My journey into teaching began in 2014 when I volunteered with the charity Raleigh International to work in rural Nicaragua for three months. We taught basic English, built new ovens and showers and formed a youth group.

In 2017, I began teacher training with Teach First in Margate, Kent. I received Qualified Teacher Status in June 2018 and was given my Postgraduate Diploma in Education in June 2019. I completed my training in an inclusive school and learned a lot about the necessity of pastoral care as part of the educational experience.

In 2018, I volunteered with a charity in Kathmandu, Nepal. In Nepal, there is no formal system of teacher training. As part of this project, I observed teachers in their own contexts, then worked to design and deliver a bespoke five-day educational conference. I found this to be an incredibly rewarding experience and thoroughly enjoyed seeing how teachers had adopted and adapted the techniques that we taught.

In September 2019, I moved to Manchester to work in a very different context in Openshaw. While working in Year 4, I read the recent Ofsted advisory on metacognitive learning and worked to implement this into my teaching practise by allowing students the opportunity to understand their own strengths through the consolidated use of assessment for learning techniques.

In October 2020, I enrolled to complete a master's in international education at the University of Manchester. I hope this will provide an insight into different approaches to early development across the globe that I can implement in my own practice.

I come from a small commuter town in Surrey, where my parents still live. I attended the local state school before completing my undergraduate degree in history at the University of Essex.

I didn't have a clear sense of direction after university, and I spent two years working as a graphic designer and print production assistant before I went travelling in Central America. Living amongst a small community, I was humbled by the stark contrast between the access to education that I had at home and the scant schooling available to community members. I was galvanized by my work with the children there, and it was at this point that I decided to return to the UK and train to help others.

I am passionate and excited about learning; I hope to provide a simple and systemic approach through which children can grow. I am a versatile, effective practitioner, and I believe in the importance of establishing strong relationships with pupils, so they feel supported in what they do.
In my personal life, I am a keen climber, footballer and squash player; I find that exercise is great for focusing the mind. I also love to read, and I avidly consume news articles as well as novels. At a previous school, I was responsible for managing the Reading Club.