Meet Our Trainees

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.

Samuel is a motivated aspiring PE teacher with a background in elite sport, fitness coaching, and leadership. After graduating with a dual degree in Sport Management and German from Rice University as a scholarship athlete, he has developed his teaching style through hands-on experience coaching clients across age, ability, and culture in Germany and the US. He currently manages a high-performing fitness studio in Munich, leading daily classes and mentoring staff.

Jasmine is an aspiring primary school teacher with extensive experience supporting pupils across KS1 and KS2, including Early Years. She currently works as a Teaching Assistant in a mainstream school, where she takes initiative across a range of responsibilities—from planning interventions to managing behaviour and preparing resources. Her previous work in a specialist setting as a Speech and Language Therapy Teaching Assistant demonstrates her strong communication skills, adaptability and understanding of pupils with additional needs. Jasmine brings resilience, optimism, and emotional intelligence to her work. She is eager to continue developing her classroom presence and curriculum knowledge as she trains toward QTS.

Arooba is currently working as an unqualified science teacher at Conisbrough College, where she teaches KS3 and KS4 across Biology, Chemistry, and Physics. Her work in both mainstream classrooms and specialist SEN departments has strengthened her ability to differentiate effectively and manage mixed-ability groups with confidence. She has been trusted to plan and deliver lessons, manage practicals, and support with exam preparation. Alongside teaching, Arooba is proactive in her own development—regularly seeking feedback, attending CPD, and observing colleagues to refine her approach. Her prior roles in education, healthcare, and administrative settings reflect strong organisational and interpersonal skills, which she now applies in the classroom. She also brings experience supporting neurodiverse learners and tailoring learning for a range of needs, including in a resource base and through small-group tuition.