Greater Reading Area
A Founding Fellow of the Chartered College of Teaching and Member of the Society of Education and Training, with twenty-two years of teaching experience spanning FE & HE, traditional secondary schools, UTCs, adult & community education, and alternative provision. Currently serving as Head of Computer Science and Paget Housemaster at The Abbey School, Reading, where I've transformed departmental outcomes with GCSE grade 9 results improving from 15.6% to 48% while maintaining 100% A*-B grades at A-Level. My approach combines innovative curriculum design—including Minecraft Education-based Python programming and physical computing—with targeted interventions that build both technical capability and student confidence. As a Microsoft Certified Educator, Microsoft Office Specialist Expert, and Microsoft Innovative Educator Expert (MIEE), I specialise in supporting teachers to leverage technology for improved educational outcomes. Previously led UTC Reading to Microsoft Showcase School status four consecutive years and successfully implemented whole-school digital strategies including AI policy development, one-to-one device rollout, and digital examination pilots. Experienced teacher educator serving as ITTCo, PGCE and NQT Mentor, and STEM Facilitator on the NCCE's CS Accelerator programme. I'm passionate about developing teaching staff—supporting colleagues to achieve Microsoft Innovator Expert status, international speaking opportunities, and recognition as subject matter experts. Beyond education, I serve as a volunteer with Berkshire Lowland Search and Rescue, combining analytical problem-solving with practical fieldwork—an approach that mirrors my educational philosophy of connecting theoretical knowledge with real-world application. Specialisms: Computer Science pedagogy • Digital transformation • Teacher development • Curriculum innovation • Student outcomes • Educational technology
As Head of Computer Science responsible for: * Transforming academic outcomes with GCSE grade 9 results improving from 15.6% to 48% over two years, while maintaining 100% A*-B grades at A-Level. ISI inspection feedback: "Department tours - parents that are seen are 'blown away' by facilities and our approach to normalising Computer Science in girls." * Leading comprehensive KS3 curriculum redesign incorporating Minecraft Education-based Python programming and physical computing with Micro:bits. Student feedback: "I believe that coding will become the core of life in the future, and that without understanding it, I will be left behind everyone else." * Developing exceptional teaching staff with one colleague achieving Microsoft Innovator Expert status, Micro:bit Champion, and Digital Schoolhouse Lead Teacher, leading to international presentations at Reading University and British Council. Senior leadership noted "good comms across the department." * Creating unique facilities including the Computing Workshop with dedicated server racks and networking equipment, plus partnership with Reading University for SuperComputer access - the only local secondary school offering students hands-on networking experience with admin rights. * Implementing targeted interventions that saw struggling students predicted grades 4-6 supported through weekly groups, with one colleague reflecting: "I managed to get students that thought they were going to fail with a 4 to believe they could easily achieve an 8." * Expanding co-curricular provision including first eSports and First Lego League Robotics teams, achieving 13th place nationally in CyberCenturion and 50+ Gold Certificates (top 10%) in Bebras Challenge. Department culture feedback: "Environment in our department is great. I laugh every single morning."
As Head of Digital Learning responsible for; * Development, implementation and staff training on the AI Policy including whole staff training on privacy and data protection, as well as how to use Gen AI to reduce workload and help planning. Also included Student Assemblies on how to use Gen AI to support learning (rather than cheating!) The Senior Deputy Head commented "Your leadership of our AI policy and provision planning and implementation was superb and I particularly appreciated your excellent assemblies. " * Development and implementation of a one-to-one device rollout including consultation on devices, staff and student training on the chosen Microsoft Surface Devices. * Benchmarking of school digital strategy against NAACE guidelines that included consultation with all staff. which included feedback such as "I feel that the school as a whole has a very proactive and experimental approach to tech. I never feel that I cannot express ideas or ask questions." and "I feel there is an open discussion on how & where to use digital practices to improve and supplement my teaching " * Development of a group of Digital Mentors who supported colleagues through running weekly digital teaching and learning tips and staff INSET training carousels. Staff feedback includes "The tech tips are great and I’ve learnt some genuinely useful stuff" and "I like that the tips are in the staff briefing so all teachers are encouraged to participate in using the technology". Feedback from the group included "I love being part of the digital mentors group, have received positive feedback for tips sessions and being able to discuss the future of digital learning at the school." * Starting the strategic discussions on digital exams and running the first pilot digital examinations in the Lower School. Feedback from meeting with my line manager about the role: "We discussed all your hard work and success in digital learning. The school is in a much, much better place than it was."
Responsible for supporting schools, colleges and universities with training and certification in Digital Skills including; * Training staff in using GMetrix to support students learning, track assessment and measure progress. * Supporting Digital Skills Leaders in embedding digital skills training into courses, qualifications and degrees * Training teaching and exam staff in managing / running Certification Exams using the Certiport Compass software and it's Exams From Home virtual offering. Also responsible for; * Benchmarking the company's Coding in Minecraft credentialing qualification against the Key Stage 3 National Curriculum * Working on future iterations of Coding in Minecraft including extensions into further areas * Writing additional content for the Irish Step in2 Tech programme including topics such as Productivity, Design, Coding, and AI * Writing assessment questions for the above programme on all topics Significant successes include; * Supporting one of the new Institute of Technologies, several universities and an independent school with the implementation of certifications * Introducing these certifications into a College and a University * Re-introducing these certifications into a local University Technical College and a University
As Director of Business & Computing; Responsible for the largest department at this outstanding, world class UTC specialising in Computing and Engineering, comprising of six Computer Science teachers, two Business teachers (one of which also taught PE) teaching seven qualifications over KS4 and KS5. Responsible for the coordination and submission of Centre Assessed Grades (CAGs) in 2020, and Teacher Assessed Grades (TAGs) in 2021 across the 7 qualifications taught in the Department. Quality assurance of quality of education within the department through line management of teachers, lesson observation and learning walks. Responsible for the quality of BTEC provision in Computing, which was described in our Standards Verification as "of a very high quality and the Centre should be commended for achieving this during the current situation." Developed the department development plan annually, putting an emphasis on practical, project-based learning within the curriculum. Also developed the Computing Curriculum Intent. Developed the teaching staff within the department - finishing with four of the six teachers being STEM Facilitators meaning they could teach new Computer Science teachers on the NCCE CS Accelerator course. Successfully mentored PGCE Computer Science teachers annually with the majority leaving with Outstanding final reports. As ITTCo; Responsible for the support of new and trainee teachers across the school, including four PGCE students, six NQTs and two taking Assessment Only routes into teaching. Provision of Professional Studies to these new and trainee teachers. Observation of teaching to quality assure Mentoring of new and trainee teachers across the school. Supporting new and experienced Mentors in supporting PGCE students and NQTs. Coordination of termly reports for Reading University and Brighter Futures for all PGCE students and NQTs. As leadership group; Supporting with behaviour management across the school through visible presence.
