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| Headmaster | Mr A J S Kennedy, MA |
| Senior Deputy Head | Mr T Rounds, BA |
| Deputy Head, Pastoral | Mrs I Sinclair, BA, MA |
| Director of Finance & Operations | Mrs R Mottier-Choi, BSc (Hons), MA, CIMA |
| Assistant Head, Safeguarding | Mrs S Cater, BA, MPhil |
| Assistant Head, Lower & Middle School | Mr J Munnery, BSc |
| Assistant Head, Sixth Form | Mr J Pietersen, MA |
| Assistant Head, Co-Curricular | Mr M Richbell, BSc, MEd |
| Assistant Head, Teaching & Learning | Dr B Dabby, BA (Hons), MPhil, PhD |
| Head of Lower School | Mrs H Carey, BSc |
| Junior Year | Mr W Coma, BA |
| First Year | Miss H Crawford |
| Assistant Head of First Year | Miss S Deas, MA |
| Second Year | Miss O Garner, BA |
| Head of Middle School | Mrs R Lattery-Lee, BA |
| Third Year | Mr J Savile, BSc |
| Fourth Year | Mr T Bryars, BSc |
| Fifth Year | Mr G Kimmins, MSc |
| Deputy Head of Sixth Form | Ms G Webber BA, MA (to Feb. 2027), Ms V Boorman, BA (from Feb. 2027) |
| Head of Lower Sixth | Mr T Heath, BSc, MSc (to Feb. 2027), Ms G Webber BA, MA (from Feb. 2027) |
| Upper Sixth | Mr S Hodge, BA |
| Mr S Allison, BA | Head of Modern Foreign Languages |
| Ms N Beaumont, MA, MSc | Head of Mathematics |
| Mr O Benjamin, BA | Head of German |
| Mrs K Beresford-Miller, BA | Head of Religious Studies |
| Ms E Bodinier, BA, MA | Head of French |
| Mr D Currigan, BA, MA | Head of Design Technology |
| Ms A Donkin, MChem | Head of Chemistry |
| Mr L Flanagan, BA | Head of Science, Head of Physics |
| Mr R Holdsworth, BA, MA | Head of Academic Music |
| Mr O Hutchings, BA, MA | Head of History & Politics |
| Mr O Marriott, MSc, BSc | Head of Physical Education |
| Mr R Moralee, BSc, Med | Head of Biology |
| Ms E Moreno, BA | Head of Spanish |
| Mr S Orungbamade, BEd | Head of Business & Economics |
| Mr S Page, BSc | Head of Computer Science |
| Mr T Parkins, MA | Second i/c of English |
| Miss C Parkinson, BSc, MsC | Head of Psychology |
| Mr B Patel, MSc | Second i/c of Mathematics |
| Mr J Robertson, BA (Hons), PgDip | Director of Art |
| Miss L P Robinson, BA | Director of Drama |
| Mr C Ruck, BSc | Head of Geography |
| Mrs R Tucker, BA, MSc | Head of English |
| Miss S Van Dal, BA, MA | Head of Classics |
| Mrs Q Wang, BA, MTeach | Head of Chinese |
The transition has been really smooth, and I’ve thoroughly enjoyed my time so far. One thing that has stood out to me since joining Trinity is just how close-knit the school community is. I’ve found that everyone is incredibly supportive – not only when it comes to curriculum choices, but also in encouraging and nurturing individual passions.
I feel very fortunate to have received a place on a teacher fellowship with the Historical Association, focusing on the Caribbean, Monarchy and Legacies of the British Empire. It’s a great opportunity to explore the subject in greater depth alongside historians and fellow history educators. I’m especially looking forward to bringing ideas back to Trinity on how we can best approach the complexities and legacies of this important history in the classroom.
Funnily enough, I was in my second year of undergrad studying History, completely absorbed in what I was learning and not being entirely sure where it would lead to career wise. After one of many rambles, my wife said “All you do is talk about history, why don’t you become a teacher?” It was one of those moments that just made sense, so thanks to her!
It has to be taking students on a trip to Berlin while I was at my previous school. It was such a rewarding experience, seeing students engage with history in the places they’d studied in the classroom. I’m hoping for many more moments like this at Trinity!
