In Conversation With…Eleanor Nichols, Associate Assistant Headteacher and Teach First Ambassador
January 2025
Eleanor had not planned to become a teacher, but as a Chemical Engineering undergraduate at the University of Nottingham, she spotted Teach First on campus and was drawn by the opportunity to study for a funded professional qualification whilst learning on the job. “I always enjoyed the sciences. I took A Levels Math, Chemistry, Physics… and a bit of French for something different. I didn’t have a clear picture of where I wanted to go career-wise, but during my third year, I considered the Teach First graduate scheme and it looked brilliant, with numerous opportunities and challenges.”
Eleanor joined Teach First as a Science teacher in 2017. In addition to teaching, she completed a summer internship between her first and second year for EDF Energy in Somerset, reviewing their offer for schools and talent pipeline. While she enjoyed this summer experience, she realised how much she had grown to love teaching and was keen to get back to the classroom.
She was placed at the Atlantic Academy on Portland, a small island off the south coast of England. It was “part of an old cold war research facility with modernized interiors, but no other school has a better view of the English Channel. I was placed there with 2 other Teach First participants in Maths and English. It was a challenging role, but I have never met students who valued their teachers the way they did. It is unique to Teach First schools; there is a mutual appreciation between the students and teachers because they can see how hard we’re working. We inspire each other to work harder.” Eleanor was appointed Head of Science as the world was facing the Covid-19 pandemic: “it felt very stark at the time, but it reignited and cemented the reason why I wanted to stay in this profession.”
In the autumn of 2020, Eleanor relocated as Head of Chemistry to The Joseph Rowntree School in York with 1,300 pupils from years 7 to 13. She is now Associate Assistant Headteacher in charge of attendance, meaning her teaching hours decreased from 45 to 33 hours per fortnight. She works as part of a large pastoral team, managing the attendance team and working with form tutors and Heads of Year 7 through 11 aiming to streamline the many systems and processes in place. “School attendance is the worst it’s ever been. There is a broken social contract between families and schools. We wear so many different hats because we’re working out the best way to help students who have all kinds of different barriers. There are so many support networks we can get for them but if they’re not at school it’s incredibly difficult to do that. When we’re able to address those barriers, no matter how big or small, and see their performance go up and their pride, it’s incredibly fulfilling. She admits that lack of parental engagement can be disheartening: “We can try the best to support students who have needs but if there isn’t that engagement from home, it becomes very difficult to make headway.”
When asked about the weakening STEM teacher talent pipeline, Eleanor describes the situation as both “fascinating and terrifying.” She adds: “This is where Teach First comes into its own; it’s a two-year programme which allows someone to learn the profession and become fully qualified, but to also gain experience they would not be getting in the corporate world. While the salary is a hard line for many STEM graduates, people underestimate the soft skills, network, and the level of direct impact of the job. The Teach First experience doesn’t have to lead to a career in teaching…though one may also get bitten by the bug and stay! It’s a well set-up programme; one of their biggest strengths is the support they offer to their participants, whether straight from university or career changers, to help them shape their own paths, whether it’s to become a teacher or a leader. It’s the ‘Teach First tenacity’ approach where we’re able to go for all kinds of opportunities presented. We encourage our students to seize opportunities so why shouldn’t we?”
Eleanor’s goal is to become a Headteacher: “Despite my school not being linked to Teach First, there are still many ways I can get involved with the organisation. It’s a sticky network, there is a strong sense of community and camaraderie.”
Education and teaching programmes rely on private philanthropy now more than ever: “Access to education is life changing and we know an education system needs to be fully funded and fully staffed. Funding offered by organisations such as the Huo Family Foundation enables independent organisations like Teach First to address specific challenges and solutions and assign motivated people at the heart of it.”
Since 2018, the Huo Family Foundation has contributed over £4,300,000 to support Teach First’s recruitment of STEM teachers and developing future Headteachers.