As Professional Qualifications Coordinator; Developing a strategy to ensure that professional qualifications are embedded within the curriculum. Raising the profile, and benefits, of professional qualifications to all current and prospective students and parents through internal and external promotion initiatives. Liaising with the professional qualifications provider to ensure that the systems for delivery and certification are organised and efficient and all students and staff are trained in how to access them as part of their induction programme to the UTC. Providing regular reports to SLT on the progress of students and staff across the UTC in achieving professional qualifications on monthly basis. As Microsoft Innovator in Education Expert Lead; Supporting staff in using technology in their teaching and learning. Supporting staff to achieve Microsoft Innovator in Education (MIE) and Microsoft Innovator in Education Expert (MIEE) status. Supporting staff to achieve their Microsoft Certified Educator certification. Supporting staff to achieve Microsoft Office Specialist and Microsoft Technology Associate certifications. As Employer Engagement in the Computing Department lead; Working with business partners to provide real-world problems for computing students to work on for their assessments. Building employer links within curriculum subjects to support the teaching and learning within specialist subjects. Coordinating with volunteers from the business community to engage and inspire students taking specialist enrichment opportunities in Salesforce and Cybersecurity.
General teaching responsibilities including; Planning, preparing and delivering outstanding lessons to provide students with the opportunity to achieve their potential in both GCSE and BTEC Level 3 Computing. Ensuring lessons are engaging and stimulating taking into account individual needs of the students. Managing, developing and sharing resources to enhance teaching of Computing. Preparing lesson plans and schemes of work as agreed with the Director of Computing. Monitoring the progress and achievement of the students following the course and identifying the appropriate intervention strategies for underachieving students. Maintaining effective behaviour management in classroom using positive behaviour strategies to ensure learner’s engagement in the lesson. Assessing appropriately the work of the students following the course in accordance with the school assessment policy and examination board guidelines. Keeping accurate records of students’ progress and achievement and setting appropriate targets. Mentor of Trainee Teaching responsibilities including; Supporting a trainee teacher through their PGCE. Writing termly reports on performance against teacher standards. Meeting weekly to discuss planning, action plans and provide coaching and support. Lesson observations against teacher standards. Salesforce Enrichment Lead responsibilities including; Support external volunteers in the provision of Salesforce enrichment. Organise real-world problems for students to work on, designing a tracking system for external speakers and events and designing an app for a visually-impaired employee. Support students in working through Trailheads to aid their Salesforce skills and knowledge. Cybersecurity Enrichment Lead responsibilities including; Support external volunteers in the provision of Cybersecurity enrichment. Support students in working through Immersive Labs' badges to aid their Cybersecurity skills and knowledge.
Taught a full-time commitment of six classes, from Yr7 to Yr13. Tutor of a Sixth Form group in first year, followed by a Yr7 group. Responsible for the coordination of SEN, concessions and EAL across the department. Also, responsible for the creation of a Maths Anxiety testing programme for all new students and an intervention programme to help alleviate this following an Action Research project last year. Supporting a Schools Direct Trainee with her first class; carrying out observations and setting actions for improvement. Supporting colleagues with the introduction of Google Classroom and Google Drive and a move towards more electronic ways of working; running staff meeting training sessions and giving individual support. Supporting colleagues from other departments with training towards their Lead IV status with Pearson/Edexcel.
Originally employed as an IT Tutor teaching upon numerous IT related courses including Word, Excel, PowerPoint, Web Design, Marketing with Social Media and Using the Cloud. This included planning, delivering and reporting upon courses, using methods and materials appropriate to the learner group and course content, the creation of schemes of Work and lesson plans, and the preparation of appropriate teaching materials. All teaching included the assessment/identification of individual learning needs and responding accordingly, an understanding of relevant safeguarding protocols including Prevent, the promotion of British Values, and an understanding of Equality and Diversity so that all learners are treated with respect and dignity in an environment in which a diversity of backgrounds and experience is valued and dealing with any harassment or discrimination issues that arise. Additionally given roles in teaching upon ASB courses requiring the creation and assessment of qualification based assessment criteria. As Lead IV for the Centre responsible for the verification of assessment decisions and managing the quality of qualification delivery, ensuring national standards are maintained and assessment needs of candidates are being met, monitoring assessment practice and maintaining standardisation of assessment judgement, ensuring assessors make valid decisions and candidates are assessed fairly, maintaining centre files and up to date records relating to Assessors and Internal Verification carried out, Liaison with External Verifiers, arrangements and preparation of data for EV visits and follow-up of action plans within specified timescales and maintaining records for inspection purposes.