About
Schools rarely lack ideas. They lack the time and structure to act on them.
I’m Vincent Sellier, founder of A inAct. I help heads and boards turn their own evidence into a small number of changes that staff can absorb and the board can see.
School improvement, seen from both sides
For more than twenty years I have worked in French, British and international education. I led departments for six years in France and for nine years in a London international school, and taught at the University of Strasbourg.
I have been the teacher asked to turn a plan into classroom practice, and the leader responsible for making that plan coherent and sustainable. That taught me the difference between an initiative that builds a school’s capacity and one that simply adds another demand to a crowded day.
A inAct grew from that experience. Schools rarely lack ideas. They need the time, structure and outside perspective to understand their own evidence, and practical support to act on it.
Recent work
Digital strategy, international school
A technology review with evidence from staff, pupils and families. It began with what learning required, how existing resources were actually used, where responsibility had become unclear and what long-term commitments future decisions would create. It then moved into an implementation programme covering usage, learning, impact and communication.
What was put in place: a clear digital policy, named owners for each tool, and one communication routine for staff, students and parents.
Assessment practice, languages department
A shared, collaborative approach to teaching, curriculum, mock examinations, marking and feedback, designed with the teachers who would use it, so that it became the department’s normal way of working.
What was put in place: common mock papers, shared marking criteria and a feedback routine used in every class.
The standards I bring to every school
Safeguarding
DBS checked and a Designated Safeguarding Lead (Level 3). In your school I follow your policy, visitor procedures and reporting routes.
Confidentiality
Our first conversation is confidential. How evidence from staff, students and parents is reported is agreed with your leadership team before we start.
Independence
No products to sell and no software partners. Recommendations follow your evidence and your capacity.
Two languages
I work in English and French, across French, British and international curricula.
Your school has its own story to tell
Its systems should help that story become visible every day. Let’s start with one priority.