Pastoral Team

Lyndsey Naden joined the The Farnley Academy in 2009 after graduating from Leeds Becketts University with a degree in Physical Education. Lyndsey joined the academy in post as a Teaching Assistant and within a year progressed to become a Cover Supervisor, alongside delivering PE lessons to the feeder primary schools. With key contacts developed, Lyndsey was given the role of Head of Year 7 in 2012, delivering The Farnley Academy’s transition programme. In 2013 she gained her teaching qualification through the assessment only route at the University of Cumbria and received Certificate of Excellence from the Pearson Teaching Awards for her studies during this time. Lyndsey was Head of Year 7 for four years leading a team of enthusiastic form tutors, ensuring they effectively supported and monitored the progress of their students both academically and socially, encouraging high standards of work and behaviour. In 2016 Lyndsey was promoted to Strategic Leader of Key Stage 4, supporting Year 10 and following them through to Year 11 to study for their final GCSE examinations. The core values of The GORSE Academies Trust are a true reflection of her own values and ethos, showing that Positive Discipline, passion and dedication ensure that every child reaches their true potential. Lyndsey widened her experience and skills by becoming an Academic Progress Leader in 2018, helping to provide support and drive in Year 11 outcomes and to ensure every student left The Farnley Academy with the gift of choice. Lyndsey firstly became appointed to Assistant Principal in charge of Student Experience, within a year Lyndsey moved to Assistant Principal in charge of Behaviour. which reflects her core belief in building student's self regulated behaviour, alongside developing positive relationships with students and the community that she has built over her time at The Farnley Academy.

Ashley Conboy graduated from Glasgow University in 2010 with an honours degree in Accountancy and Finance. After spending a year working in banking she decided to undertake her teaching qualification in Hull through Edgehill University and qualified as a maths teacher in 2012. Through her love of pastoral care and form tutor role, Ashley became a Head of Year in 2013. Ashley moved to Leeds and joined The Farnley Academy as a maths teacher in 2014 and was quickly promoted to Head of Year once more through her passion for supporting students emotional needs and behaviour. In 2019 Ashley became an Academic Progress leader focussing on the academic progress of students before re-joining the pastoral team once more in 2022. Ashley enjoys building relationships with young people and their families to ensure that they get the most out of their time at Farnley and have a wide variety of options available to them upon leaving.

Helen Demetriou attended Leeds University and gained a BA (Hons) in English and Media Studies and then a Post Graduate Certificate in Education from the same university a year after graduating. At a very young age, she was inspired to be a teacher by her multilingual father and inspirational teachers. Her passion for equality prompted her to become keenly interested in pastoral care whilst in her first role as an English teacher and she relished the role of form teacher. Quite soon after gaining QTS, she became Head of Year 10 and then Progress Leader. Believing in social justice and wanting to play a part in ensuring all children have the same access to education, she moved her focus to Teaching and Learning, in particular, literacy. As a Lead teacher for literacy, she gained Specialist Leader in Education status to work within her own school and in other schools to create strategies to remove literacy as a barrier to learning to enable all students to reach their potential. Throughout this role, her compassion and belief that ever child can achieve success, led her to return to a pastoral role as Head of Year at Farnley Academy in 2024.

Upon leaving sixth form, Tom went on to study BA Product Design at York St John University where he found his passion for art and design. He gained valuable experience of working within the design industry and had the opportunity to design with worldwide companies SONY and Boconcept. After Tom graduated in 2020 he went on to complete his teacher training within design technology with the GORSE Scitt. Over Tom's training he became passionate about pastoral care and how first class behaviour support can have on our young people's lives daily. Tom then started his career in 2021 at The Farnley Academy where he worked hard towards creating high standards and fantastic outcomes of all his students, during his second year of teaching he took on ownership of Product Design and has given students opportunities to expess their creativity and imagination. Tom then took the opportunity as Head Of Year 7 in July where he looks to continue creating high aspirations and standards for his year group.