Providing the best possible learning experiences for the classes I teach, supporting the African Caribbean society and History society, and coaching the U12 football team.
1. What’s your go-to Friday night meal? Jerk chicken with rice and peas.
2. What’s your all-time favourite holiday? Thailand.
3. If you were a Premier League footballer, who would you be? Virgil Van Dijk.
4. What would you be doing if you hadn’t become a teacher? Something PR-related.
5. Can you describe yourself in three words? Inquisitive, Caring and reflective.
Trinity is a really special school, and the years have flown by.
I first moved to Trinity because I wanted to concentrate even more on teaching my subject. It’s a real privilege just to be able to sit down and share ideas about Philosophy with a group of students, whether that be quarrelsome questions with my JBugs or debating a scholar with my A Level classes, teaching in the classroom is still a highlight of my week.
Since I’ve been at Trinity, it’s the opportunities and variety that keep me excited to come to work each day. Anything that I have wanted to do I’ve been able to try, whether that be scuba diving in the Trinity pool or jumping into a waterfall in Wales on a Lower School residential, it always feels an adventure.
I’ve grown so much since I’ve been at the school and so has my family. Two maternity leaves and two young children later I now have even more understanding of what matters and what’s kept me here.
Throw yourself in, you never know where the journey will take you. The Lower School students continually amaze me with how quickly their first acts of bravery grow into incredible experiences. That first audition to the choir could lead to you performing on a world class stage at Glyndebourne, or trying out for a sports team or drama production could form a bond and friendship for life.
I love to travel and experience the world.
I feel like philosophy is time travel in the classroom. Just because something is not valued now, doesn’t mean it has no value at all, and it’s exciting to look at ideas from history again.
Being in a school also allows me to constantly keep looking outwards. I have had incredible experiences on our school trips, whether that be in Rome with RS students or Malmo chaperoning an opera. There is also a real depth of culture and experience right here, expressed in our clubs every week. It’s a privilege to go dip into societies such as African Caribbean Society, Literary Society or ThinkSoc (RS society) and hear new ideas. What’s not to love?
I am most proud of our commitment to Chipwepwete school in Malawi, where the Trinity community has funded a free school lunch for every child since 2015.
I’ve been lucky enough to visit three times and be part of opening a library, a new classroom block and see a bridge built over the local river. Each year we have as taught lessons in the school with our Sixth Form and sat down with teachers to share ideas. My most special and humbling moment was being given a gift of a live chicken in front of all the school to thank us for our trip. It was funny to try to hold it flapping away (and wondering about its fate) but also tear jerking to look out at a sea of faces and realise the friendships we had made and irreplaceable lessons we had all learned.
What is most exciting is that our first girls, and the boys who will work alongside them, have a unique opportunity to shape our school for the future. The new Lower School will genuinely be something that we will build together, and so we are preparing by speaking to as many people as possible and really listening.
It has been wonderful to start meeting girls on our recent tours and talk about what matters to them. Equally, our school councils already have some brilliant ideas of how to welcome them. We are creating new spaces, planning clubs and house competitions, talking about residentials and break times and small things that matter. I want all students to feel they have someone they can relate to and talk to, as well as inspire them to learn. It is clear to me that anything we do for the girls will also benefit our boys hugely.
I was also lucky enough to be here when our Sixth Form went co-ed in 2011, and I can see just how much value that has brought. So, I am looking forward to having a fresh look at everything we do, and I want us to be really ambitious about what we can do together.
1. What’s your go-to Friday night meal? Curry – we live near Tooting, which is home to some of the best curries in London.
2. What’s your all-time favourite holiday? Travelling from Rwanda all the way down to Botswana and Namibia; I’ll never forget the landscapes and animals along the way.
3. If you were a philosopher or theologian, who would you be? Søren Kierkegaard – I just think as an early existentialist he was very cool.
