After graduating from Northumbria University, Andrew spent the first ten years of his career working in the private sector. He retrained in 2008 and gained a PGCE in Primary Education, specialising in Early Years. As a highly successful practitioner, Andrew’s skills and experiences were recognised early in his teaching career and he was accepted onto the National College for Teaching and Leadership’s, Tomorrow’s Heads programme. Working with a number of schools in North East England, Andrew focussed on whole school improvement initiatives in a number of areas, including; quality first teaching, early years best practice and inclusion, Andrew was able to build a solid foundation to move into school leadership. Following this, Andrew successfully secured a place and completed the National Professional Qualification for Headship (NPQH).
Andrew has held positions including: Teacher, Special Educational Needs Coordinator and Deputy Headteacher in the UK. Leading a number of teams in a range of school settings, Andrew has taught children across key stages and with a range of additional needs, differentiating teaching and interventions for children with moderate and profound learning difficulties. He has gained a postgraduate certificate in Special Educational Needs from Edge Hill University and most recently completed a research paper on the impact of integrated learning support and team teaching on student's progress, for which he achieved a Masters with Merit in Educational Leadership from the University of Nottingham.
Andrew is passionate about leading teams to deliver, exciting, innovative and engaging learning experiences that are impactful. This is what brought him to teaching and it is this that continues to be his driving force. His educational philosophy is centered on fostering a culture of child led learning. He has successfully developed whole school curriculum programmes using this approach that have led to improved outcomes for children. He is committed to creating learning pathways at Dover Court that enable children to achieve to their full potential, regardless of their level of need.