English Education, Done Properly

High-quality English revision, thoughtful teaching resources, and practical CPD — built by a classroom teacher who understands real schools.

A Practitioner First

I am a secondary English specialist with over ten years of classroom experience, working across GCSE and A Level in a range of school contexts. Over the last decade, I have taught pupils with widely differing starting points, needs, and aspirations, which has shaped a deeply practical and realistic approach to teaching and learning. My work has always been grounded in the belief that high expectations, clarity of instruction, and thoughtful curriculum design matter most, particularly for students who have historically been underserved by the education system.

For the past five years, I have worked as a Head of English, leading curriculum design, assessment, and teaching practice across key stages. In this role, I have focused on improving outcomes through coherent sequencing, deliberate practice, and a strong emphasis on disciplinary thinking rather than surface-level engagement. Alongside this, I previously held the role of Trust Lead Professional for English, supporting departments across multiple schools to refine curriculum planning, improve assessment literacy, and develop consistent, high-quality teaching approaches. This work involved coaching middle leaders, leading CPD, and supporting schools at different stages of development to build sustainable, subject-specific improvement.

Earlier in my career, I also worked as a Tutoring Content Lead, designing and quality-assuring learning materials for students and tutors. This role strengthened my ability to translate complex ideas into clear, accessible resources, and reinforced the importance of precision, clarity, and purposeful practice. Across all of these roles, my focus has remained the same: supporting teachers to teach well, and helping students to think deeply and succeed.

My Doctoral Research

Alongside my professional practice, I am currently undertaking a PhD in Education, which explores the impact of English subject pedagogy on disadvantaged GCSE students. My research examines how teaching approaches, curriculum choices, and classroom practices can either support or limit students’ access to powerful knowledge in English. Central to this work is a focus on pedagogy, rather than deficit narratives about students, and a commitment to understanding how educational structures shape outcomes.

My study uses an innovative, scenario-based qualitative methodology to explore “what if” pedagogical approaches were reimagined with disadvantaged learners at the centre. Drawing on theoretical frameworks such as social constructivism, critical pedagogy, and culturally relevant teaching, the research seeks to move beyond compliance-driven teaching and towards practices that are both academically rigorous and socially just. This work is deeply personal to me, as it reflects my own experiences in education and my professional commitment to ensuring that background does not determine academic opportunity.

The importance of this research extends beyond English as a subject. It speaks to wider questions about curriculum equity, assessment practices, and the role of teachers as curriculum-makers. At a time when schools are under increasing pressure to demonstrate impact through data, this research argues for a more thoughtful, human, and pedagogically grounded approach to improvement, one that places learning, dignity, and intellectual challenge at its core.

My Vision

This platform exists to bring together thoughtful teaching, practical classroom practice, and reflective professional learning. My aim is to create a space that supports teachers and students without adding to workload or relying on quick fixes. The resources, CPD materials, and writing shared here are designed to be usable, evidence-informed, and rooted in real classroom experience.

My broader vision for education is one where clarity replaces performativity, depth replaces coverage, and high expectations are paired with meaningful support. I believe education should empower students to think critically, articulate ideas confidently, and see themselves as capable learners, regardless of their starting point. Through this platform, I hope to contribute to a more honest, equitable, and intellectually ambitious conversation about teaching and learning, and to support schools in building practices that are both sustainable and transformative.

Page updated

Google Sites

Report abuse