4. What would you be doing if you hadn’t become a teacher? A scientist – I have a Natural Sciences degree and loved astrophysics as well as philosophy
5. Can you describe yourself in three words? Caring, supportive, and encouraging – I asked my husband for this one!
The school has grown and developed in so many ways since my time here as a student. What hasn’t changed, however, is the unique and welcoming atmosphere that makes it so special. I feel genuinely proud to work in such a diverse and inclusive community, one that reflects both our local area and the richness of London as a whole, without ever taking that for granted.
I remember filling out a careers questionnaire at school back in 2005, and based on my responses, teaching and coaching came out as the most likely career path for me. Even then, it felt like a natural fit, something I believed I’d enjoy and be well-suited to.
During my playing career, I was fortunate to be supported by senior players who took the time to guide and encourage me. As I became a more experienced and established member of the group, I made a conscious effort to do the same for the next generation, ensuring they felt supported and knew I was someone they could turn to if they needed help or advice. I continue to do this now in my role as Director of Sport with both staff and students.
It’s really hard to choose just one moment, as there have been so many. I’ve been fortunate to see a few year groups through their entire journey, and for some, I was their Head of Year from the very beginning, back when they first joined the school as JBugs. There’s a real sense of satisfaction in seeing them at school events or bumping into them after they’ve left, knowing that I’ve been a small part of their journey and that I can remember and feature in some of the memories they look back on fondly.
It was an incredible experience, the result of years of hard work, overcoming setbacks, and enjoying some unforgettable highs along the way. There’s nothing quite like the feeling of standing to sing your national anthem with your country’s flag on your chest; it’s difficult to put into words or replicate that sense of pride and emotion.
As a team of sports teachers and coaches, we feel strongly, and there’s plenty of research to support it, that offering students a wide range of sporting opportunities is hugely beneficial. Far from limiting their chances of reaching the highest level, this broad exposure will actually enhance their development.
Of course, it’s not always straightforward. There are scheduling challenges, and as students’ progress through the school, they naturally develop preferences for certain sports. However, the character-building, along with the physical, emotional, and social benefits of playing multiple sports, far outweigh the push to specialise early.
The reality is that only a small number will go on to play at the highest level. So, helping students develop a lifelong love of sport is vital. That’s why, at Trinity, we place such importance on encouraging students to try a wide variety of sports throughout their time here.
I know I speak on behalf of the entire Sports Department when I say how excited we are to welcome girls into the Lower School from September 2027. We’re committed to offering the same breadth of opportunities that boys currently enjoy, ensuring that every girl is supported, engaged, and able to discover a sport or activity they love.
It’s a really exciting time for sport at Trinity, and that journey begins with significant investment in our facilities ahead of 2027. Over the summer, we’ve seen the refurbishment of the Lower Astro and the Shaw changing rooms, as well as the completion of a brand-new, state-of-the-art studio space for dance, spin, and yoga. Looking ahead, a brand-new netball facility will replace the existing hard courts, with work set to begin in the summer term.
To support this growth, we will also be appointing an Assistant Director of Sport this year. Together, and with the full backing of the department, we will lead the preparation for the arrival of girls, ensuring we’re ready to hit the ground running.
Selfishly, and with my water polo hat on, I’m especially looking forward to entering our first mixed and girls’ ESSA competitions. Our senior girls have already paved the way, not just across a range of sports, but particularly in water polo, where we’ve achieved several top-six national finishes over the past decade. I truly believe we’ll become a force to be reckoned with both locally and nationally, all while keeping inclusion, enjoyment, and development at the heart of everything we do.
1. What’s your go-to Friday night meal? A lamb rogan josh, with mushroom rice and a garlic naan. Shout out to Amber Fort in Eden Park, Beckenham!
2. What’s your all-time favourite holiday? Two weeks in Florida visiting all the amazing theme parks and water parks.
3. If you could have been an Olympian in any other sport, what would you have chosen? I’ve spent the entire summer working on my handicap, so I’d say golf. It has fast become the sport I watch and enjoy playing the most, much to the delight of my wife and kids!
4. What would you be doing if you hadn’t become a teacher? I guess I may have followed my Dad and worked as an insurance broker in the city. More likely, probably a full-time coaching role in water polo, although they are few and far between in this country, so it would have been somewhere in the US or Europe.
