About Thrive House Ltd
To empower individuals, families and communities to thrive through education, knowledge and compassionate support.
More About Kono
Teacher. Leader. Writer. Advocate for Young People.
Professional Teaching Experience and Educational Leadership
Mr Kono-Ugen is an experienced English teacher and educational leader with more than two decades of teaching, school leadership and curriculum experience spanning Nigeria and England. His career began in Nigeria, where he built extensive experience in English, Literature, Drama and wider school development before continuing within the British education system.
The Learningfield Schools
His teaching and leadership were recognised by a visiting team of WASSCE inspectors, and he was elevated to Head of Department — the foundation for his later work in school management, curriculum development and teacher leadership.
Loral International School
Contributed to the school’s literary and cultural development and served as editor of The Archdeacon, a publication by Raleke Nwosu. Led the school to victory in the Free Gift National Drama Competition.
Grange School, GRA
Coordinated drama, athletics and female football alongside his teaching, and received the inaugural Kemi Aluko Prize for Best English and Literature Teacher.
Crescent Hall International
Progressed into school administration, strengthening his experience in educational leadership, staff coordination, student development, parental engagement and whole-school management.
City Pride International
Appointed pioneer Principal for the 2014/2015 academic session, leading whole-school management and establishing the school’s academic and pastoral foundations.
London Schools & Unions
Since relocating to England, Mr Kono-Ugen has continued to develop his professional practice through teaching in London schools and active involvement with education unions.
Teaching Experience at West London Free School
Hammersmith, West London — 2022
In 2022, Mr Kono-Ugen worked as a Supply English Teacher at West London Free School, Hammersmith, where he taught across the secondary phase and gained valuable experience of working within the English curriculum in a London school context. He taught a Year 9 class on the topic “Broadsheet versus Tabloid Newspapers,” using the subject matter to develop pupils’ understanding of media language, audience, purpose, register and the ways in which newspapers construct and communicate information.
Kono-Ugen placed particular emphasis on dialogic teaching, encouraging pupils to articulate their ideas, respond to one another and justify their interpretations rather than relying exclusively on teacher-led instruction. This approach created opportunities for pupils to develop confidence in speaking and listening while simultaneously strengthening their ability to engage critically with texts. Alexander (2020) argues that effective classroom dialogue can support pupils’ thinking, reasoning and learning by creating structured opportunities for them to explain, question, elaborate and build upon ideas.
The Year 9 newspaper lesson was particularly significant because it enabled pupils to compare different forms of journalism and discuss how language, presentation and intended readership influence meaning. Through questioning, discussion and pupil-to-pupil interaction, learners participated actively and expressed their views with greater clarity and confidence — contributing to the development of pupils’ oracy, an area increasingly recognised as an important component of educational achievement and wider participation (EEF, 2021).
His work at West London Free School also demonstrated his ability to transfer his extensive teaching experience into the English secondary-school context, while adapting his pedagogy to the expectations, curriculum and classroom environment of a contemporary London school. His English teaching has included work across KS3 and KS4 — English, Literature, poetry, oracy and support for EAL learners — adapting instruction through scaffolding and language-support strategies to promote access to the curriculum.
Teaching Strategies & Approach
His teaching strategies included:
- Dialogic teaching
- Turn and Talk
- Retrieval practice
- Sentence frames
- Dual coding
- Visualiser-based modelling
- Structured scaffolding
Mr Kono-Ugen places considerable importance on positive professional relationships and effective communication with pupils, parents, colleagues and school leaders. His career demonstrates a sustained commitment to:
- English education
- Creative learning
- Pastoral development
- Educational leadership
- Wider development of young people
References: Alexander, R. (2020) · Education Endowment Foundation (2021)
Why Thrive House Exists
Taken directly from our published mission and vision.
To empower individuals, families and communities to thrive through education, knowledge and compassionate support.
At Thrive House Ltd, we are committed to creating opportunities that enable people to learn, develop, participate and achieve their potential. Through our education services, book publishing and social care enablement, we provide accessible knowledge, practical support and meaningful opportunities that promote learning, independence, wellbeing and social inclusion.
We believe that education can transform lives, knowledge can open doors, and the right support can help individuals and communities overcome barriers and flourish.
To build a more knowledgeable, empowered and inclusive society where every individual has the opportunity to learn, grow, participate and thrive.
We aspire to become a trusted organisation recognised for excellence in education, publishing and social care enablement, producing resources and delivering services that make a positive and lasting difference to individuals, families and communities.
Through innovation, collaboration and a strong commitment to social impact, Thrive House Ltd seeks to contribute to a society in which learning, opportunity, dignity, independence and inclusion are accessible to all.
Six Commitments
The standards we hold ourselves to across education, publishing and social care.
Empowerment
We help people develop the confidence, knowledge and skills to shape their own futures.
Inclusion
We value diversity and strive to ensure that our services and opportunities are accessible and welcoming to all.
Excellence
We aim for high standards in our educational services, publications and support.
Compassion
We treat every individual with dignity, respect, understanding and kindness.
Innovation
We embrace new ideas, approaches and technologies that can improve learning, support and outcomes.
Social Impact
We measure our success not only by what we provide, but by the positive difference we make in people’s lives and communities.
Policies and Compliance
Our policies, administrative strategies and regulatory position.
Thrive House Policies
Our organisational policies, available on request. TO_CONFIRM: documents to be supplied.
Administrative Strategies
How we plan, govern and run our provision. TO_CONFIRM: documents to be supplied.
Education Policies
Teaching, learning, assessment and behaviour policies. TO_CONFIRM: documents to be supplied.
DFE and Ofsted
Our position in relation to Department for Education and Ofsted requirements. TO_CONFIRM: registration details to be supplied.
Legal and Financial Information
Company registration, governance and financial information. TO_CONFIRM: details to be supplied.
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