Catherine, could you start by telling us a bit about your role and what a typical day looks like?
Every day brings fresh energy as I balance classroom teaching with supporting English teams across the trust. Working with different academies keeps my perspective sharp and grounded in real practice. My time is split between teaching, coaching staff, delivering CPD, and leading initiatives like ‘walking talking mocks’ and Year 11 inspiration days. The blend of strategic and hands-on work gives the role real impact.
Can you talk us through your career journey so far?
I began my teaching career in 1990, working across Kent, Essex and later Peterborough, where I progressed to Head of English and then Assistant Principal. In 2015, I made a pivotal decision to move to a British school in Cyprus. This experience significantly broadened my professional skills and perspectives, allowing me to work within an international context, develop curriculum across key stages, and support English teams through change. Working overseas strengthened my adaptability, strategic thinking and leadership practice, whilst also deepening my understanding of diverse learners and educational systems. I returned to the UK in 2019 for a fixed-term role at Nene Park Academy and was subsequently encouraged to apply for Curriculum Area Lead, a decision I have never looked back on.
How has your role evolved during your time at the Trust?
The role has grown organically over the past five years, from one day a week supporting academies to a much broader remit. Building strong, trusting relationships has enabled more sustained and impactful work. I now support several academies regularly, tailoring provision to each context. Maintaining this consistency has driven momentum and meaningful improvement.
What first sparked your interest in education, and what has kept you motivated?
I wanted to teach for as long as I can remember, shaped by my own difficult experience of school. Living with selective mutism as a child into early adulthood, I understood how easily students can feel unseen. My motivation has always been to create inclusive, supportive learning environments. I remain driven by the privilege and responsibility of guiding young people from childhood into adulthood.
Meridian Trust places a strong focus on coaching and professional development. What does that mean to you personally?
Coaching is a key strategic lever in the trust’s approach to developing people and sustaining improvement. It creates a structured, protected space for professional reflection, enabling colleagues to think critically about their practice and decision‑making. In a high‑pressure educational context, it supports consistency, clarity and professional agency. As a result, coaching contributes to both individual growth and collective capacity across teams.
How have you been involved in coaching at Meridian Trust?
My coaching journey began through the John Kane programme, which challenged my expectations. It pushed me beyond my comfort zone but gave me clarity around when to coach and when to mentor ultimately transforming the quality of professional conversations I now have. The result is more purposeful, confident and productive support for colleagues.
You’re coaching both within Meridian Trust and on the Future Leaders in English course. How do these experiences complement each other, and what impact have they had on your work as Curriculum Area Lead?
Coaching within the Trust and on the Future Leaders course has been hugely complementary. The seminars and follow‑up sessions have helped me refine my practice continually. These experiences have strengthened my ability to empower colleagues to own their decisions, and as a result, conversations now focus more on solutions and professional agency.
What aspects of Meridian Trust’s culture have shaped how you’ve grown here?
It is the integrity of the Trust that I value greatly. The unapologetic celebration of the student, and not a simple obsession with examination outcomes. There is a kindness that is palpable amongst the teams that I have worked with. The Meridian Trust has people at the heart of what it does, which attracts a very human response.
Describe a moment that you’re especially proud of?
This is possibly the trickiest question to answer. I am incredibly proud of a journey that was undertaken at a previous school, it was such a privilege to be instrumental in the transformation of a school and the opportunity it provides for the local community. But it’s also the small moments; that moment a student finally believes in themselves, and their ability and beams with delight at their success.
And finally, how do you like to switch off outside of work?
Swimming is my switch‑off and reset. It gives me space to think, reflect and problem‑solve. Many of my best ideas emerge in the pool. It’s an essential part of maintaining balance.
