Meet Our Trainees

Jyothi brings over twelve years of English teaching experience with learners aged 7–16, complemented by a recent MA in Educational Leadership from the University of Manchester. She has a strong record in curriculum design, classroom management, and inclusive pedagogy, and has extended her influence beyond the classroom as Chief Editor of school publications and mentor to students. Her practice blends creativity with rigour: using drama, poetry, and current affairs to engage students, while maintaining high academic standards.

Syeda brings over a decade of experience supporting children across early years and primary settings, with seven years as a teaching assistant and five years as a nursery practitioner. She has worked in mainstream and SEN contexts, including additional resource provision, one-to-one support, and targeted interventions in phonics, maths, and literacy. Her practice reflects strong organisational skills, effective teamwork, and the ability to adapt teaching to individual needs.

Veronique has clear potential as a secondary mathematics teacher. She combines strong subject knowledge from her Mathematics with Spanish degree with practical experience as a teaching assistant and tutor. Her work with neurodiverse students has strengthened her ability to differentiate lessons and foster inclusive classroom environments.

Stephanie has over seven years of experience working with children in a variety of settings, including five years as a Learning Support Assistant at Dysart School and more recent SEN nannying roles. She has strong experience supporting children with additional needs, using tools such as Makaton, PECS, and visual timetables to adapt communication and make learning accessible. Her strengths include classroom management, setting clear boundaries, and using creativity to engage pupils. She is adaptable, reflective, and confident in using positive reinforcement to support behaviour. She draws on her drama background to bring imagination and energy into lessons, helping children build confidence and develop communication skills.

Chinaza is an aspiring mathematics teacher with strong subject knowledge and a clear commitment to education. She holds a First Class B.Agric in Soil Science from the University of Nigeria and an MSc in Environment and Global Development from the University of East Anglia, graduating with Distinction. She is now pursuing further postgraduate study in Mechanical Engineering at the University of Birmingham. Her academic background spans advanced mathematics, statistics, and applied sciences, supported by practical teaching roles in Nigeria and the UK. She has experience as a teaching assistant in schools and colleges, as well as private tutoring, where she consistently improved student performance by tailoring lessons and using interactive methods.

Desire has a background in journalism and communication, having worked as a writer for six years before focusing on education. Through her reporting on schools and direct interaction with teachers, students, and parents, she developed a strong interest in teaching. Since moving to the UK, she has gained experience supporting children and young people through voluntary work and mentoring. She brings strong communication skills, patience, and the ability to listen and build rapport. Her experience in journalism means she can break down complex ideas clearly and encourage curiosity in learners. She has also shown commitment to learning through recent study in support work in schools and colleges.

Adrian brings a strong foundation in fine art, design, and creative education, supported by a BA in Fine and Applied Arts and a Master’s in Graphic Design and Branding. Her teaching experience spans secondary school art roles in both the UK and overseas, as well as extensive cover supervision across primary and secondary settings. She has worked in art galleries, facilitated workshops, and delivered design lessons that blend practical skills with creative thinking.

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.