Trained at Leeds Metropolitan University from 2001 to 2005, earning a BA in Physical Education with Qualified Teacher Status, Laura has over two decades of experience in education. She began her teaching career in Hull and later taught in Sowerby Bridge, taking on roles including Form Tutor, Assistant Head of Year, and Head of PE for eight years. She is also passionate about her role as Head of Year, supporting students’ pastoral, behavioural, and emotional development. With a deep belief in opportunity for all and the importance of kindness, Laura is dedicated to helping every student achieve their best. Her approach combines strong subject knowledge with a focus on pastoral care, behaviour, and emotional wellbeing. Building positive relationships with students and their families is at the heart of her work, creating a supportive and inclusive environment where everyone can thrive.

After studying Music, Dance and Drama at school, Katie went on to York St John University to complete her degree in Music. After finishing university, Katie worked as a Credit Controller before training to teach with the Gorse School Centred Initial Teacher Training, specialising in Music. Katie is a singer songwriter who has a real passion for music, she instils this passion amongst her students and shares her love for the subject. Katie has undertaken the role of Transition Leader and is looking forward to welcoming the new Y7’s to The Farnley Academy. Katie loved her time at secondary school and wants our students to experience the same.

Phoebe Newsome attended the University of Leeds and graduated in 2020 with a BA in Fine Art. Once she completed her degree, she then begun her School Centred Initial Teacher Training at the University of Huddersfield where she gained her teaching qualification in Art. Phoebe then joined The Farnley Academy in 2021 as a Cover Supervisor and progressed towards her role as an Art Teacher. Art has always been a passion for Phoebe and she is very grateful that she is able to apply this to her teaching through inspiring creativity to The Farnley Academy students. Phoebe has always wanted to be a teacher from a young age and has always been passionate about working with students and supporting them to achieve their best. Until recently Phoebe has been able to do this within her career as an Art Teacher and is excited to apply this to her new role as Assistant Head of Year. This role will allow her to continue to give students a creative education but also support students from a different perspective to help them succeed.

Lyndsey Naden joined the The Farnley Academy in 2009 after graduating from Leeds Becketts University with a degree in Physical Education. Lyndsey joined the academy in post as a Teaching Assistant and within a year progressed to become a Cover Supervisor, alongside delivering PE lessons to the feeder primary schools. With key contacts developed, Lyndsey was given the role of Head of Year 7 in 2012, delivering The Farnley Academy’s transition programme. In 2013 she gained her teaching qualification through the assessment only route at the University of Cumbria and received Certificate of Excellence from the Pearson Teaching Awards for her studies during this time. Lyndsey was Head of Year 7 for four years leading a team of enthusiastic form tutors, ensuring they effectively supported and monitored the progress of their students both academically and socially, encouraging high standards of work and behaviour. In 2016 Lyndsey was promoted to Strategic Leader of Key Stage 4, supporting Year 10 and following them through to Year 11 to study for their final GCSE examinations. The core values of The GORSE Academies Trust are a true reflection of her own values and ethos, showing that Positive Discipline, passion and dedication ensure that every child reaches their true potential. Lyndsey widened her experience and skills by becoming an Academic Progress Leader in 2018, helping to provide support and drive in Year 11 outcomes and to ensure every student left The Farnley Academy with the gift of choice. Lyndsey firstly became appointed to Assistant Principal in charge of Student Experience, within a year Lyndsey moved to Assistant Principal in charge of Behaviour. which reflects her core belief in building student's self regulated behaviour, alongside developing positive relationships with students and the community that she has built over her time at The Farnley Academy.

Poppy graduated in 2019 from Leeds Beckett with a degree in dance, Poppy went on to complete teaching training with Leeds SCITT in 2021, specialising in dance. In the time between graduating and teacher training I worked as a sports coach, a teaching assistant and a pastoral assistant at Northern Ballet in Leeds. Before joining TFA Poppy worked at Outwood Grange Academy as a cover supervisor. Poppy still teaches dance classes part time and although Poppy still has a passion for dance and an interest in teaching, Poppy was keen to experience the pastoral side of education and working closely with students to improve their behaviour, leading her to her current role.

Chanelle is currently working as a Student Performance and Wellbeing Manager. She began her career in schools as an Attendance Officer, where she developed a strong understanding of student engagement, attendance improvement, and the barriers that can affect young people's success.

Building on this foundation, Chanelle progressed into Safeguarding and Inclusion, supporting students and ensuring that all learners had access to the guidance, support, and opportunities they needed to thrive. Through these roles, she has developed extensive expertise in student welfare, safeguarding, attendance, inclusion, and multi-agency working.

