Our staff are our greatest asset, and it is with their expertise, passion and teamwork that we can work together to build a community of successful learners. Join us as we shine a spotlight on members of staff across our academies, as they share their experiences and professional journeys within a THAT academy.

"I started my ECT Year 1 in September 2023, and in the same year I was appointed the Reading for Pleasure Lead. I finished my ECT Year 2 in 2025, and this year my middle leadership role expanded, so I am now the Whole-School Reading Lead. In addition to this, with the school’s help and support, I secured a place to undertake a NPQLT which will end in October next year. I have had a wealth of opportunities to grow as a teacher and a middle leader – despite being so early in my career.

I get to school at about 7:30. The first people I always see are our office staff. I always make an effort to catch up with them and ask them how they are all doing – the same with the premises team and the cleaners, who are normally the second people I see. I put my things down in my room and I have a catch-up with the department. We are all on the same corridor, and it really does feel like a family in A Block.

Between 7:45 and 8:30, I organise my room, get any printing done for the day and just generally have a chat with anyone I see. We have staff briefing on Mondays and Thursdays, where SLT update us on anything going on throughout the week – this time makes me feel ready for busy days ahead, and it is nice to know what is coming, so we all feel prepared.

As I do not have a form group, instead of going to the playground at 8:30, I go to our zebra crossing into school, to make sure everyone crosses safely. I love doing it, and I have done it as a duty since my first year. It allows me to greet every single student coming into school and it’s really impactful for me personally, because I know some of our students might not have had any interaction with an adult yet, and I might be the first person that has asked them how they are or told a stupid joke to make them laugh. I just find it really rewarding to be there, to say hello to everyone and tell them to be the best they can be.

When the last few students have crossed and are in school, I go out to morning line up to help with equipment checks to make sure everyone is ready for the school day. Hearing the Heads of Year talk about the amazing achievements of the students in morning line up always makes me smile. When students go to form time, I observe whichever year group is undertaking form time reading that day – I monitor both staff and students to make sure our policies regarding reading are being followed, and I take a lead and give support if something is wrong.

After form, that’s when lessons start – I normally teach between 3 and 4 lessons in a day. My timetable has protected time to allow me time to conduct my reading role effectively – whether that be having meetings with SLT or resource making. Having time to achieve my goals is an important thing for me and the school – they know that I cannot be expected to achieve our shared goals if I do not have time in the day, so that is nice.

At the end of the school day, all teachers walk their students down to the bridge to make sure they leave the school safely. On Mondays, I run the Historical Society, which is a club where students join me from 3:30 to 4:30 in the canteen. We watch a film and discuss the historical accuracies and inaccuracies within it. This year, we have covered a fair few films, including Pirates of the Caribbean, Hamilton, Titanic, and our current film is Oliver!. I always wanted to start a society in school, and it gives all students from Year 7 to 10 a chance to enjoy history in a unique way. It also helps that we have a big movie screen and popcorn to hand!

The students are, by far, the best thing about my role. I know it is a cliché answer, but it is true. They make my day. Every day is different in school. You teach different lessons, you have different meetings, but the constant is the students. Seeing them grow into adults in front of your eyes is powerful. From small Year 7s who wouldn’t say boo to a goose, to Year 13s who are choosing what university to go to. It is really rewarding, and it is moving to have had some sort of part to play in their growth as a person. Whether that be the conversations at the crossing we have had, or the lessons I’ve taught – just being there for them has shaped their lives and interests, and that is the best part of teaching.

I have had various meetings within the Trust regarding reading. All the primary and secondary school reading leads get together and discuss our policies: what works, what does not and just generally share ideas and resources. I really enjoy when we meet. We are part of a Trust, and it is useful to have other schools to support you and work together with. It is great talking to other teachers who are subject experts within the Trust, to gain insight on what everyone else is doing to get the best results or to improve engagement, for example.

Thanks to the school and the Trust, I started my NPQLT this year. They recognised that I wanted to grow within the school, so I am grateful to have the opportunity to continue my learning and growth as a teacher. I have had a lot of support from staff. I did my ECT Year 1, Year 2, and my NPQLT at the school, which all involve regular weekly meetings with my HOD and SLT. The guidance I received has made me into the teacher I am today. If I did not get that support, I simply would not have been able to become a teacher – I would not have passed the course. I was encouraged to apply for the Reading for Pleasure role, and although I was an ECT Year 1 at the time, I got the position. Thanks to their support, reading within the school has come on leaps and bounds and so has my career in teaching.

I have also got a disability, which the school has been massively supportive with. They contacted occupational health to make sure I got the right support, and they closely followed all the recommendations that were given.

Just because someone has a disability does not mean you cannot become a teacher – you just need to find the right school for you. A school that’s inclusive, listens, and gives support. That’s what the school has done for me, and I could not be happier here."

The students are, by far, the best thing about my role. I know it is a cliché answer, but it is true.

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