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Why NTU

What inspired you to study Primary Education?

"I was inspired to study Primary Education because my mother worked in primary schools, and I spent a lot of time around teaching. I knew I wanted a career where I could make a real difference in communities, and teaching felt like the perfect fit. After doing some work experience during my A levels, I knew straight away it was the right path for me."

Why did you choose NTU for Primary Education?

"I chose NTU because I already had friends there, and I’d heard great things about the student life. It was also close to my family home in Leicester, which made it a perfect fit. I considered other universities, but I noticed that Primary Teachers who graduated from Trent had a strong reputation, and I wanted to be part of that. Additionally, Trent's 4-year course offered extra experience through additional placements, as well as unique opportunities like Forest School qualifications, which I found really valuable."

You set up a male support network group during your time at NTU. Please tell us more about this.

"During my time on placement, I found it challenging to manage the paperwork needed to evidence my progress. This experience motivated me to create a support group for male trainee teachers, where we could help each other understand that the paperwork just needed to be functional, not pretty. I often found that a straightforward explanation- like "this is what this document is, this is why we need it, and here’s how to use it effectively"- was really reassuring for others.

I received great support from the male lecturers on the course (Richard Muge, Nick Page, Simon Brown, and Nick Mills) who believed in this initiative. Richard Muge, in particular, helped organise meetings where trainees could bring their folders, ask questions without judgement, and learn in a supportive environment. The meetings also gave us the chance to discuss challenges specific to male teachers that weren’t addressed in seminars.

For example, I didn’t know that as a male teacher I could be seen as a role model by the children. At times this might mean they ask for physical contact such as a hug, and hearing from experienced male teachers that this was normal, and learning how to safeguard myself in those situations was incredibly reassuring.

At the end of the 2024 academic year, I was teaching at a school in South Nottingham and met a recent Trent graduate who mentioned that the support group, now led by Richard Muge, was still going strong. It warmed my heart to know that something I started was still having an impact. I even heard that they’ve added food to the meetings- gutted I didn’t think of that myself! I hope this small initiative has helped lay the foundation for future trainee teachers to feel supported and flourish in their careers."

Tell us a little bit about your career since leaving NTU.

"When I left Trent, I went straight into employment at a primary school within the academy I trained in. In my first few years, I deepened my love for the profession and refined my teaching practice - something that was instilled in me during my time at university. As the years went on, I took on more responsibilities, such as subject leadership and curriculum development, and enjoyed smaller projects like creating a school garden for the community.

After five years at the same school, I was ready for a change. In January 2024, a friend invited me to join his careers education company called MYPATH Careers. He shared research with me highlighting the importance of career education for primary-aged children. At just six years old, children begin forming stereotypes about which careers are suitable for them based on influences like family and media exposure. It was heartbreaking to hear how early these limiting beliefs are formed, and I wanted to make a difference. So, I joined MYPATH- a company already providing careers education resources to over a third of secondary schools in the UK.

In my role as Head of Primary at MYPATH Careers, I drew on my experience in teaching, curriculum design, and pedagogy to create a catalogue of resources for primary schools. It was essential that these resources were pre-planned, short, and delivered in a snappy digital format (similar to TikTok and YouTube) so teachers could easily integrate them without any additional planning. My goal was to make it as easy as possible for teachers to "just press play" and see how seamlessly these resources could fit into their existing curriculum.

A good friend of mine, Dr Ger Graus, famously said, "Children can only aspire to what they know exists," and this idea was at the forefront of my mind throughout the entire process. I also saw a unique opportunity to contribute to social mobility in the UK, ensuring every child sees themselves represented in a wide range of jobs- regardless of their ethnicity, social class, or gender."

What were your highlights and biggest challenges whilst you were teaching?

"The hardest part of teaching for me was achieving a healthy work-life balance. I quickly realised that the growing pressures of the profession often meant making personal sacrifices to be the best teacher I could be. This experience is why I make sure all my careers education resources come pre-planned- to help ease that burden for teachers.

Despite the challenges, I wouldn’t change my career choice for the world. Every day felt like a highlight and a privilege. Guiding a class through the curriculum, supporting them in their struggles, and celebrating their successes provided me with all the motivation I needed to keep giving it my all.

The only thing that could have drawn me away from classroom teaching was the opportunity to impact more students on a national scale and that’s exactly what led me to my current role. However, I still teach regularly as a supply teacher across Nottinghamshire to get that sense of fulfilment that only being in the classroom can bring."

How did your course help you with setting up your own education resource platform?

"Confidence. The course gave me a noticeable boost in confidence and experience that set me apart during my NQT (now ECT) years compared to others who took different pathways into teaching. This foundation allowed me to relax, enjoy the job, and start "swimming" right away instead of struggling to keep my head above water.

The lectures and seminars prepared me not only for emerging trends in education but also instilled a mindset that values continuous personal development. They encouraged me to stay curious and explore new initiatives and approaches as education evolves.

I always felt supported by the lecturers, who were fantastic role models. Their support shaped my outlook, making me eager to help and uplift others too. The Primary Education course at Trent is well known for its up-to-date teaching practices, so it’s no surprise that I’ve found myself in a position where I'm working to change the culture and introduce innovative ideas to schools."

What are your plans for the future?

"My plans for the future are simple: to help as many senior leaders and educators as possible engage with early careers-related learning in preparation for upcoming changes to the National Curriculum. Along the way, I aim to conduct my own research into the effectiveness of early careers learning, focusing on raising aspirations, challenging stereotypes, and helping children see the purpose of their learning within a crowded curriculum.

I also plan to continue using MYPATH Primary resources to positively impact social mobility. Beyond that, I aspire to lecture trainee teachers on the research behind early careers education and share best practices, so they can enter the workforce ready to make an immediate impact, just as I did."

If you had a time machine, what would you go back and tell yourself at Uni?

"This is a tough one, as I’m a big believer in planned happenstance theory - meaning I think every decision I made helped me get to where I am today. But if I had access to a time machine, I’d tell myself to cherish every day with the friends I made at university. We've all grown up and settled into our adult lives, and I’d do anything for one more night in our university house, free from the constraints of adult responsibilities."