Hannah Jones

PGCE

Can you tell us about your educational background leading up to this point?

‘I went to secondary school at Rawmarsh Community School until 2019, passing all GCSEs, including the Higher Project Qualification.

I then enrolled into the Sports College at Rotherham United Community Trust’s. During academic year 2019/20 I completed the BTEC Level 3 90-credit Diploma in Sport, with a grade of DD.

The following academic year 2020/21 I completed the BTEC Level 3 Extended Diploma in Sports Coaching and Development, with a grade of D*D*D* and I also gained my Level 1 Award in Assistant Coaching. Across both years I completed a number of volunteering hours, this included planning, organising and running disability and SEND specific events, coaching various sports across several programmes and departments.

After completing college, I became employed as an assistant coach at Rotherham United Community Trust and a University of South Wales student to complete my 2-year full-time Foundation Degree in Sports Coaching and Development, which was a blended learning programme delivered in partnership with the EFL in the Community. This meant that we would study online at our Community Club, and travel to South Wales 2-3 time each academic year. After graduating from my foundation degree with the grade of ‘Distinction’, I applied and enrolled into year 3, which is a full-time top-up degree of BSc (Hons) in Sports Coaching and Development.

As my university degrees began, I took on a new challenge of setting up an U9s grassroots football team, Steel City Wanderers LFC, and remained there until the end of their U11s season before picking up a mixed U7s team, Whiston Wildcats. I remain linked with Steel City Wanderers LFC as their Media/Marketing Officer, and most recently as their Club Secretary.

At the end of my 1st year at USW I graduated from The FA’s Leadership Academy as well as being awarded my FA Level 1 in Football Coaching. Towards the end of my 2^nd year, I completed and was awarded with my UEFA C Licence. During my 3rd year I was offered a 20 hour contract working within the Education Department, specifically the Alternative Provision offer which I had completed voluntary hours working as part of my university assignments. I accepted this and also continued working additional hours under the Football Development, Participation, Inclusion and Health & Wellbeing departments.

One of the most influential moments while studying at USW was being made the Female Development Programme Student Representative during year 1 and continuing this additional commitment across all 3 years. Jodie, from the EFLT, and I established the programme in 2021 seeking to address the under-represented women across the Football and Sport’s Coaching degree course being ran over, at the time, 40 community clubs. This commitment included organising social events at USW and online, as well as coaching camps in each regional area where females could unite to develop one another in an inclusive and welcoming environment within what still remains a male-dominated sector.

My degree concluded towards the end of April where I was awarded the ‘Academia Award’ meaning I was the highest achieving student on my course. I was also nominated by my club for the ‘Professional Practice Award’.

Following this, at the end of April, I joined Witherslack Group as a TA working at Abbeywood School (Private SEND school). Shortly after, I then received several emails from USW’s Students Union Award’s stating I was one of seven who had been nominated for the ‘Most Inspirational Student’ Award, I was then later shortlisted as a top three contender but just fell short. Not only was this an achievement for me, but also an achievement for the course to be recognised!

During the summer holidays of the same year, I sat an interview for the position of HLTA at Abbeywood School and was successful; I then began this role in the new academic year starting from September. During this role I covered a range of KS2, KS3 and KS4 lessons. In April 2025 the school then had a teacher leave with urgency, the headteacher then offered a temporary unqualified teaching role to me, taking her place in a year 9 class until the end of the academic year. I remained in this position until July 2025, I then returned to my HLTA role. During this time, I continued to cover a range of KS2, KS3 and KS4 lessons in a range of curriculum subjects, as well as running specific options and qualifications/awards, while taking on a few 1:1 students throughout.

At the beginning of March 2026, I sat an interview for a temporary teaching role (maternity cover) at Abbeywood School, and was successful so I am now working as an unqualified teacher!’

Was there a specific moment or person that inspired you to pursue teaching? If so, what was it?

‘There have been several teachers from my own educational background who I have found inspiration from and would often find myself thinking “I’d love to be like them and have that impact”.

From a young age I constantly found myself wanting to help others, support them and make an impact; this was paramount when I encountered peers with learning difficulties. This value is still present to this day; I want to have an impact, short and long-term on as many people as possible. I like to see others developing and doing well, even if it means celebrating the little successes; ultimately, this is what powered my sports coaching and plays a huge part now working in a SEND setting.’

Every great journey has its challenges. What was the biggest hurdle you faced in getting to where you are today, and how did you push through it?

‘One of the biggest challenges has been balancing multiple commitments while also managing ongoing health problems throughout my entire time at university. There were periods where trying to juggle studying full-time, working across several departments at Rotherham United Community Trust, coaching football, volunteering and taking on additional leadership opportunities felt incredibly demanding, particularly alongside my health.

There were times when it would have been easy to step back, but I was determined not to let those challenges define what I could achieve. Instead, I learned the importance of organisation, resilience and knowing when to ask for support. Every setback became an opportunity to adapt, grow and become stronger.

Looking back, overcoming those challenges has made me more resilient, more empathetic and better prepared for the realities of teaching. It has reinforced that perseverance, determination and a positive mindset can make a huge difference, even during the most difficult periods.’

What made you decide that now was the right time to take the leap into a PGCE?

‘Before enrolling onto my Foundation and BSc hons degree with the University of South Wales, I had planned to my complete PGCE afterwards, once I was within a supportive job to make the PGCE experience easier and more beneficial for me.

I joined my current employer in April 2024, firstly as a TA. I made it clear that I wanted to progress up the ladder and into a teaching position, which they were happy to support me with. On the day of my graduation (July 2024), I applied for an open vacancy at work for the role of HLTA, where I was successful in my interview and took on the promotion in the new academic year.

