My Philosophy
My educational philosophy has developed over time. It has been influenced by the professionals I have worked with and the children and young people I have taught.
I believe that teachers and school leaders benefit most from support provided by people who understand the everyday realities of teaching and school leadership first hand.
Throughout my career, I have taught pupils from Reception to Year 6, led most curriculum areas, worked as a SENCO, and served as a local authority lead Maths teacher. I have also held leadership positions in three schools and helped lead them through successful Ofsted inspections. These experiences allow me to be an empathetic and constructive critical friend to teachers, aspiring leaders, and established leadership teams.
I have long championed both pupil and parent voice and have served on the Management Group of the local Independent Advisory Support Service for the past 10 years. I have supported parents and their children through the ECHNA process, tribunal appeals and school transitions always recognising parents as the experts on their own children and ensuring they are fully involved in their child’s education.
My educational philosophy is straightforward: pupils learn best when they, and the adults supporting them, enjoy the learning process, and when teachers are clear about what they are teaching and why. A well-sequenced curriculum that secures long-term learning is essential for building each pupil’s social, cultural, and educational capital.
Even the most carefully planned curriculum must be delivered effectively, with staff able to judge whether learning has truly taken place. Inclusive teaching depends on hard work, strong subject knowledge, positive classroom relationships, clear classroom leadership, thoughtful questioning, consistent behaviour management, and, of course, a sense of humour.
Over 30 years in both special and mainstream education, my pedagogy has continued to develop through practice and ongoing research. The work of Lev Vygotsky, Mary Myatt, Heather Geddes, Linda Murphy, Harry Ayers, and Mark Ackerman, along with the principles of Nurture UK, has been especially influential in shaping my approach.
Finally, I believe that all behaviour, however challenging or self-destructive it may seem, has meaning. It is therefore essential that we seek to understand the causes of negative behaviour and consider how we, as professionals, should respond.