It has been a while since I last posted here, and for that I can only apologise. Like many teachers, the day-to-day demands of school life have a habit of pushing reflective writing to the bottom of the to-do list. That said, the past year or so has been one of the most professionally rewarding periods of my career, and it feels like the right moment to return to Teacher’s Lyceum and take stock.
Professional Learning: NPQLT and NPQSL
Since my last post, I’ve completed both the NPQ in Leading Teaching (NPQLT) and the NPQ in Senior Leadership (NPQSL). Both qualifications have been immensely valuable forms of CPD, not just in terms of theory, but in shaping how I think about impact in the classroom and across a department.
The NPQLT sharpened my focus on what genuinely improves teaching and learning: instructional coaching, curriculum coherence, and the careful use of evidence rather than initiative overload. It challenged me to be more deliberate in how I support colleagues and how I evaluate the effectiveness of teaching beyond surface-level indicators.
The NPQSL, meanwhile, has encouraged me to think more strategically. From implementation planning to organisational culture and ethical leadership, it has given me a much clearer sense of what sustainable school improvement looks like, and the responsibility that comes with it. Both qualifications have reinforced the importance of high-quality CPD, rooted in evidence and aligned with school priorities.
A Summer to Celebrate: Results Day
Last summer also brought something worth celebrating: the best results our school has ever achieved in GCSE History. While exam results are never the sole measure of success, they do matter – to students, to families, and to staff who have invested countless hours in getting young people to that point.
Those outcomes were the result of collective effort: strong curriculum planning, consistency in teaching, high expectations, and a relentless focus on improvement. I’m incredibly proud of what our students achieved and grateful to work alongside colleagues who are so committed to doing right by them.
History Beyond the Classroom: Trips, Enrichment, and Celebration
One of the real joys of the past year has been the sheer number of opportunities we’ve had to bring learning to life, both beyond the classroom walls and within the school itself.
We’ve been fortunate to run a wide range of educational visits, including trips to Leeds Castle, Hampton Court Palace, Dover Castle, Battle Abbey, the Old Operating Theatre, and the Science Museum in London. Alongside these, I also supported on a geography trip to Barcelona, which was a fantastic opportunity to contribute beyond my subject specialism and to support students’ learning in a broader, real-world context.
Within school, we hosted large-scale, school-wide VE Day celebrations, which were a real highlight of the year. The day involved students singing, live music performances, bunting across the site, cakes aplenty, code-breaking activities, and flags everywhere you looked. More importantly, it created a shared sense of occasion – a moment where history became communal, memorable, and joyful. Seeing students engage so enthusiastically was a reminder of the power of enrichment done well.
I’ve also had the privilege of helping to lead the Duke of Edinburgh expedition, supporting students through what was, for many, a challenging but hugely rewarding experience. Opportunities like this develop resilience, independence, and teamwork in ways that classrooms alone cannot, and they remain some of the most meaningful aspects of school life.
Looking ahead, I’m currently in the process of arranging a battlefields tour to Belgium, which I hope will offer students an even deeper connection to the past and the chance to reflect on history in a profoundly human context.
Looking Forward: Developing My Own Practice
Alongside all of this, I’ve been deliberately developing my own practice as I look towards the possibility of stepping into senior leadership in the future. This has meant being more reflective, more open to challenge, and more conscious of the wider impact of decisions.
Returning to the Lyceum
So, this post marks a return to Teacher’s Lyceum. My aim remains the same as when I first started writing here: to reflect honestly on teaching, leadership, history education, and the realities of school life. I can’t promise perfect regularity, but I can promise thoughtfulness.
Thanks for reading, and here’s to the next chapter.
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