In her current role as Student Performance and Wellbeing Manager, Chanelle is committed to promoting positive outcomes for students by supporting their academic progress, wellbeing, and personal development. She works collaboratively with staff, families, and external agencies to create an environment where every student feels supported, valued, and empowered to achieve their full potential.

After leaving Sixth form, Anna attended the University of Exeter studying for a History degree, followed by a Masters degree in Music at the University of York. After deciding to stay in Yorkshire, but still not sure what she wanted to do, Anna became an SEN teaching assistant at Prince Henry's Grammar School. Deciding her interests were more in the pastoral field, Anna moved on to become a Year Manager at Bradford Girls' Grammar School where she looked after Y7 and supported their transition from primary to secondary phase. Anna is excited to start her new role at TFA and support students to make positive choices and to be as successful as possible whilst at our school.

Aimee started her career in Financial Services, spending four years with a firm in Wakefield, gaining interpesonal skills and progressing rapidly before realising that this sector was not one she wanted to pursue.

Aimee moved into the education sector with a desire to support children and assist them in achieving their potential. She spent 18 months working at Outwood Academy Doncaster, in various roles from Teaching Assistant to Attendance Officer, gaining valuable experience along the way. Whilst also obtaining a Diploma as a Higher Level Teaching Assistant.

Aimee learnt that her skillset and interest was in the behaviour of the students, motivating them to make positive changes and exceed expectations.

Between leaving school at the end of Year 11 and joining Farnley Academy, he attended Pontefract New College for A-Levels studying PE, Geography and Economics. Elliott then attended Leeds Beckett University for a Physical Education degree, followed by a PGCE in both PE and Geography, graduating in 2019, after carrying out placements in Wakefield, Pontefract and Mirfield.

This is his first time entering the education sector after spending 6 years in retail throughout College and University, with Farnley Academy being the start to his professional career. Elliott’s role in the Academy is one of our Behaviour Improvement Officers, joining TFA in early 2020. The core values that the GORSE Trust and Farnley Academy have towards learning and success are also the values of Elliott including having a passion for success, ambition and the drive for students to reach their potential.

Kieran joined the Farnley academy during the Summer term in 2022 working as an On-call Manager for KS3.

Since gaining a BSc in Music Technology at Leeds Becket in 2010 and whilst starting his career in 2013 as a teaching assistant at The Joseph Rowntree School York Kieran has spent the last 9 years working in various support roles, such as Cover Supervisor, Form Tutor, Inclusion Manager and before joining TFA was working a Primary school sports coach.

Kieran brings a wealth of experience of working with young people in both a primary and secondary setting as well as enthusiasm and a kind humoured approach to the students he supports and nurtures at the Farnley Academy

Caroline has always wanted to work with children. Being born and raised in Ireland, Dublin Caroline was given the opportunity to play for her national basketball team captaining the Dublin team as well as her club. Caroline's interests also include music as well as performing in musicals.

Caroline is currently employed at the Farnley academy as part of the behaviour team. Caroline has worked within the academy for 9 years now. Her previous roles within the school were as a cleaning supervisor and Caroline was given the support and encouragement and fantastic opportunity to progress to where she currently is working as the behaviour on-call manager

Having left Lawnswood high school in Leeds, Rebecca initially pursued a career in art and design but changed career path, spending 16 years in Electrical Engineering. During that time Rebecca working on high profile projects such as the original Channel Tunnel construction, Dubai & Hong Kong airports and the National Grid. After taking a career break to raise two children, who both attended TFA, she wanted to return to something closer to her heart in childcare.

Rebecca is currently employed at the TFA as part of the behaviour team. She has worked within the academy for 3 years, previously working as a cleaning assistant but wanted to use her experience in a more challenging role so recently transitioned seamlessly into her current role as the behaviour on-call manager.

Madeline worked at Yorkshire Building Society for 10 years as a Secretary, left to have two children who have now graduated from University. Madeline has recently joined TFA due to promotion as an Assistant Attendance Leader, where she has worked for a local high school, for the past 13 years as an Attendance Improvement Officer. Since the COVID pandemic she has completed three Mental Health GCSE’s Online courses in her own time, to help students/parents who she works with. Madeline is passionate about football, dogs and spending time with her family.