5. Can you describe yourself in three words? I asked my eldest son this one…fun, annoying and helpful…I’ll take that!
I was first introduced to Psychology during my A Levels, through completing A Level PE. It was an instant connection and the most engaged I had ever felt in any subject. I knew straight away that I needed to know more. However, I had a strong background in sport (something that not many people know about me), so I went to complete a joint honours BSc in Psychology and Sports Science at University of Birmingham.
The Undergraduate Psychology Department at Birmingham was next door to the Clinical Psychology Training Programme and as soon as I learnt about what Clinical Psychology was, I knew that was the career path for me. So, I abandoned my sporting roots (and the cold early morning sports pitches) and moved towards my love of psychology.
The decision to specialise in children was an obvious choice for me and again connects back to my sporting roots. As a competitive swimmer, I was heavily involved in my club through teaching and mentoring younger swimmers. I thoroughly enjoyed working with young people and continued this throughout my university days and beyond, working in roles such a sports coach, learning mentors and day care leader. After my degree I completed an MSc in Child Development and was able to tailor my Clinical Training to have half of my placements in services for children and young people. Once I qualified, I moved on to working in Child and Adolescent Mental Health Services (CAMHS) and it’s been a privilege to have spent the rest of my career working with children and families.
There are many, so that’s a really tough question, but there are some young people whose perseverance and determination will always stay with me. I am also very proud of having developed the Adult Autism and ADHD pathway in my NHS trust and building the team from a single person service to a team of 17 people.
This question is fiercely debated in the professional community and there are many theories, including that we now have a better understanding of SEND and better detection processes. It is also possible that prevalence rates are increasing, which some suggest are linked to genetic and environmental factors.
My advice to parents who are navigating diagnostic pathways is to liaise with school as much as possible. It might feel like I have a vested interest in that answer, but there are several reasons why this is now essential. Most significantly, the diagnostic criteria for many SEND will require corroborating information from school in order to confirm a diagnosis, so the involvement in school is a key part of any assessment process (NB so please be wary of any service that is offering assessments without meaningful engagement with your child’s school). Next, all the NHS services we have contact with require school to make a referral for diagnostic assessments, not GPs. If a GP does refer, the service will immediately send screening forms to school to complete to determine whether an appointment will be offered. And, very importantly, schools are very knowledgeable about SEND and can offer lots of support, advice and signposting, to both parents and students to ensure that as much assistance is in place as possible, especially if the assessment process is going to be lengthy.
Well, that is quite a definitive statement and not one I think I’m brave enough to debate with most teenagers. But the evidence does show that a high level of individual screen engagement can interfere with the many development tasks that young people’s brains and bodies need to be doing during their crucial adolescent years. For example, higher rates of individual screen use are associated with poorer physical health in young people because screen time involves less physical movement.
As with all things teenage, it’s about striking a balance. I would encourage parents to focus less on the screen use/smartphone use and more on the other things young people are doing. A very high daily screen use means that there is less time for them to be doing other things such as sports, hobbies, socialising, exploring the world…even homework?
1. What’s your go-to Friday night meal? Anything quick and easy – I’m pretty tired by the time it gets to Friday
2. What’s your all-time favourite holiday? Anywhere hot with a sandy beach and not many people
3. If you had to pick between Freud, Jung, and Skinner, who would you choose? Whilst I have a healthy respect for the teachings of Freud, I’d definitely chose Skinner as I still rely on behavioural principles in my everyday work.
4. What would you be doing if you hadn’t become a clinical psychologist? Something sporty
5. Can you describe yourself in three words? Energetic, inquisitive (nosey), chatty
Growing up pretty nearby to Trinity, I had a few friends who came here and spoke very highly of their experiences, so when I saw a position available in the Geography department after I finished my teacher training, I jumped at the chance. Since then, it’s the relationships with both my fantastic colleagues and students that have kept this such an exciting place to work.
Throughout my Geography degree, I had been taking part in youth-work through my church and really enjoyed this. As the end of university loomed I was considering how I could integrate my geographical interests and working with young people and teaching has remained a fantastic way of doing this.
