Case study: Hannah Simpson

Hannah Simpson, 26, is a native of Stafford and an alumna of Sir Graham Balfour School where, in Year 10, a pivotal moment arrived when a teacher identified her latent passion for chemistry, setting Hannah on the path to becoming an educator.

She embarked on her journey into the world of science at the University of Nottingham, where she delved into the complexities of medicinal and biological chemistry, culminating in a master’s degree. After immersing herself in postgraduate research for two years, Hannah discovered her true passion for teaching, finding profound fulfilment in the classroom.

Opting for a PGCE through Keele University, Hannah chose the school direct salaried route to kickstart her teaching career. Introduced to The OAKS through Get Into Teaching, Hannah was captivated by their sterling reputation, particularly their partnership with Keele University. She values The OAKS’ robust support system, which she finds instrumental in her professional growth.

Leveraging her prior teaching experiences, including work in a post-18 SEND college in Birmingham and four years of tutoring, Hannah dedicated her summer to acquainting herself with the national curriculum.

Hannah is known for her approachability and adeptness at fostering strong relationships, and her passion for chemistry permeates her teaching, rendering the subject captivating and accessible to her students.

She cherishes the rich array of experiences offered by The OAKS, from team teaching and quality guest speakers to diverse CPD opportunities and unique extracurricular activities, like mountain biking.

Teaching provides Hannah with a canvas for creativity and serves as a conduit for her to see the tangible impact she has on her students’ lives – a gratifying experience she treasures deeply. She is driven by a desire to make a difference, and aspires to assume the role of a special educational needs co-ordinator (SENCo), where she can provide targeted support to students with additional needs while maintaining a reduced teaching timetable. Hannah eagerly anticipates the autonomy to craft her own routines and methodologies within the classroom, fostering an environment conducive to optimal learning outcomes. In the coming 5–10 years, Hannah envisions continued growth and advancement in her teaching career, although she remains open to the myriad possibilities that lie ahead.