Hilary graduated from the University of Cambridge in 2007 with an undergraduate degree in History. She was accepted onto the Deloitte graduate scheme in Management Consultancy and spent several years working on large-scale projects at public sector and charitable organisations, which brought her to Yorkshire. Unwilling to relinquish her love of History, she completed an MA part-time alongside her work in project management, and in 2012 received funding to undertake a PhD at the University of Sheffield. This gave her the experience of teaching in a Higher Education setting and she discovered her passion for educating young people. When she completed her PhD, Hilary trained as a secondary History teacher with Teach First and was placed in an academy in Bradford where she became Head of Year. She joined TFA as Head of Year 7 in 2023 , keen to work within the GORSE trust, whose values align so closely to her own - in particular the belief that education should give every young person the Gift of Choice. Through her role as a classroom teacher and pastoral leader, Hilary seeks every opportunity to support students to be motivated, empowered and resilient individuals who thrive in school. Her commitment to providing young people with exceptional pastoral support led her to be appointed as Assistant Principal responsible for Inclusion and Safeguarding from September 2024.

Michelle worked for a bank for 17 years, before taking voluntary redundancy. Michelle and her family then agreed that they wanted to take the opportunity to make a difference to children and young people who were less fortunate than themselves. They decided to become a Foster family and did this for 6 years, providing many children ranging from babies to teenagers with a safe place to stay. It could be incredibly challenging at times, but also very rewarding as she watched them grow. When circumstances changed last year, Michelle wanted to put her experiences to good use. Therefore, she applied for her current role as an Attendance Officer. Michelle is very passionate about everyone receiving a good education and believes excellent attendance is key!

Prior to joining The Farnley Academy as an Attendance Officer Jennie worked in a range of roles in education. She began by volunteering for 18 months in a primary school before accepting a full-time role at another school where she worked as a teaching assistant for the next five and-a-half years supporting some of the most vulnerable students with their work, often on a 1:1 basis. In addition, she has worked as a swimming teacher for two years, predominantly with children in Year 4.

In her free time, she loves nothing better than spending time with her two children at their various extracurricular activities, including football, competitive swimming and tumbling, whilst also occasionally volunteering at local galas. For Jennie, constantly working with children and helping them to achieve their very best is a passion, both inside and outside of an educational setting.

After dedicating 20 years to a rewarding career as a dental nurse, Victoria made the decision to change careers and pursue roles in the education sector. Her journey at The Farnley Academy began as a receptionist, where she quickly discovered a passion for supporting students and families in a different capacity. This led to her decision to become an attendance officer, where she combines her strong communication skills, attention to detail, and caring nature to help ensure every child has the opportunity to thrive through regular school attendance. Her passion to help others and make a difference also helps within this role as she believes very strongly that all students are entitled to a great education and to an enjoyable time at school.

Karen started her career as an Assistant accountant and completed her AAT exams at a large marketing company and spending 10 years within this sector. Karen has always had an interest in helping children and their families and completed voluntary work alongside working full time in her account's role at. Having helped at a local nursery she realised her passion is in working with young people. Karen took up roles at various schools as a teaching assistant and nursery nurse over the next 10 years gaining a lot of experience as well as many qualifications in this sector.

Karen then joined the Gorse academy Trust back in 2015 and enjoyed working in the role of Student Services Officer at The Morley Academy for the next 6 years. Karen decided to take a promotion and moved to Farnley academy as an Attendance officer. Karen believes that having great attendance is key to achieving your potential and having the gift of choice to go onto to further study or employment, having had the best school experience and support possible to access this.

Chelsey Loveday graduated from the University of Lincoln in 2012 with a degree in Performing Arts. Whilst completing her degree, Chelsey gained valuable work experience within the education field as she volunteered at several primary and secondary academies.

