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Qualifications and Training
Core Teaching Qualifications
Qualified Teacher Status (QTS)
First Class Honours Degree in Dance
TEFL Qualification (Teaching English as a Foreign Language)
Leadership and Safeguarding
Designated Safeguarding Lead (International)
Certified Life Coach
Restorative Justice Instructor
Behaviour Management and De-escalation
Advanced NVR Instructor (Non-Violent Resistance - Verbal De-escalation)
PRICE - Physical Intervention
PIVOTAL - Behaviour Specialist Programme
Mindful Practitioner/Instructor
Health, Safety and Compliance
First Aid
Fire Safety
Health & Safety for Children with SEND
Risk Assessments for School Trips
Search, Screen & Confiscate for Schools
Distribution of Controlled Medicine
Display Screen Equipment
Anti-Fraud, Bribery and Corruption
Cyber Security
Parental Responsibilities in Schools
I had the privilege of engaging in discussions with Julia Samuel MBE about the themes of grief and trauma. It began with my responses to Julia's social media posts, which evolved into deeper conversations over Skype. I was then invited to proofread her upcoming book and provide feedback before its release.
When the book was published, I was acknowledged in the acknowledgements section. Being recognised by someone of Julia's stature and influence in this field was an immensely proud moment for me and validated my commitment to trauma-informed practice in education.
Schools
Schools
I have worked in education for over ten years across state and independent schools in the UK and internationally, including experience in both primary and secondary phases and SEND specialist settings. My career has been defined by leadership roles with varied responsibilities.
Key responsibilities across my career have included:
Leadership and Management
Managing teams and departments across primary and secondary curriculum
Leading team meetings and coordinating staff rotas and timetables
Managing budgets and resources
Writing and implementing school policies, particularly in behaviour and safeguarding
Teaching and Learning
Planning and delivering high-quality lessons across dance, PE, and English
Developing curriculum pathways and schemes of work
Assessing pupil progress and analysing performance data
Staff Development
Delivering whole-school training and CPD sessions on behaviour management, de-escalation, and restorative practice
Leading induction programmes for new teachers
Providing guidance and coaching to improve teaching quality
Wider School Responsibilities
Building relationships with external agencies and multi-agency professionals
Communicating and building links between school and home
Organising whole-school events and enrichment activities
Performing
Performing
I am grateful for the time I spent performing and touring professionally. This experience taught me valuable lessons and transferable skills that continue to shape my leadership practice:
Vulnerability and risk-taking – being willing to take creative risks and try new approaches
Feedback culture – welcoming constructive feedback and offering it thoughtfully to others
Communication beyond words – reading body language, tone and emotional cues
Reliability and community – understanding the importance of being dependable and building strong teams
Celebrating others' success – recognising and valuing colleagues' achievements
Creative problem-solving – finding innovative solutions when faced with constraints
Wellbeing through daily habits – prioritising health and sustainable working practices
Mindful inclusivity – ensuring everyone feels valued and able to contribute
Learning from skilled people – surrounding myself with expertise and being open to learning
Self-reflection and critique – regularly evaluating my own practice and impact
Open-mindedness – approaching new ideas and concepts with curiosity rather than resistance
These skills directly inform my approach to leadership, particularly in creating inclusive environments where staff and pupils feel safe to take risks, receive feedback, and develop their potential.
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