Headteacher – Mario Di Clemente
Mario.Diclemente@thetutorialfoundation.co.uk
Mario Di Clemente is an educational leader with over 30 years’ experience. After graduating from university with a modern languages degree and teaching qualification, Mario taught Spanish, Italian and EFL (English as Foreign Language). Since 2000, he has occupied various senior leadership and management positions including as Principal of three schools in London, Surrey and Wiltshire, ensuring that each school met the diverse needs, abilities and backgrounds of all its students. He has also served as Chief Operations Officer of a Multi-Academy trust in south London and as a secondary school governor. Mario’s experience extends to both the independent and state sectors at primary, secondary and further education level, and in both day and boarding school environments. He has led schools through highly successful and outstanding inspections of Compliance and Educational Quality, both by Ofsted and the ISI, and has served a as school inspector. As Head of The Tutorial Foundation, Mario is committed to ensuring that the school is a safe, happy and nurturing place of learning where every student enjoys their time, feels valued and achieves their best.
Deputy Headteacher/SENCO – Emily Rushton
Emily.Rushton@thetutorialfoundation.co.uk
Emily Rushton is an experienced senior leader and researcher in SEND. Having worked across state and independent sectors in both primary and secondary education, she has most recently led SEND for at Trust level. Emily is also a doctoral researcher at the University of Cambridge, where she also contributes to teaching on the undergraduate education course. Emily regularly delivers SEND training for international, educational organisations and has previously collaborated on CPDs programmes with the Department for Education.
A NASEN award winner and proud neurodiversity advocate, Emily champions inclusion and equity in education. Her lived experience as a neurodiverse person drives her commitment to creating accessible learning environments and empowering staff to embed inclusive practices.