Following her degree Chelsey was employed at The Farnley Academy as a cover supervisor where she was able to develop her pedagogy. In 2013 Chelsey then trained within the GORSE School Centred Initial Teaching Training Programme and specialised in Drama. She then began her teaching career as a Newly Qualified Teacher, in 2014, as the Lead Teacher of Drama at The Ruth Gorse Academy. In 2015 Chelsey was then appointed the role of Head of Year at The Ruth Gorse Academy. Since then, she has progressed her knowledge and experience and specialises in pastoral work and student experience.
In March 2020 Chelsey was appointed as the Assistant Principal responsible attendance, behaviour, and safeguarding at The Ruth Gorse Academy and then Bruntcliffe Academy where she was responsible for Attendance and Student Experience. Chelsey joined The Farnley Academy with responsibility for attendance in 2021, and in December 2023 became the Assistant Principal responsible for Inclusion and Safeguarding, as this is an area of education she is extremely passionate about.

Nikki Murrell graduated from Leeds Beckett University with a BA honours degree in Social Work in 2017. Nikki started her career working for St Giles trust, supporting families with a parent in prison. This involved parenting classes, practical support in the family home and community and visiting children in school for 1:1 sessions and supporting their well-being. During working with families Nikki felt strongly about all children being able to have the same opportunities and wanted to support the education setting’s in enabling children to reach their full potential.

Nikki started her career at The Farnley Academy as the Isolation leader, passionate about wanting to support students with their resilience towards consequences, and this time being a meaningful and learning experience. Nikki worked with the curriculum leads to ensure that all work completed in Isolation reflected the students curriculum, and they were completing work from their classes. Nikki supported the development of Isolation conversations ensuring all students had a time to reflect on their consequence and have structured time with pastoral staff.

Nikki has recently being appointed as The Alternative Provision Leader, this is something she is very passionate about and is currently working with all students accessing an Alternative provision to ensure that they are engaging in their learning and receiving good quality teaching. Nikki’s vision in school is to support these students to enable their return to our Academy.

Katrina joined The Farnley Academy in the spring of 2023, previously coming from Sixth Form college environment. I have a passion for working with young people and their families, striving to help make a difference to their lives. I have found my position as Inclusion and Safeguarding Officer at The Farnley Academy to be extremely rewarding. I help our students overcome any barriers, giving them encouragement to embrace any new challenges.

Holly was a student at The Morley Academy where she completed her GCSEs in 2012 and her A-Levels in History, Politics and Business Studies in 2014. After this she studied at Staffordshire University, graduating in 2019 with a BA Hons degree in Modern History. She then went on to complete a Masters in Museum Studies at the University of Leicester and most recently has undertaken her teacher training through GORSE SCITT and is a qualified History Teacher.

Holly first joined The Farnley Academy in September 2020 as a Teaching Assistant in the SEND department, focusing on History, Geography and Modern Foreign Languages. Having a year to complete her teacher training she has come back to The Farnley Academy in a new role as an Inclusion and Safeguarding Officer. Holly finds fulfilment in helping students and has always had a passion for education. She understands that students will experience different barriers, but she is keen to support these students achieve their individual potential.

 

 

Sarah graduated from the University of York in 2012 with a BA hons in Politics with International Relations. Whilst at University, Sarah was involved with the international society at the university supporting students who have come to the UK from around the world.

After completing her degree, Sarah wanted to become involved around local issues and worked at Leeds City Council on projects including with Leeds Youth Council and the Children's Mayor before moving to Manchester. In Manchester, Sarah enjoyed working to involve and widen participation of young people in the National Citizenship Programme promoting it in schools across the North West and getting involved in running the summer programme. In 2016, Sarah decided she wanted to support young people more directly and trained to be a Social Worker supporting children and families. In this role, she was able to specialise supporting young people who have come to the UK as refugees without family to support them and learned about the resilience of young people to adapt and triumph in adversity.

Ever since Rosie was young she wanted to be in a job where she helped others. Rosie chose to study childcare at college and went on to receive a degree in Psychology. Rosie has previously worked within nurseries, primary schools and children centres. Before coming to The Farnley Academy she worked with ex-offenders within the community, helping them to rebuild their lives and reduce the risk of reoffending.

Rosie believes that everyone should have the opportunity to reach their full potential and this gives her the drive to encourage students to aim for 100% attendance firmly believing the schools policy you have to be here to be there.

