Meet Our Trainees

Joseph is an aspiring secondary teacher with a strong academic background in Mathematics, Economics, and Statistics. He holds an MSc in Economics from the University of Surrey and a BSc in Economics and Statistics from Kenyatta University. His academic pathway demonstrates strong quantitative skills and a clear understanding of analytical thinking. Joseph brings relevant teaching experience across Mathematics, Economics, and Business Studies. He has taught secondary students in Kenya, delivering structured lessons aligned to curriculum expectations and supporting students in developing numeracy, problem-solving, and exam skills. His experience includes teaching mixed-ability classes, using formative assessment, and adapting explanations to improve understanding and confidence.

Louise brings several years of teaching experience across a wide range of international settings, including Ghana, Russia, Romania, Italy, Saudi Arabia and Japan. Through this work, she has developed strong classroom presence, confidence in lesson planning, and a clear understanding of the value of structure, routines and boundaries in supporting learning. Her background in English language teaching shows consistent experience of helping students grow in confidence, including learners who were reluctant, attending after school, or needing additional support. She has experience working with pupils with needs including dyslexia and suspected autism, and has worked with colleagues and parents to put appropriate support in place. This suggests a reflective and practical approach to meeting different needs in the classroom.

Patrick is an aspiring secondary mathematics teacher with five years of prior teaching experience and a strong academic background in chemical engineering. He demonstrates clear potential to train effectively within a UK school context. Patrick has taught mathematics and science to students aged 9–14 in a large school setting, managing classes of approximately 30 pupils. He has experience assessing progress, preparing reports, and supporting students through internal and external examinations over a sustained period. His teaching approach includes the use of visual aids, practical examples, and structured group work, with a focus on linking mathematical concepts to real-life applications. During his interview, he demonstrated a secure understanding of lesson structure, including clear learning objectives, staged delivery, and opportunities for assessment.

Phil is a trainee primary teacher with recent, sustained experience in a UK primary school setting. He currently works as a Teaching Assistant at Didsbury Road Primary School, supporting learning across three Year 6 and two Year 5 classes. His role includes leading small-group Maths and Literacy sessions, delivering one-to-one reading support, and providing classroom cover when required.

Jamar is an aspiring secondary Physical Education teacher with a strong academic background in sport, coaching, and performance analysis. He demonstrates a clear commitment to promoting physical activity, wellbeing, and personal development in young people. Jamar’s experience is grounded in practical coaching across a range of age groups. He has supported and delivered sessions in football and cricket for pupils aged 4–13, including structured training, match support, and skills-based workshops. This breadth of experience shows his ability to adapt activities to suit different developmental stages. For example, he has led U13 football training sessions and supported cricket camps, where he adjusted drills to match ability levels and maintain engagement.

Vaishnavy is a developing teacher of Science, with a subject specialism in Biology at secondary level. She brings a secure academic background in zoology and education, which supports her subject knowledge across biology topics including genetics, ecology, and human physiology.

Tom brings a broad range of professional and international experiences that support his potential as a secondary History teacher. His background demonstrates organisation, communication skills, and the ability to work with diverse groups of people.

Naba is an aspiring Psychology and Science teacher with strong subject foundations and substantial experience across secondary school settings. She holds a BSc (Hons) in Biomedical Sciences (Genetics), which provides a solid scientific grounding in research methods, data analysis, and evaluation—key components of both the Science and Psychology curricula. Her academic background supports confident delivery of KS3–KS4 Science and A-Level Psychology content.