Early Teaching Career
My career in education began over 25 years ago. Originally from the West Midlands, I moved to South-East London to teach at my first school in Camberwell. I still remember my Headteacher, Florence Olajide, and remain in contact with her to this day. As one of the few global majority leaders at the time, she had a profound impact on me.
What stood out most was her leadership, gentle yet firm, and her ability to make time to truly listen, even amidst the demands of the role. At a time when representation in leadership was limited, seeing someone who reflected the communities we serve was both powerful and formative. Her values have stayed with me and continue to shape my own leadership practice.
Looking back, I realise that the children in that first school needed care and nurture in ways I did not fully understand at the start of my career. It was there that my values began to take shape: to listen, to be kind, and to build mutual respect with every learner. While these values may seem simple, they are essential.
Over time, I came to understand that behaviour often communicates what words cannot. Many pupils who are perceived as ‘difficult’ are, in reality, expressing a need to feel seen, valued, and to belong without always knowing how to articulate it. By listening first and modelling respect, I have been able to connect with learners who may otherwise have been misunderstood.
Pedagogy for Learning
Early in my career, professional networks such as ResearchEd, WomenEd, or BAMEed did not exist. Much of my development came through reflection, adaptation, and learning directly from classroom experience.
Today, I am grateful that such communities exist, providing spaces for educators to connect, share practice, and learn from one another. Structured professional development pathways now offer a more coherent journey, from early career training through to leadership qualifications. Completing my NPQH supported my transition into senior leadership, and I now contribute to leadership development programmes myself.
This continued engagement with evidence-informed practice has deepened my understanding of effective teaching and leadership. When educators are equipped with strong theoretical knowledge alongside practical application, they are better positioned to support all learners.
This learning has informed the project-based work I have led to support vulnerable pupils. For example, as an Assistant Headteacher responsible for SEND and Inclusion, I developed a reading programme to support pupils with low reading ages. Through targeted teaching, consistent tracking, and a collaborative approach, pupils made significant gains in fluency and confidence.
At its core, the project was not just about improving reading outcomes, but about fostering motivation and a sense of achievement. This approach closely aligns with the work of Richard Ige and PGS–Educators, whose Unlocking Potential programme focuses on raising learners’ sense of achievement through targeted, evidence-informed intervention. Central to this work is the belief that while high-quality teaching is essential, pupils must also be supported to develop the self-belief, tools, and strategies needed to succeed both within and beyond the classroom.
Applying Values in Education: The Golden 20
While teaching remains one of the most rewarding professions, I am acutely aware of the increasing pressures on educators. This has led me to focus on project-based approaches that support schools in addressing key challenges without adding to workload.
As a SEND and Inclusion specialist, my work has centred on supporting the most vulnerable learners, particularly those facing multiple layers of disadvantage.
One such initiative, The Golden 20, was developed to support pupils across Years 7–11 with high levels of SEMH needs and communication challenges. Identified through detailed analysis, these pupils were often persistently absent, disengaged in lessons, or frequently involved in behaviour incidents.
There are no quick solutions to challenges of this scale. However, by taking the time to understand the root causes of disengagement and creating space for pupil voice, the project sought to respond meaningfully. Guided by the principles of listening, kindness, and mutual respect, the aim was not simply to address behaviour, but to understand it and act accordingly.
Supporting Vulnerable Learners Through Listening
Creating opportunities for authentic pupil voice has been central to this work. When pupils are given space to express how they feel about school, it provides invaluable insight for staff. It allows educators to better understand individual needs, identify effective strategies, and respond with greater precision and empathy.
Active listening remains a cornerstone of my approach. It ensures that pupil voice is not only heard, but acted upon, supporting schools to respond in ways that are both inclusive and impactful.
Collaborative work with external partners has further strengthened this approach. Through programmes such as Unlocking Potential, delivered by Richard Ige and the PGS-Educators team to pupils in Years 10 and 11 across the Charter Educational Trust, young people are being supported to see new possibilities for themselves. While change does not happen overnight, there are clear signs of impact: pupils are spending more time in lessons, engaging more positively, and beginning to invest in their own development.
Not all young people inherently know how to navigate challenges or regulate themselves effectively. For many, these are skills that must be explicitly taught and nurtured over time.
Ending Thought
How can we, as educators and leaders, ensure that every learner feels seen, valued, and equipped with the tools they need to succeed?
Supporting vulnerable learners requires more than policies or isolated interventions; it requires leadership grounded in values. By listening with intent, showing kindness, and modelling respect, we create environments where pupils feel a genuine sense of belonging.
When leadership is values-driven, we move beyond addressing academic outcomes alone. We support the whole child, empower educators, and build inclusive school communities where every learner has the opportunity to thrive.
Ultimately, this is about more than education. It is about ensuring that all young people, regardless of their starting point, are given the confidence, support, and opportunity to realise their potential.