What was your path into teaching?

I began my career in education as a one-to-one teaching assistant, supporting a pupil with special educational needs in Year 2. 

One of my proudest moments was seeing her gradually reintegrate into the classroom during the summer term, joining English and maths lessons with appropriate scaffolding and breaks. That experience taught me so much about inclusion, patience and the importance of understanding each child as an individual.

The following year, I worked as a general teaching assistant across Years 1 and 2 at South Rise Primary School. I became increasingly involved in phonics, reading, maths interventions and planning, and developed a real interest in the curriculum and how children learn.

A Year 2 teacher recognised my enthusiasm and encouraged me to become a class teacher. I went on to complete my PGCE at Goldsmiths, University of London. 

What attracted you to Inspire Partnership’s Woodhill Primary School?

What initially attracted me to Woodhill was its strong sense of community, diversity and commitment to inclusion. I wanted to work somewhere I could make a meaningful difference, particularly for children who may need additional encouragement or support to recognise their own potential.

I was also drawn to Inspire Partnership’s Global Curriculum and the way it connects learning to the wider world. I value the emphasis on identity, diversity, children’s rights and sustainable development, encouraging pupils to think critically, understand different perspectives and recognise the positive contribution they can make to society.

What makes Woodhill particularly special is its people. From the moment I attended my interview, I felt welcomed and had a genuine sense of belonging. That warmth extends across the whole school community, from teaching and support staff to the kitchen and premises teams. It is a supportive, happy environment, and that sense of belonging has stayed with me since my very first day.

What was the recruitment process like for you?

I remember feeling incredibly nervous when I was invited to interview at Woodhill, as it was only my second teaching interview. However, I found the whole experience welcoming and encouraging.

I had researched the school and its approach to teaching and learning, particularly its commitment to inclusion.

One of the most memorable parts was teaching an observed Year 4 lesson on fractions. I noticed a pupil who was struggling to engage, so I adapted my approach and used his interest in pizza to explain fractions through a familiar, real-life example. By the end of the lesson, he was confident enough to share his understanding with the class. That was a particularly rewarding moment.

Despite my nerves, I felt that the process allowed me to show who I was as a teacher: someone who values relationships, adapts to children’s needs and is always willing to learn.

What are the major things you’ve learnt since starting at Woodhill and/or as part of Inspire Partnership?

Woodhill has played a significant role in shaping the teacher and subject leader I am today. One of the biggest things I have learnt is the importance of being reflective, taking ownership of my classroom and continually adapting my practice to meet the needs of all learners.

During my early career, I received invaluable support through mentoring, team teaching, modelling and constructive feedback. This helped me develop my confidence in planning, assessment, live feedback, scaffolding and adapting lessons for pupils with SEND. I also developed a deeper understanding of how to use assessment information to identify gaps and support disadvantaged pupils effectively.

One principle that has particularly stayed with me is that the learning environment should act as a second teacher. I now place great importance on purposeful working walls, displays and accessible resources that children can use independently to support their learning.

Being part of the curriculum working party also helped me understand how to make learning meaningful, break complex concepts into manageable steps and build on children’s prior knowledge.

Through Inspire Partnership, I have had opportunities to collaborate with colleagues across the Greenwich Hub, observe teaching in other schools and learn from experienced teachers and leaders.

Taking on the role of Maths Lead, now in my second year, has been another important part of my development. I have helped develop our school’s vision for mathematics, introduced strategies to strengthen arithmetic fluency and tracking, and supported colleagues through professional development sessions, lesson demonstrations and book monitoring. I have also benefited from training through the NCETM and Maths Hub, particularly around Mastering Number.

More recently, teaching Year 6 has strengthened my understanding of assessment, pupil progress and how to deploy support staff effectively. I have learnt that everyone brings different strengths to a team, and that collaboration is essential to achieving the best outcomes for children.

What do you like or love about your job?

What I love most about teaching is the relationships I build with children and the opportunity to make a positive difference in their lives.

I enjoy getting to know each child as an individual, understanding their strengths and challenges, and finding ways to help them succeed. There is nothing more rewarding than seeing a child who once lacked confidence develop a positive, can-do attitude towards learning.

I have been fortunate to teach across Key Stage 2, including a mixed Year 3 and 4 class and now Year 6. Each experience has helped me grow. One particularly rewarding year involved supporting a challenging cohort to develop stronger routines, improved behaviour for learning and a more positive classroom environment. Seeing how far they had come by the end of the year was something I felt incredibly proud of.

I also love seeing children develop confidence in mathematics. Supporting pupils to strengthen their multiplication knowledge, working collaboratively with parents and seeing positive outcomes in the Multiplication Tables Check have been particularly rewarding.

Beyond the classroom, I value the supportive relationships I have with colleagues and school leaders. Having a team where we can share ideas, ask for support and work together makes a real difference.

Ultimately, it is the small moments of progress that make teaching so special to me. Whether a child masters a difficult concept, begins to believe in themselves or simply starts enjoying learning, those moments remind me why I chose this profession.

How would you like your career to progress in the next five years, and do you think Inspire Partnership can help you achieve your goals?

Over the next five years, I would love to continue developing as a teacher and leader within Woodhill and Inspire Partnership.

My aspiration is to progress into a phase leadership role while continuing to develop as Maths Lead. I am passionate about classroom teaching, and although I want to take on greater leadership responsibilities, I would always like to remain closely involved in teaching and learning. Being in the classroom and working directly with children is what I enjoy most.

I am also interested in developing my mentoring and coaching skills, supporting early career teachers and sharing effective practice. Having benefited from excellent mentoring and coaching myself, I understand the difference that thoughtful, supportive leadership can make.

As Maths Lead, I want to continue strengthening mathematical foundations across the school, particularly through Mastering Number, arithmetic fluency and the consistent use of scaffolding and manipulatives.

I am especially passionate about making mathematics practical and meaningful. I would love to see more opportunities for children to apply their learning beyond exercise books, whether through outdoor activities, visits to local shops to explore money or other real-life experiences that bring mathematics to life.

Equity in mathematics is also a priority for me. I want to ensure that disadvantaged pupils and children with additional needs have access to high-quality teaching, appropriate resources and the support they need to succeed. I believe in maintaining high expectations for every child while recognising that different children may need different approaches to reach their potential.

I believe Inspire Partnership can help me achieve these ambitions through its collaborative culture, professional development opportunities and the chance to learn from colleagues across the Partnership.

Most importantly, I hope to continue growing as a leader without losing sight of why I entered teaching in the first place: to build relationships, inspire confidence and make a meaningful difference to children’s lives.