A few years ago, I was lucky enough to join a Geography trip with some of our Middle School students heading to Sicily and some of the off-lying islands during the summer holiday. While we were there, we climbed up the Stromboli volcano and were so privileged to see this erupt in front of us (from a safe distance) with the lava streaking across the night sky. It was pretty unforgettable for all the staff and students there.
There are so many brilliant avenues of support across the full breadth of Trinity life. However, one thing that I’ve certainly seen over my time here is that a busy student is a happy student. There are so many amazing things to get stuck into in the classroom and beyond so make the most of this. One of our four key values in the First Year is to ‘step up and get stuck in’ and we’ve seen that this has been a great way to develop exciting interests and foster social relationships too.
I’m very lucky to get to go on so many trips and they are a real highlight of my job. For students I feel that they are very valuable for a few reasons. Firstly, trips can be stretching at times. When going away you are often presented with a range of fresh challenges you don’t see at home, perhaps in the activities you take part in or just in the need for a greater level of personal organisation than you might normally need at home. They are also a great way of broadening horizons with exposure to places and cultures with which we have been previously unfamiliar which is so important in our increasingly globalised world. Finally, they can be a great way of developing relationships with your peers and learning how to work effectively with a range of different people. It’s great to see all these things at work in the trips we run both in the Geography department (such as the trip to Norway we had over the October half term) and in the pastoral life of the school, such as the trips we take down to our Boetius field centre in South Wales with all First Years soon after the start of the year.
1. What’s your go-to Friday night meal? I love foraging so anything that I’ve been able to source from the ‘wild larder’ is always a favourite.
2. What’s your all-time favourite holiday? Last summer I was lucky to head to the Karakoram mountains in Pakistan to go trekking and mountaineering. It was amazing to see the ways people have adapted to live at high altitude and to witness the amazing glaciology in action as we climbed up the ice.
3. Human Geography or physical Geography? I’m slightly conflicted here. I’ve traditionally been physical all the way but having started teaching human Geography at A Level in my time here, I’m certainly starting to see the value in keeping a more integrated perspective, particularly as we consider some of the most complex issues of our times such as climate change and how this will affect people worldwide. That said, it’s pretty hard for anything to match the awe that is instilled in standing before some of the amazing landscapes we get to study on the physical side.
4. What would you be doing if you hadn’t become a teacher? It would have to be something that allowed me to get outside a lot. Before teaching, I had a brief period working on sailing yachts to deliver and race them which was great, but doesn’t get close to matching how much you get to laugh when working in a school.
5. Can you describe yourself in three words? Hmmm… Perhaps: energetic, adventurous, and enthusiastic.
Having previously worked in a boarding school, I wanted to try a different setting and a busy day school appealed. I studied in London and always wanted to move back, so after a stint by the seaside, the bright lights of Croydon (and handy train routes into Central) brought me back!
I always loved Classics (Latin, Greek and Classical Civilisation) and knew I wanted to keep a toe dipped into this academic world. Few careers offer the freedom of continual learning and study, so teaching drew me in with the promise of more time spent reading about, and sharing, a subject that I love. I wanted to share it with the next generation of Classicists, in the way that my own teachers inspired me.
The opportunities open to me. I have travelled to Iceland, Morocco and Rome (amongst others) and seen amazing cultures and landscapes. So I get to travel, share it with people I like, and get paid for it. What’s not to love?!
One gap in my academic repertoire was an A Level in Classical Greek. A few years ago I chose to sit the A Level alongside my students; I took lessons with a colleague, revised for vocabulary tests and walked into the exam hall with my own class. It is the absolute best training I have done as teacher, and a reminder of the stresses and strains our students are under on a regular basis.
We are in constant discussions with both staff and students, and there are so many plans underway. Student voice is key and in my role I run the Sixth Form Council. They are regularly sharing their views and making changes for the better, all of which is working towards a fully co-educational setting. For example, students from the Council are meeting with sports staff to review samples of the new sports kit. We want all students to feel happy, comfortable and confident, so we really value these feedback sessions.
Don’t believe what you read on the internet! The ‘soft skills’ that Classics offers students are wide-ranging and are exactly what universities and employers are looking for: flexible thinking, critical thinking, the ability to synthesise information, learning a new language, and retaining a huge amount of knowledge in the process…I could go on!