I then went on to have my interview with the PGCE course leader, Sarah Lloyd, at the University Centre Rotherham. Being able to combine study and work provided the perfect opportunity and foundation to begin completing a PGCE.’

With so many options available, what was it about University Centre Rotherham that stood out to you?

‘I have had several co-workers and friends complete the same PGCE course as the one I chose to enrol onto, so their voice and success ultimately guided my decision. However, with working full-time and being able to access evening learning at a venue close by supports my schedule.’

Now that you’re here, what has been the most rewarding part of the course so far?

‘The most rewarding part has been seeing my own development throughout the course. Being able to immediately apply what I’m learning at university into my teaching practice has been invaluable. As I’m already working as an unqualified teacher, I could instantly trial different approaches in the classroom, reflect on what works and bring those experiences back into discussions at university.

Alongside that, there’s something incredibly rewarding about ticking off each assignment and watching your teaching portfolio gradually come together. Seeing all of the evidence of planning, observations, reflections and professional development in one place has acted as a constant reminder of what I’m capable of achieving.

After everything I’ve overcome throughout my educational journey, including balancing work, study and personal challenges, having a strong portfolio to look back on gives me a real sense of pride and confidence in how far I’ve come. It’s reassuring to see tangible proof of my progress and reminds me that I’m continuing to grow into the teacher I aspire to be.’

How have the tutors or the university environment helped you transition into postgraduate study?

‘The tutors have been incredibly approachable and supportive throughout the course. They’ve created an environment where you feel comfortable asking questions and discussing ideas, regardless of your previous academic experience. Transitioning into postgraduate study can feel daunting, but the guidance, constructive feedback and encouragement have made the process much more manageable. Studying alongside people from different educational settings has also been valuable, as everyone brings different experiences and perspectives.’

Is there a particular subject area or demographic (e.g., SEND, primary, adult ed) that you are most passionate about? If so, why?

‘I am particularly passionate about working with SEND learners because it’s something that has been a consistent part of my journey for many years. Looking back, even during my time at Rotherham United Community Trust, I found myself naturally drawn towards opportunities within inclusion, whether that was volunteering at disability and SEND-specific events, coaching across the Inclusion department or later working within the Alternative Provision team. Those experiences confirmed that supporting young people with additional needs was where I felt I could make the biggest difference.

Since joining Abbeywood School, that passion has only continued to grow. Every learner is unique, and I enjoy the challenge of adapting lessons, building positive relationships and finding approaches that allow each individual to experience success.

Some of the most rewarding moments aren’t always the biggest achievements, but the small breakthroughs – a student gaining confidence, engaging in learning or achieving something they previously thought they couldn’t. Seeing those moments reminds me why I chose this career.

Ultimately, my goal has always been to have a positive impact on the lives of others. Whether that was through sports coaching or now through teaching, helping young people build confidence, independence and self-belief is what motivates me every day, and working within SEND allows me to do exactly that.’

How have you found the balance between university-based learning and placements?

‘I think on any degree where there is a mixture of theory and hands-on learning, it is tricky to find a balance between the two. On my previous degree, which was full-time, despite being contracted to 20 hours a week, I most time, ended up working 55 hours a week, so I would like to say that I can understand the difficulties students face.

On this course, there is a crossover between the hands-on teaching and theory work in terms of observations. These require the physical teaching itself as well as the documented planning and preparation of materials, followed by a reflection post-observation.

However, as my placement is my job, I think it is somewhat easier to find a balance; you just need a supportive employer who can give and guarantee you time for your degree while at your placement alongside your typical duties expected of you in your role.

In terms of how to handle balancing the two, it’s all about pacing and working at your own pace; take that extra day or two to complete an assignment and don’t compare yourself to others! Everyone has their own learning speed and experiences in education contributing to that.’

How have your tutors or mentors supported you?

‘My tutors and mentors have been a fantastic source of support throughout my journey. They’ve provided constructive feedback, challenged me to reflect on my practice and encouraged me to continue developing as a teacher.

My mentor within school has also been invaluable, offering practical advice, sharing their experience and giving me the confidence to take on new challenges within the classroom. Having supportive people around me has made a significant difference to both my professional and personal development.’

What would you say to someone who is nervous about the workload or transitioning into the PGCE?

‘It’s completely normal to feel nervous because it is a challenging course, especially if you’re balancing work alongside your studies. My biggest piece of advice would be to stay organised, don’t leave assignments until the last minute and don’t be afraid to ask for help.

If you are working alongside the course, ensure your employer is supportive. Remember that everyone progresses at their own pace, so try not to compare yourself to others. The workload is manageable if you plan your time well, and the support from tutors, mentors and classmates is always there when you need it. Most importantly, trust yourself – you’ve been accepted onto the course because you have the potential to succeed!’

Is there anything else you would like to add about your educational experience or your time here with us?

‘Looking back, every stage of my educational journey has contributed to where I am today, from volunteering as a college student to coaching, completing my degrees, working within education and now training to become a qualified teacher.

Every opportunity has helped me grow both personally and professionally, shaping not only my knowledge and skills but also my confidence and resilience. I’m incredibly grateful for the support I’ve received throughout my journey and excited for what comes next.

My goal has always been to make a positive difference in young people’s lives, and completing my PGCE is another significant step towards achieving that. I now look forward to beginning the next chapter of my career by completing my QTS elsewhere at the start of the next academic year, continuing to develop as an educator and build on everything I’ve learned so far.’

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Hannah has since successfully completed and passed her PGCE! After receiving her results in July, we are excited to see where her unwavering passion and dedication will take her next. Her ability to inspire and champion those around her shines through everything she does!

Find out more about Education courses at University Centre Rotherham.