Alex graduated from Durham University in 2014 with a BA (Hons) in Sociology. After this he worked in the world of business in marketing and then further in the retail sector.
In 2016 he then started working as a teaching assistant in a specialist autism unit based at Tadcaster Grammar School. During this time Alex helped students access learning in the classroom and nurtured a safe working environment for some of the most vulnerable students in alternative provisions.

After realising that he wanted to further develop his skills in this rewarding career path he then went on to train to teach at Leeds Beckett University as a geography teacher. In 2018 Alex started teaching geography at The Ruth Gorse Academy in Leeds. Whilst at The Ruth Gorse academy Alex went on to specialise in working as part of the SEND team as Year 7 SEND champion which entailed aiding year 7 SEND students transition into secondary school and interventions in literacy and numeracy.

Alex is passionate about supporting the values and aspirations of Farnley Academy students by providing them with a highly personalised curriculum.

After studying Business Studies at college, Karen joined the family business in the retail sector. After opening their first store in 1980, over a span of 35 years, they had 6 retail outlets employing 30 people.

Karen married and had a family, running the business with her father, who had always instilled in her a sense of community and duty to help others. She became a governor at Morley High School in 2003, when the new aspiring head teacher, John Townsley, had just been appointed. Over a span of 17 years, she has strategically governed and supported the Trust.

10 years ago she volunteered and mentored a student through their A levels, an experience that was very rewarding. After the businesses closed, she continued to volunteer and joined TFA in 2014 as a teaching assistant, a job she thoroughly enjoyed realising quickly that she had found her vocation, nurturing and supporting students to become independent learners. Karen has studied for many qualifications in this time focusing on SEND, SEMH and counselling. She was promoted to Leader of the Learning Support Centre in 2019.

Rachel Shaw graduated from Manchester Metropolitan University in 2015 with a First-Class BA (Hons) in Contemporary Theatre and Performance. After finishing university, Rachel worked as an actress and singer in both theatre and film, alongside being a supervisor at the Manchester Palace Theatre and Manchester Opera House.

After years of working in the acting industry, Rachel sought a career change, and in 2018, embarked on her journey into education, where she began working as a teaching assistant in a specialist secondary school for students with SEND.

In 2021, Rachel completed her teacher training with GORSE SCITT, and with the vision of working with SEND students within a mainstream setting, she joined The Farnley Academy as a Teacher of Science. Rachel was quickly promoted to Transition and Community Engagement Leader, and in 2023, Rachel was again promoted to Assistant SENDCo, where she now works across the school to ensure that every
SEND student, in every classroom, gets a world-class start in life.

Rachel also works with the Department for Education and has been interviewed on BBC Radio Leeds, as well as featuring as a panellist on Train to Teach: Question Time. Rachel frequently presents at Leeds First Direct Arena on Getting into Teaching and has been featured on buses and billboards as part of the GORSE SCITT’s teacher recruitment campaigns.

I came to live in the UK in September 2007 from Poland and started to work in various places. While I was working, I went to college to improve my English language, I did an ESOL course which eventually led me to joining TFA in May 2020 in the position as EAL Teaching Assistant. My personal experience of learning a second language and living in a new country, gave me the skills and understanding to help our EAL students improve their language, knowledge, and life skills. In December 2021, I became Learning Support Centre Assistant, in this role I support our SEND students who have significant difficulties transitioning into mainstream lessons. This is alongside, continuing to support our EAL students. My role is incredibly rewarding, and I love to see our students reaching their goals and being part of the process every step of the way.

Faye has worked at The Farnley Academy for a number of years and truly believe that she has found her vocation. Previously she has experience of working in a children’s nursery as well as supporting older students at Barnsley College within the engineering department. Being a mum to 4 boys aged between 8-22 years, this experience has enabled her to appreciate that children develop at different stages and that each child is unique. It has also given her invaluable skills such as problem solving, counselling skills and recognising that the root cause of any issues need resolving, not just dealing with the fallout. These skills have been transferred to the support that she gives within the SEND department. Students have many more opportunities available to them when they reach their full potential and she is passionate about helping students on that journey, whether that is through classroom support, 1:1 interventions or celebrating their achievements on a daily basis.

