Meet Our Trainees

Muskaan brings a strong foundation in education through her BA in Education and Sociology and a breadth of hands-on experience across primary, secondary, and SEND settings. She has worked as a tutor, after-school club supervisor, and teaching assistant, developing adaptable communication skills and a reflective approach to practice. Her motivation is rooted in creating inclusive classrooms where all pupils feel represented and confident in their abilities.

Fawaz holds a Master’s degree in Architecture and Urbanism (Distinction) from the University of Manchester, as well as a Bachelor’s degree in Architecture from Ambrose Alli University, Nigeria. Their academic background has honed their skills in mathematical reasoning, problem-solving, and technical thinking—qualities they are eager to bring into the classroom.

Ade is progressing towards a career in secondary mathematics teaching, building on a strong academic foundation in aerospace and mechanical engineering. He has been teaching mathematics online since 2017, creating accessible explanations of complex topics and using relatable examples to engage learners. Ade’s subject knowledge spans the full secondary curriculum, with particular strength in algebra and calculus. He sets high expectations in learning, encourages peer review, and tailors support to student needs. Areas for development include refining formative and summative assessment practice and deepening classroom-based pedagogical approaches. Ade’s technical background, coupled with his teaching experience, positions him to bring real-world STEM applications into the classroom, fostering both understanding and enthusiasm for mathematics.

Jonathan is an enthusiastic and reflective trainee teacher with experience teaching Computer Science at secondary level but a strong academic background and personal passion for History and Humanities. His degree in International Relations and Politics, combined with his experience of leading lessons and engaging students, positions him well to transition into History teaching. He has a natural enthusiasm for historical and political topics and has shown the ability to build positive relationships with students.

Dawn demonstrates a strong foundation in STEM education, underpinned by a PhD in Chemical and Process Engineering and experience delivering lessons through The Brilliant Club, the University of Strathclyde, and teaching mathematics at secondary level in Nigeria. He shows excellent subject knowledge, strong communication skills, and adaptability in tailoring complex concepts for younger learners. His reflective approach to teaching highlights an awareness of the importance of behaviour management and safeguarding, as well as a clear understanding of structuring engaging, outcomes-focused lessons. Dawn’s willingness to relocate and commitment to continuous development further strengthen his profile.

Naomi has a degree in Textile Furnishing Design and Manufacture and brings a strong foundation in creative education. Her experience spans leading textile, arts, and performing arts sessions for primary-aged pupils and adults, often with a focus on upcycling and sustainability. She has independently delivered afterschool clubs and summer camps and is now focused on teaching at secondary level. Naomi is well-prepared, personable, and eager to develop subject knowledge around pedagogy and behaviour management. She has clear potential to grow into a confident and inspiring classroom teacher.

Luke is currently working as an unqualified PE teacher and has three years of experience across secondary schools in both classroom and coaching roles. He consistently delivers structured, inclusive PE lessons, underpinned by routines, clear expectations, and a strong presence both on the field and in class. Alongside his teaching responsibilities, he has coached school teams, managed extra-curricular provision, and led on fixtures, demonstrating strong organisational and communication skills.

Tilly is a Geography graduate with experience teaching and mentoring children aged 5–16 in Sri Lanka. Her practical background includes leading fieldwork, designing interactive lessons and facilitating workshops through schools and NGOs. She brings cultural awareness, strong communication skills, and an empathetic approach to classroom management. Her creative methods are grounded in clear subject knowledge and a desire to inspire. Tilly is now seeking a secondary Geography role where she can continue developing her practice through formal training.