Welcome to Formula 4 Educational Ltd. Our purpose is to use the principle-driven nature of the Formula 4 Leadership work directly to help develop valuable improvements in Education. To bring this about we have created a team with a unique blend of experience and abilities. We are keen to work with partners in the education sector to develop and refine our products and services. Please contact any of the three people below.
Tamba Roy
Director: Formula 4 Educational Leadership
Tamba has been working within education for 26 years. His experience includes two very successful Headships; Senior Lecturer for Education Studies at Nottingham Trent University and Education Consultant.
After receiving praise from Ofsted for ‘outstanding leadership’ Tamba was invited to Downing Street in 2001 to contribute to the Government’s ‘Learning from Success’ Initiative.
He is now an Educational Consultant supporting school leaders and staff in both Primary and Secondary schools. His role also includes authority wide consultancy helping to bring about powerful developments throughout a region.
As well as his experience within education, Tamba is a Master Practitioner of Neuro-Linguistic Programming; Time Line Therapy; and a Master NLP Coach. He frequently works with educational leaders to support and enhance effectiveness.
Areas of expertise include: emotional health and well-being; communication skills; team-building; race equality development and creating powerful goals.
As the latest member of our team he says ‘I am extremely excited about the potential for Formula 4 Educational Leadership to support current and future school leaders. Formula 4 provides a unique structure for effective decision making as well as a powerful self evaluation tool for all of us involved in education.’
Michael Lock
Michael qualified as a Child and Educational Psychologist at the Child Development Research Unit, University of Nottingham, in 1984, following thirteen years in teaching. His last post as a teacher had been head of a 13-form year group, with 375 students and 18 staff in an upper school setting. It was in this context that he began to forge his ideas about children’s participation in decision making process. From 1984 to 1985 he worked as an educational psychologist in the Nottingham City Educational Psychology Service where his ‘patch’ covered the inner city and outer city council estates. During this period he was also assigned part-time to the Social Services Department, so gaining experience in their assessment and secure units dealing with the most challenging of children and adolescents.
Throughout Michael’s five year career with Nottingham Educational Psychology Service he worked with ‘an unfathomable well of need’ generated by the thirty schools he covered. He soon came to realise, therefore, that the most powerful solutions lay in sharing psychology through his consultations with senior school management and staff training. That training focused on different methods of inclusive problem solving and a variety of person-centred models of decision-making where the child was always the principal actor in the process. It was out of this experience that his contribution to the Formula 4 decision making model and its underlying thinking and principles came about.
Since 1989 Michael has continued to practise as an educational psychologist. Currently, this work centres on providing educational psychology support to local businesses, further education colleges and local universities. However, he views his current quest with Bob and Tamba as being the most meaningful and fulfilling part of his career to date with its potential to bring about change in the power relations between adults and children within educational settings.
Bob Wheeler
Bob's experience all lays in the business and public sector managerial world. He has three children and this and a desire to put something back into the community led to his spending many years as the chair of governors at a community primary school. He developed an immense regard for the professionalism and commitment of the school staff that he worked with. They, on the other hand, kept saying that his experience in leadership and in training adults - both in corporate and University Business School environments - were valuable in their work. The challenge of leadership in schools is immense and critically important, so he is grateful for the opportunities that working with Tamba and Michael are giving him to contribute.