Our Trainees
Meet our Class of 2026
We are delighted to introduce our Class of 2026, a passionate group of trainees who have chosen to begin their journey into teaching with Prestolee SCITT! Each trainee brings unique experiences and skills, but they are united by a commitment to make a real difference for children in our schools and communities.
Training with us means being in the classroom from the start, supported by expert mentors and a strong partnership of schools, while developing the knowledge, confidence and skills to become outstanding teachers. Their stories reflect the diverse paths into teaching and the impact high-quality training can have.
We hope you enjoy reading about their journeys and that they inspire you to take your next step into teaching with Prestolee SCITT!
After studying Psychology at A level and going on to further specialise in it for my degree, I loved learning about the development of children and how crucial this stage of learning and growth is to underpin a child's success in the future. Through many work experience opportunities in nurseries, after school clubs and school experience days with Prestolee SCITT, I began to find my purpose and felt natural any time I stepped into a classroom. I built my confidence when working with what was described by the headteacher as "one of the most challenging classes in the whole school" however, I found it to be the place I thrived and asked to stay on because of the relationships I had built. This solidified my decision in wanting to pursue teaching and my belief that being in the classroom was where I am meant to be.
Aleesha Dar
Primary PGCE with QTS
5-11 Trainee
After completing a psychology degree at university, I fell into a career in retail. Starting as a part time customer advisor, I worked my way up to management, working in a few different stores, moving companies, but ultimately finding myself unfulfilled in each role I took on. My main passion was within learning and development and watching my teams grow. After some big life changes in 2024, I had some time to reflect on what I really wanted from life. This lead me to looking into teaching, something which had always been at the back of my mind from a young age, but financially hadn’t ever been a viable option for me. Now I found myself in position to essentially follow my dreams, I began volunteering as a TA in a year 6 primary class and knew this was where I was meant to be. I can’t wait to qualify as a teacher, have my own class, and help them grow, develop and flourish.
Catherine Tetlow
Primary PGCE with QTS
5-11 Trainee
There were several reasons why I decided that teacher training was the right path for me to take. When I left university in the summer of 2023, I travelled to Italy to volunteer teaching English. This experience, even though it was only two weeks, opened my eyes to the possibility of becoming a teacher because I really enjoyed my time working with children. Over the next two years, I continued to work while also finding opportunities to spend time with young people. Since 2023, I have volunteered at a summer soccer school and I currently coach an Under-15s football team, which I love. These experiences gave me a strong sense of enjoyment and purpose working with children and inspired me to consider teaching more seriously. I reflected on my current job role and realised that the office lifestyle was not for me, as it was tedious and not rewarding. Training to become a teacher felt like the natural next step, and I am confident in my decision.
Niall Grant
Primary PGCE with QTS
5-11 Trainee
After quite a difficult school experience caused by undiagnosed needs, I was placed in a behaviour unit for my schooling from Year 10–11. It was here I was fortunate enough to build strong relationships with teachers who understood and supported me as an individual, which helped shape my journey. After leaving school, I built a career in the mental health sector, training as a Mental Health Nurse. Once I became a parent, my interest in supporting people, especially children, to achieve their best possible outcomes deepened, and I wanted a role that aligned with family life. I began working as a TA in a local school before progressing to an Inclusion Officer role within the school’s behaviour unit. During this time, I recognised my own experiences in the pupils I worked with, particularly those with ADHD, which led to my own diagnosis. This powerful realisation inspired me to pursue primary teacher training with Prestolee, where I am excited to grow as a teacher and make a meaningful difference.
Rebecca Bainbridge
Primary QTS Only
5-11 Trainee
In secondary school I did a placement in a primary school as I always wanted to be a teacher. That placement motivated me to pursue a career in teaching, however due to personal circumstances I took a break. During this time I supported family members and seeing them exceed pushed me to return to education, so I did an education degree with the Open University and volunteered as a reading assistant. I then applied for a graduate teaching assistant role to put theory into practice and supported a small group of high level SEND needs, which I absolutely loved. I attended a Get Into Teaching event and decided SCITT with a PGCE was the route to take as it will ensure I am in school from day one and enable me to gain more pedagogical knowledge to support the children I will teach.
