CAREERS & VACANCIES

Meet Matilda Spencer, who teaches Business Studies at Wilmington Grammar School for Boys

having completed her training with us in conjunction with KMT. Matilda shares her motivation for becoming a teacher, her training journey here at Endeavour MAT and her aspirations and hopes for the future.

What made you make the move into teaching?

Prior to my teacher training, I was a Behaviour Support Worker in an inclusion unit in Croydon, South London. I worked with students to support their classroom learning, to help them prepare themselves for, and engage in, education – and I absolutely loved it. The role was challenging, rewarding and ultimately convinced me that I wanted to pursue a career in education. On one occasion I had accompanied a group of our most vulnerable students on an overnight trip to a farm. That night I read to a group of lads before bed and one of them remarked “I’ve never had anyone read to me before I went to sleep Miss”. His words stuck with me, and how the widely differing needs, situations and experiences of our young people might impact on schools and their staff. Every child should feel supported and nurtured to help them make the decisions to create their own successful pathways in life. Frankly, I didn’t enjoy my own secondary education and it was only when I started studying for my A Levels and forged positive relationships with my new teachers that I started to love school. I thrived in the new environment and engaged with positive role models who encouraged me to aim high. I wanted to replicate that positive experience and build relationships with students to provide all students in my class with their own relatable, inspiring and committed cheer leader!

What was your experience of training with Endeavour MAT?

It was amazing to have been trained at the school where I now work. I knew the staff, students and the processes here and easily made the transition from training to teacher. The Business Studies and Economics Department have been incredibly supportive as has the Senior Leadership Team. The Deputy Head Teacher was my business support, plus the Head of Department as my mentor – quite a double-act! Between them and other members of the department I had everything at my disposal to help, motivate and inspire me to excel. My training with KMT provided one day a week study which worked alongside my placement here at Wilmington Grammar School for Boys and dovetailed into the meetings with my mentor who set weekly tasks based on class observations.

The Behaviour Policy across the schools at Endeavour MAT supports teachers and students – students understand what is expected of them and are keen to learn – that culture helped make it a really positive and rewarding experience and allowed me the freedom to focus on my training.

Meet Grace McKay, Pastoral and Wellbeing Manager  for Year 8 & 9 at WGSG

“Being an ex-student of WGSG has given me a unique insight into the challenges and opportunities that our students face.”

Why Student Manager and why here at WGSG?

I had a happy and settled time here at WGSG and am acutely aware that’s not always the case for every child – individual needs, experiences and learning styles need individual attention, and often, personalised learning and wellbeing plans.

I, like so many of our students, didn’t know what I wanted to do beyond school so concentrated on subjects I excelled at and enjoyed – on reflection, that was a great place to start! I studied Psychology, English and Sociology at A Level, knowing that I wanted to pursue a ‘people career’ which these subjects would support.

My studies and career sessions helped shape my next step, studying Psychology at University and ultimately, to my role here at WGSG. My degree included modules on mental health, and this area of study proved to be both my strongest and favourite area of the course and informed my next steps. I am pro-active, and so researched complementary qualifications and work experience that I could undertake in conjunction with my studies. The Level 3 in counselling I achieved, aided my work placements, and ultimately helped me decide that I wanted to pursue a career in education.

I interviewed for a few roles in secondary schools, but nowhere like our school ethos or student cohort!

What further training have you done since joining Endeavour MAT?

I am currently finishing my Level 4 counselling qualification and undertaking related work placements that will undoubtably enhance the tailored packages of support we offer. EMAT is enabling me to continue my studies, providing flexibility for me to gain additional skills that will directly benefit our students.
Being part of a group of schools has been beneficial to share experiences and cases with a wider team of professionals, it provides a rigorous reflection on programmes offered and any shared themes or needs. We have a collective best practice promise and are able to call upon specialist skills and experience from across our Trust. … However, I still struggle to call some teachers by their forename!

I am particularly proud of our Student Peer Programme and how enthusiastically students have responded to the training I’ve provided. Peer to peer support is particularly effective at developing student social skills (and circles!) as well building confidence. In turn, our Student Peer Mentors benefit by refining their listening skills and emotional intelligence.

Future career aspirations and opportunities?

The training I am doing and the experience gained in this role are incredibly portable – opening a wide range of future opportunities both in education and beyond. Personally, I’m in the right place for me. The education sector, and specifically, student support and wellbeing is key to ensuring every child gets the best out of their education. We talk about ‘whole child’ support and I’m incredibly proud to be part of a truly integrated student support, SEN and teaching team. Our systems are set up across three departments, meaning student discussions, new programmes devised and learning plans are informed and tailored to the individual child’s needs and strengths.