and AI benchmark, helping leaders and teachers develop relevant, curriculum-embedded approaches to digital skills and AI education. Having worked directly with schools for many years, I understand both the opportunities and challenges educators face when implementing change.
Through my work with the NCCE, I support schools, trusts, and education leaders in strengthening computing provision and developing sustainable approaches to digital learning. This includes helping schools use the Computing Quality Framework, delivering professional development, supporting strategic planning, and sharing evidence-informed approaches to curriculum design, inclusion, digital literacy, and AI. My hope is to provide practical support that helps teachers feel confident in making decisions that work for their context, curriculum, and learners.
What I find most rewarding is working alongside teachers and school leaders who are committed to improving opportunities for young people. Teachers bring vast expertise, creativity, and devotion to their work, and it is a privilege to learn from them and support them. Whether helping a school strengthen its computing curriculum, exploring digital literacy and AI in teaching and learning, or supporting leaders to develop a long-term digital strategy, I value opportunities to work alongside educators as they develop approaches that support teaching, learning, and inclusion.
Carmine De Grandis
Secondary
I am a nationally recognised Subject Matter Expert in Computing and Digital Education, with a deep passion for advancing STEM learning across the UK education sector. As a Senior STEM Improvement Lead with the National Centre for Computing Education (NCCE) and Director of Compass Education Consultancy, I bring extensive experience in supporting schools, multi-academy trusts, and system leaders to deliver sustained, high-quality improvement in computing education.
Over the course of my career, I have worked with a wide range of schools and trust networks nationwide, training hundreds of teachers and education professionals—from early career practitioners to senior leaders. My work is firmly grounded in evidence-informed practice, combining strategic insight with practical, hands-on support to help organisations translate ambition into measurable impact.
I specialise in curriculum design, digital strategy, leadership coaching, and framework-driven school improvement. I am widely respected for my ability to build leadership capacity, design and deliver impactful professional development programmes, and guide schools through national benchmarking and accreditation pathways such as the Computing Quality Framework. My work has supported a high proportion of schools in achieving recognised standards of excellence in computing provision.
Driven by a commitment to equity and excellence, I am particularly passionate about empowering teachers and leaders to deliver engaging, future-focused computing education, including key emerging areas such as artificial intelligence. My approach is collaborative, practical, and centred on long-term sustainability—ensuring that schools not only improve, but thrive.
Pam Jones
Secondary
After my degree in Multimedia and a number of years in industry I trained to be a Secondary Teacher. I started my teaching career in Telford and enjoyed the secondary teaching environment and the opportunities technology had for students. With the fast paced changes in technology and the curriculum it became apparent that the skills I had need to be developed. I sort out training in my own time and returned to university for additional modules to be able to deliver the new components like programming and data representation. My additional training allowed me to continue to develop and deliver the new computing curriculum effectively.
I have qualified when the role was teaching ICT and saw the development to Computing and had to develop my skills, knowledge and understanding to be able to confidently deliver the curriculum at KS3 and KS4. My roles have been Teacher, Head of Year, Head of Department and then moved to industry freelance EdTech curriculum designer and developer. I have been the Secondary Computing Hub Lead for a number of regions and Gender and inclusion specialist for the NCCE. I have held the role of Subject Matter Expert supporting schools since 2019. Although my teaching experience is Secondary, I have delivered, designed and supported a range of primary resources, training and lessons. I also lead and deliver SCITT training to both primary and secondary teacher trainees across multiple regions.
I have always been passionate about creativity and looking for new and exciting ways to deliver content and engage students in learning. One area I particularly enjoy is physical computing. I have been engaged with the micro:bit for a long time and one of their micro:bit champions since they started in 2021. I think the use of a physical device to bring the curriculum to life is a key aspect that enhances learning in both primary and secondary classrooms.
My role allows me to listen and support you in areas that align with the Computing Quality Framework. We will use the framework to identify areas of focus and develop a bespoke support strategy to maximise the time as well as bring to your attention the array of opportunities you and your school can access.
I have always enjoyed engaging with a wide range of professionals and building lasting relationships that can make a difference to teachers and schools. My aim is to be the supportive colleague to allow the teacher and the school to develop the computing curriculum and inspire and engage the students they teach.