Amina Khan
Primary PGCE with QTS
3-7 Trainee
I decided to use Prestolee as a training provider as they are local, have an outstanding grading and I saw the route that Megan went on as we worked at Holly Mount together. It has been very demanding of my time to get here juggling work, a family and a degree, but I feel so relieved I am finally at the point that I want to be and can feel doors opening and possibilities being created. I am particularly passionate about SEN provision within mainstream settings, with a strong ethos of inclusion and always putting the child first. The role of a primary teacher is so vital to nurture and encourage children’s passions for learning and create healthy relationships with children and their families that recognise the importance of effort, respect and trust.
Annette Rohan
Primary QTS Only
5-11 Trainee
I have decided to pursue teacher training as I have always wanted to work with children so I can help them learn and develop. I recently graduated (2025) in Early Childhood and Education and have a keen interest in furthering my goals and becoming a teacher. Whilst completing my degree, I worked in a nursery with children aged 0–4, which gave me valuable experience of the early years of a child’s life and strengthened my passion for teaching. Moving forward, I would love to work within the EYFS or KS1, as I feel this is where I could make the most difference due to my previous experience and my desire to support children at this crucial stage of their development. Once I have qualified as a teacher, I would eventually like to progress into safeguarding and potentially become a safeguarding lead. I am very interested in protecting vulnerable children and want to ensure they have the best possible chance at education.
Elizabeth Foster
Primary PGCE with QTS
3-7 Trainee
The first time I can remember considering teaching as a career came when I moved to Year 3 with Mr Turner, the first teacher who supported my interests in history and biology. This love of biology was reflected in my hobbies of hiking and camping, and I later became a DofE mentor. I went on to attend Aberystwyth University to complete a degree in Countryside Management based on this passion, but found that my favourite part of the course was volunteering with the RSPB. This role involved taking school groups around their nature reserve at Conwy, planning activities such as pond dipping and crafts, and visiting local schools to give talks on wildlife and environmental issues. After university I worked in logistics, which I enjoyed, but continued volunteering part time. These experiences with children, alongside my own love of learning, inspired me to pursue teacher training and continue my journey towards a career in teaching.
George Booth
Primary PGCE with QTS
5-11 Trainee
I want to become a teacher because of how inspiring, supportive and hardworking my history teacher was, as she went above and beyond to help us achieve our academic and personal goals. I was always in admiration of her commitment and drive to provide us with the best education and resources to reach our potential. Her dedication inspired me to always advocate for improvements in my school and to become a student ambassador at university. I also had the opportunity to teach younger classes during Year 12 in secondary school, which I really enjoyed and which prompted me to do an Aspiring Teachers programme during college. At university, I explored teaching further by working at a summer school as an activity assistant, teaching cookery and arts and crafts to children aged 7–11. From this experience, I knew I wanted to work with children, as I loved seeing their improvement and progression, as well as my own.
Humaira Asmail
Primary QTS Only
5-11 Trainee
After talking with my friend’s mum, who has been a primary school teacher for decades, I realised how inspiring it would be to be a voice for those who weren’t able to use their own voice. I went on to study Psychology at KCL, as I initially wanted to be a forensic psychologist, but found myself falling in love more with the child development aspect of psychology. At that point I knew I wanted to be a teacher and ultimately realised that teaching was my passion. I decided to apply for a PGCE in teaching, which would allow me to combine my love of learning with the chance to make a difference for children in the classroom. With help from my Get Into Teaching advisor, I found out about Prestolee and knew instantly from the interview that this was where I wanted to be. I am excited to begin this journey and to inspire children to reach their full potential.