Furthermore, Classics is the study of what it means to be human. Read Oedipus the King, arguably one of the most tragic of all Greek tragedies, and you recognise the pain of being human, all from the comfort of your armchair. You only need to check out The Tecmessa Project, which discusses the fate of Ajax (who died by suicide after the Trojan War) with modern day war veterans and their spouses to see what I mean when I say the issues raised are still just as relevant and poignant today.
Similarly, take Virgil’s Aeneid, arguably (again) the greatest work of Western literature about the mythical founding of Rome. Our societies and cultures are built on this ancestry, so what’s not relevant about it?
And finally, a recent debate I had with some Upper Sixth students centred around whether Cassandra was more (or less) tragic than Phaedra or Medea. If you don’t know who I am talking about, go and read some inspiring (and upsetting, sorry) works of literature which have survived through the ages because the emotional elements and very fibre of their nature makes them as relevant today as they were 2,500 years ago. Okay, I’ll stop now…
1. What’s your go-to Friday night meal? A Sri Lankan curry, with rice and dhal. And good helping of naan bread.
2. What’s your all-time favourite holiday? The Christmas I spent in Cambodia; we saw a huge bat cave on Christmas day, explored deserted beaches (with no gift wrap or awkward family gatherings in sight) and with New Years’ Eve on the beach.
3. Latin or Greek? Impossible to choose. Both!
4. What would you be doing if you hadn’t become a teacher? Midwifery. But I am rubbish at science so would never make it through the course!
5. Can you describe yourself in three words? Genuine, passionate, a-bit-mad.
I was very happy in my role before Trinity but knew I had a second career in me and, when the role at the school came up, I was keen to find out more. I was aware that Trinity was a leader in the field of providing outstanding education and incredible opportunity to a wide range of young people and with the lightest of touches. In reality, it has been all these things and more and I have been genuinely impressed by the dynamism of staff and the fast pace here. I have learnt that our students really are outstanding young people and that is evident in the smallest of day-to-day interactions as well as during more high-profile events.
Like many people, I graduated without a defined career path in mind. I moved to London and was fortunate enough to secure a role at the BBC in the team looking after marketing strategy. I thrived on the variety of projects, the support of talented colleagues and enjoyed the mix of science and art that marketing exposes you to. I felt privileged to work for the national broadcaster and always saw my role there as being the voice of the audience.
Whilst admissions and marketing are similar disciplines with transferable skills, the learning curve has been steep and ongoing. Helpfully, I really like learning and challenging myself: over the course of the last academic year, I studied for a qualification in School Admissions Management to further my understanding of this industry. The course gave me knowledge and confidence, and it introduced me to colleagues in other schools. I have always found that having a professional support network of people who do a similar job to you is very helpful and I enjoy learning from the experience of others and sharing best practice.
Admissions professionals wear many hats, and we are constantly juggling several competing priorities. Our aim is to ensure the best possible experience for applicants and their families, and we work hard to achieve that. However, we regularly review our processes to evaluate their suitability and effectiveness: if we fall short, we want to learn and to improve and so we try to garner feedback at each step of the admissions cycle.
The summer after I graduated, I worked as a tour guide in Italy taking groups of American high school students and their teachers on educational tours that typically lasted for 10-14 days. Pre-smartphone, we were renowned for our ability to execute complex itineraries to a vast array of destinations without notes, guidebooks or the internet. For the vast majority of the participants, it was their first experience of travel outside of the United States, and sometimes outside of their home state. It was such an honour to be part of their trips and wonderful memories were created for both guide and traveller alike.
As a team, we are keen that any student coming to Trinity feels as calm and as welcomed as possible. We recognise that many students are applying to more than one school which can make this an incredibly busy time for them and their families. Consequently, there is a lot to think about, and no two processes are the same. Our assessments are designed to limit the amount of preparation that is required in advance, which we hope alleviates some of the pressure.