Catherine graduated from the University of Central England with a BA (Hons) in Business Studies in 2003. Upon graduating she backpacked around Australia for a year working in a variety of roles from a Christmas tree decorator to an outback barmaid! Upon returning home, she joined IMS, a field marketing agency as a campaign coordinator before being promoted to a team leader. She was responsible for overseeing national campaigns for major brands such as 3M and Dr Oetker. In 2007 Catherine left IMS to set up her own restaurant in Leeds, along with her brother. After 7 successful years in the industry, we sold up in 2014 to achieve a better work life balance. She joined TFA in November 2014 as a Teaching Assistant. Becoming a TA is one of the best things she has done, she loves working with young people and every day is different and rewarding. She is constantly amazed by our students’ determination and resilience. She enjoys being a part of a passionate team and a great school that helps our students reach their potential and beyond.

Holly Gould graduated from Leeds Trinity University in 2020 with a degree in Sociology. Holly then went on to complete a master's degree in Mental Health and Children and Young People in 2021. Whilst studying Holly also gained important skills while undertaking voluntary placements in a sixth form college and a mental health charity. During studying for a master's degree, Holly worked as a Peer learning mentor for the university, this enabled Holly to realise how great it was to see students succeed along with Holly’s help and support. Holly joined The Farnley Academy as a Teaching Assistant in October 2021. Since becoming a teaching assistant, Holly has started to see the benefits that assisting students can have. Seeing students flourish and succeed on a daily basis has made Holly realise how a little help and support can be beneficial and go a long way.

Sonia graduated high school in 2015 after she went to sixth form at Leeds West Academy. During high school Sonia volunteered to work in a primary school as a TA. From a young age Sonia knew that she wanted to work with children and young people. Her first job was an apprenticeship in a private nursery she qualified in childcare level 2. Sonia joined TFA as a TA in November 2023, working with young people at TFA is that everyday is different and rewarding.

Cara graduated from Huddersfield University in 2000 with a BSc in Textile Design. Following her degree, she began her career in retail, quickly progressing to Store Manager. After two years in this role, she moved into the Visual Merchandising Team where she spent over 20 years managing visual merchandising across stores in the UK, Ireland, and internationally for a leading retail brand.

In January 2025, Cara's role was made redundant, prompting her to pursue a career change. Drawing on her extensive experience in training and developing staff, she decided to transfer these skills into education. Cara joined The Farnley Academy as a Teaching Assistant and has found the role both rewarding and fulfilling. She particularly values the opportunity to support and guide children, helping to make a positive impact on their education and personal development.

Reuben Williams graduated from the University Of Cumbria in 2012 with a 2:2 in a BA (Hons) In Performing Arts. After finishing university, Reuben worked in variety of roles From working in Retail and Hospitality including working at The Royal Armouries Museum supporting in Christmas Parties, Conferences, Exhibitions and Expo's. (Including working as an Interactive Warden at The Natural History Museums Exhibition Dino Jaws). All The while Reuben continued exploring his passion for the Arts by Publishing his own original music on Global Platforms and performing music sets at Local festivals such as Saltaire Arts Festival. Reuben also has a self-published novel and Poetry with many more works in construction.

After years of working within diverse roles, Reuben sought a career change, and in 2024 and embarked on his journey into education, where he began working as a Cover Supervisor & a Teaching assistant specialising in secondary school for students with SEND.

Reuben also works in Holistic wellbeing, and is a Reiki Master who teaches Reiki to others and leads other wellbeing and transformative workshops and has been doing this since 2020. Reuben believes that self care and mindfulness are very important for people of all ages and backgrounds and personalises his approach to Education, through using these transferrable skills of empathy, focus, creativity and rapport building.

Throughout college I studied level 2 in childcare and health and social care. Alongside my course I did work experience as a volunteer TA in a primary school. I went on to have two different jobs after college before having my little boy 12 weeks prematurely and being made redundant at the same time. When it was time to go back to work, I knew it had to be in a school setting as I had always known I wanted to work with children. I worked through an agency, covering at different schools which is where I found Springwell Leeds an SEMH provision. I loved it, I had found my passion - helping children with additional needs access their learning. I passionately believe all children should have equal rights to the same great education, and I love being a part of helping those who may struggle doing so. I then joined The Farnley Academy in 2026 to use the skills I had learnt from my previous job and use them to help the children in mainstream education thrive.