Fudia Kamara
Primary PGCE with QTS
5-11 Trainee
I have taken the leap to do my teacher training as it feels the right time for both me and my family. I have always wanted to be a teacher but after having my first daughter at 19, I didn’t feel the time was right. I worked in nurseries and went on to have two more children, one of whom has autism. The hours within the nursery and community roles were not suiting my family’s needs, so I took the leap to become an Ofsted registered childminder. I then had my youngest daughter, who is now nine, and childminding worked well as it allowed me to be there for her and my other children. My youngest is also being assessed for autism, and this experience has deepened my understanding and passion for supporting children with additional needs. Now that my children are older and my youngest has settled, I feel the time is finally right to do what I have always wanted to do and pursue teaching.
Kirsty Allison
Primary QTS Only
3-7 Trainee
After studying Business and Marketing at university, I began a career in marketing and branding. Although I enjoyed aspects of my work, I had always been drawn to teaching and felt that something was missing in my career. In 2023, I began working with IntoUniversity through my job and discovered a real passion for supporting students and seeing the positive impact education has on their lives. Alongside this, I volunteered as a Brownie leader, which further strengthened my desire to work with children and inspired me to pursue teaching more seriously. These experiences confirmed to me that teaching was the right path, combining my love of learning with my wish to make a difference in children’s lives. I was recommended Prestolee SCITT by a teacher in my local area, and after researching the programme I knew it was the right choice for my next step. I am excited to begin training and to start my journey towards becoming a teacher.
Tegan Kenyon
Primary PGCE with QTS
5-11 Trainee
As a trainee teacher, I am here to develop the ability to offer the kind of support that I once depended upon. One of my most significant influences in my early education was Mrs Baker, my primary teacher, whose attentive and compassionate teaching nurtured my academic growth and emotional resilience. Oppositely, my time under the instruction of dance professionals revealed the impact of overly rigid and unempathetic approaches, which reinforced my belief that educational spaces ought to provide learner safety, value and encouragement. For me, teaching is far more than a profession; it is a vocation that offers the opportunity to share knowledge, encouragement, stability and inspiration. I aspire to be a figure whom children can look up to and feel inspired by, modelling authenticity, resilience and respect.
Calvin McSherry
Primary QTS Only
5-11 Trainee
My journey into wanting to be a teacher stems back to my grandparents and my upbringing. My grandmother, a primary school teacher, and my grandfather, a primary school headteacher inspired me to pursue this career. Having grown up listening to the stories they shared and the fond memories they have of teaching made me want to experience that too and make an impact on children’s lives the same way I know they did. I loved my time at Primary and Secondary school and chose to pursue English, Psychology, Business and Geography at A-Level, as I enjoyed so many of my GCSE subjects. I went on to study Business Psychology at Loughborough University, completing four years and enjoying a variety of psychology and business modules, including education-related subjects such as learning in early childhood, which re-ignited my interest in teaching. After graduating, I worked across two SEND schools as HR/Wellbeing champion, which gave me a deep appreciation for the impact of education and inspired me to pursue a hands-on teaching role.
Kate Rowland
Primary PGCE with QTS
5-11 Trainee
After growing up as a National swimmer and coaching some of the younger squads, I went to university to study Criminology. I later returned to retail and then had the opportunity to train as a phlebotomist, where I ran my own clinic and enjoyed managing my own team and being within a care setting. This inspired me to go into the NHS, which I loved, but when I started coaching again for a Disability swim team it all became clear for me that I enjoyed working with younger children. I was inspired by many of them to pursue teaching as a career. I wanted to be part of their early educational years and to progress further into teaching SEND children or even teaching abroad. These experiences showed me how much I love teaching and helping children to grow, and inspired me to take the step into teacher training, where I can make a meaningful difference every day.
Tegan Shaw
Primary PGCE with QTS
3-7 Trainee