So, my advice would be to try to approach the process with positivity and to be yourself. We are here to support you and to create a welcoming atmosphere where you feel relaxed and in which you can do your very best: we really want you to succeed. Subsequently, if you join us for interview, these are led by our teaching staff, who are extremely friendly and always look forward to having a chat with you and learning more about you. Speaking to families, it is clear that their sons and daughters are the ultimate decision makers in deciding which school to choose: with this in mind, we suggest you come armed with a few questions, to help you with that process.
1. What’s your go-to Friday night meal? Omelette, frites!
2. What’s your all-time favourite holiday?Camping in France in thick pine forests, close to the sea. I love the simplicity of these holidays; they feel like true escapism.
3. The Traitors or the Celebrity Traitors? The Celebrity Traitors (Celia Imrie & Joe Marler, really)
4. What would you be doing if you weren’t working at Trinity?I’d like to think, teaching aerobics (career no. 3?)
5. Can you describe yourself in three words? Approachable, enthusiastic, dependable.
I was recommended Trinity by a friend who spoke about the freedom and trust staff are given here. I loved the idea of working somewhere where I could drive things forward and feel empowered to do so. Since joining, that’s absolutely been true. We have grown the scholars’ programme significantly and it’s fabulous to work at a school that is willing to push boundaries.
I always thought I wanted to go into business and did so for a while after university, but I realised I wasn’t intrinsically motivated. Both my parents worked in the public sector – my father was a headteacher and my mother an A&E nurse – and I wanted to do something that felt meaningful. Teach First gave me that chance, and I haven’t looked back.
There are lots of amazing memories, so it is difficult to pick just one. The nice thing about teaching is that you have meaningful moments every day. The Trinity Extension Award submissions are an annual highlight, especially the artefacts that students create. One painting still makes me quite emotional. It was created for the alternative perspectives theme and depicted life through the eyes of an autistic sibling. It showed nuance, courage and real intellectual risk-taking – everything the scholars’ programme is about.
In my opinion, a Sixth Form student who can complete an outstanding Extended Project Qualification (EPQ), or Sixth Form Project, is exhibiting all the intellectual capabilities necessary to excel when leaving school. Students research and write a 5,000-word dissertation on a title they have come up with and independently complete it over the course of an academic year. The skills they are gaining are those I gained at university or even once I had started working full-time.
We brought in the Trinity Extension Award (TEA) to support students throughout the school to start developing those skills earlier, and to give them a chance to rigorously explore an intellectual area of interest. There’s now an intentional thread running from the Junior Year right through to Sixth Form. Older students mentor younger ones at Scholars’ Breakfasts and help lead discussions; they inspire them in their different interests and how these can lead to potential careers. We also run trips to broaden our scholars’ thinking. For example, we’re taking students to the National Maritime Museum for an enslavement inquiry day to explore big historical questions and their relevance today. These experiences help prepare them for independent research, whether that’s the TEA, external essay competitions or the EPQ.
In addition, the new series of Mitre Lectures also give students authentic intellectual challenge by hearing from external speakers at the top of their game. Our Sixth Formers chair the Q&A sessions and are getting increasingly confident. At the recent Jeremy Hunt lecture, students came armed with evidence, statistics and some brilliantly probing questions. One of the best questions actually came from a Third Year, which shows how the programme builds curiosity from a young age.
Give everything a try and be inquisitive; there are so many opportunities to grow and lead. There is space at Trinity for you to find your niche and run with it. It is also important to understand you are not pigeonholed by being a scholar, we have academic scholars who are some of the best musicians or athletes in the school. Be yourself and great involved.
You use all the same problem-solving skills in teaching as you do in industry, but the impact is very different. You’re doing something fundamentally beneficial for society. You get daily moments of joy and those small human interactions that remind you why it’s worth it.
1. What’s your go-to Friday night meal? Lamb dhansak with a peshwari naan and pilau ric
2. What’s your all-time favourite holiday? Our honeymoon in the Aeolian Islands off the coast of Sicily
3. If you could work for any listed company, which would you choose, and why? Google, I love technology and problem-solving
4. What would you be doing if you hadn’t become a teacher? Working for a FinTech start up
5. Can you describe yourself in three words? My Upper Sixth business class said energetic, organised and passionate