Meet Our Trainees

Ebenezer demonstrates a strong foundation in Mathematics education, underpinned by a Bachelor of Education specialising in Mathematics and Chemistry. He has over two years’ teaching experience, including a year as a full-time secondary school Mathematics teacher, where he tailored lessons with practical examples and teaching aids to build student understanding and confidence. His approach emphasises inclusive teaching, adapting to varied learning styles and needs. Alongside his educational background, Ebenezer brings experience in data management and customer service roles, showcasing resilience, communication skills, and attention to detail. His recent micro-teaching presentation reflected thoughtful lesson planning, effective questioning, and a reflective attitude towards feedback. These qualities suggest that he is well placed to develop into a confident and effective Mathematics teacher, with a clear commitment to fostering logical thinking and problem-solving in his students

Salma has a background in Molecular Biology from the University of Hertfordshire, offering solid subject knowledge across Biochemistry, Microbiology, and Genetics. Her experience as a Cover Supervisor and SEN Teaching Assistant demonstrates strong classroom management, adaptability, and an ability to support students with diverse needs. She shows potential to create an inclusive environment, using her empathetic approach to build trust and engagement, particularly with lower-attaining students or those with SEND. Salma’s leadership, effective communication, and commitment to fostering curiosity highlight her suitability for teacher training and suggest she will grow into a reflective, student-focused educatorG2T CV Salma A.

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.

Natasha is a highly motivated and compassionate aspiring primary teacher with a rich background in youth development, education, and community arts. With experience in roles such as Youth Development Lead at The King’s Trust and UK Programmes Manager at Makani, she has consistently demonstrated a commitment to supporting and empowering young people.

Maria Isabel is a dedicated and resilient aspiring primary teacher with a rich and varied professional background.