‘Many school tests aren’t up to the mark – we should look for better solutions for our children’

Where do you stand on academies?

My daughter goes to a fantastic academy in York that’s rooted in the local community and enjoys great parental representation.

Alternatively, I work in a school that isn’t an academy but is equally as good. It’s the people and the values of the school that really matter, academy or not.

The big issue was the idea of forcing schools to become academies. That was never going to work.

But, over time, I can see all schools inevitably moving towards academy status. I just want to be in a school that does it for the right reasons.

The reality is that neither the logo on the school gates nor the type of school matters much. It’s well-supported, confident, skilled teachers in the classrooms that count.

What has changed for the better and the worse in your time as a teacher?

Our current workload is an issue. Budget cuts mean fewer teachers doing more. Add to that difficulties in recruitment, and you find the profession stretched to capacity.

But, on the positive side, I think teachers are more knowledgeable than ever before. With school networks and social media making it so easy to connect, teachers are sharing ideas, resources and more to grow our professional knowledge.

And the best things have stayed the same. It’s always been, and continues to be, a privilege to work with students who are full of energy, curiosity, passion and challenge.

Even the tricky ones keep it interesting.

What are your stand-out moments from your time as a teacher in York?

The best bits are often the little things: when a student ‘gets it’; when a piece of their writing blows you away; or a student is kind to another when they’re struggling.

What makes a great teacher?

Being a great teacher is about developing a strong personal relationship and trust with your students.

You can gain that trust in different ways: being passionate about your subject; communicating well; orchestrating debate; and having relentlessly high standards.

At the root of all these though is a passion for your students and your subject, for learning and for sharing what you’ve learned.

Private education – good or bad?

If you had asked me that question a decade ago, I would have veered towards a negative answer. I had no real experience of private schools then and they felt alien to me.

Since then, however, I’ve worked with lots of private school colleagues and can see there’s lots of common ground. We’re all doing the same job and are happy to work together for the good of our students.

Ultimately, people are free to choose what school they send their children to. In an ideal world, I’d want state schools to be so good that there was no longer an impetus to pay for a private education.

Call it idealism, but I think we could make every school in the country great if we trusted the profession, provided sustained funding and put systematic support in place.

Would you advise a young person to be a teacher?

Without a doubt. It has its drawbacks like any profession, but I can think of few jobs that are as challenging, inspiring, tiring, varied and interesting all at once.

If you were in charge, what would you change about British schools, teaching and education?

I’d draw up some laws that secured long-term investment for schools. We need more teachers and for those teachers to be treated like treated like world class professionals. This takes world class training, resources, buildings, services that support schools for specific matters, like mental health and more.

This all costs money; it is that simple and that complex. Oh, and I’d ban highlighters – I hate the things!