FOUNDER AND EXECUTIVE DIRECTOR

Camille Olayemere

Education leadership shaped by curriculum, inclusion and sustainable next steps

Camille Olayemere is the founder and Executive Director of Praxis Academy. Her professional experience spans secondary education leadership, curriculum and skills development, SEND and SEMH provision and the design of pathways for pupils whose relationship with education has become fragile.

She has led provision across Key Stages 3 to 5, with responsibility for turning broad educational aims into structured curriculum, staffing, routines, pupil support and measurable next steps. Her work has included supporting pupils with complex barriers to attendance, participation, regulation and progression.

Praxis developed from a recurring concern: a placement can appear successful while a pupil is inside it, yet fail to prepare them for what happens afterwards. Camille's focus is therefore not only on re-engagement, but on whether progress can be understood, evidenced and sustained through reintegration or transition.

As Executive Director, Camille is responsible for ensuring that the Praxis model becomes safe and deliverable in practice. This includes curriculum direction, safeguarding culture, operational readiness, staff expectations, commissioner relationships and maintaining honesty about what the provision can and cannot offer.

Praxis is opening soon. Camille welcomes early conversations with parents, schools, local authorities and professionals while the provision completes its operational readiness work.

Contact the Executive Director

WHY PRAXIS

A model should be judged by what it can deliver, not only what it intends

Praxis was developed in response to a practical problem. Pupils can be moved into alternative provision without enough clarity about the purpose of the placement, how progress will be recognised or what should happen when the placement ends.

Camille's leadership approach is to connect educational belief with operational responsibility. That means being clear about suitability, staffing, safeguarding, curriculum, evidence, communication and transition before describing a placement as successful.

CLARITY BEFORE PLACEMENT

The pupil, family, referrer and commissioner should understand why the placement is being considered, what it is expected to achieve and what Praxis can realistically provide.

CONSISTENCY DURING PLACEMENT

Pupils should experience clear routines, purposeful teaching, proportionate support and adults whose expectations remain calm and reliable. Progress and emerging concerns should be communicated rather than left until the end.

CONTINUITY BEYOND PLACEMENT

Transition planning should begin early. Effective strategies, evidence of progress and remaining support needs should be communicated so that the pupil's next setting is better prepared to sustain what has been built.

“My responsibility is not to make Praxis sound ambitious. It is to ensure that its ambitions are translated into safe practice, accountable decisions and progress that can continue beyond the placement.”

Camille Olayemere, Founder and Executive Director