About me

First of all, thanks for visiting; I hope this blog offers up lots of thought, discussion and little bit of controversy too.

I’m a vice principal at Norwich Primary Academy (Inspiration Trust). I oversee years R to 3 and mathematics, as well as teach in year 6. I am also a safeguarding lead and a governor! I am the biggest advocate and defender of the importance of reception year and KS1 with explicit teaching of knowledge, a focus on fluency, high expectations and lots of practice. This is a big change from when I first went into teaching when I worked mostly with older children. I feel privileged to be able to implement much of what I have written about and am lucky to know and work with some of the most interesting and intellectual people currently working in education.

I am committed to traditional education and the methods that underpin it. In essence, this means that I’d like all children, regardless of background, to have choices in life and to enjoy intellectual pursuit for its own sake. I believe that not only do we need to focus on how we curate children’s memories (through a knowledge-rich curriculum), but also that we need to curate their actions and attitudes through helping them to learn those good habits that will help them in school and in life.

I’m following these education organisations and people (not in any particular order): Inspiration Trust, Charter (Yarmouth), Amanda Spielman, WLFS, MCS, Andrew Old, David Didau, Tom Bennett, Hattie, ED Hirsch, Campaign for Real Education and the Reading Reform Foundation. I’m a supporter of P.T.E and C.E.S.

Interesting facts: am a qualified sports massage therapist, triathlon coach and can play a few tunes on the violin too



8 thoughts on “About me

  1. Hi, I agree with so much of what you say here.

    I run classes in English comprehension and composition and believe nearly all our children could be level 6 type writers in Y6 if only the requisite skills were explicitly taught. Speaking to teachers in the UK many believe that writing skills should really be picked up by osmosis if a child is naturally clever enough. If a child is not deemed able enough it’s felt it’s wrong to take them beyond their set limit.

    We are setting up our own enrichment groups aiming at championing a traditional approach (think classical children’s literature read in class and worked through from start to finish for KS2). We want to teach children there’s a joy in an academic approach, cultivate a real work ethic and preserve what we feel is being lost due to a child led and progressive pedagogy.

    I’d love to hear from you.



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