Celebrating Good Practice


Alannah Gilmour – Recommended by Zoë Lynskey

Alannah is one of those people who is an embodiment of integrity. For most of this year she has been quietly running a creative writing club on Tuesdays, after the school day finishes. It is obvious that she is passionate about creative writing, but a more subtle passion of hers can be seen in the fact that she continues this club for a handful of extremely keen (and extremely grateful) year 9 boys, although she receives very little outside recognition for this initiative. Her enthusiasm and dedication is inspiring.

Eric Aristide – Recommended by James Keep

Eric was observed practising GCSE listening skills with his year 11. In anticipation to the listening questions, he discussed strategies with students on how best to prepare themselves for the task by breaking down questions and identifying word class to fit into a cloze text.

Christelle Voisin – Recommended by James Keep

Christelle’s class was observed to be using excellent grammatical terminology when discussing verb conjugation in the present tense. The students demonstrated a very good understanding when applying the verb endings from infinitive to conjugated forms.

Carla Calado – Recommended by Lotoya Patrick-Taylor


Carla was observed promoting productive struggle in a lesson on Algebraic Fractions with her top set year 9 students. The students were able to use the very difficult questions (grades 8 and grades 9 level GCSE) to work and think more like mathematicians by engaging in rigorous thinking in exploring various strategies until they were able to prove or solve the given problems.

Zainab Manair – Recommended by Lotoya Patrick-Taylor

Zainab was observed teaching expanding and simplifying algebraic expressions to her year 9 students. She effectively modeled how to expand brackets using arrows by attaching the multiplication sign to each arrow that followed each term. This strategy proved very effective at helping with longer retention and understanding the concept of distributing the terms correctly.

Kareen White – Recommended by Houmayra Joonus

‘Dienstag ist Deutschtag!’ – The use of the target language in Kareen’s year 9 class is impressive. The students demonstrate an excellent use of German and immerse themselves in ‘natural’ language to communicate with the teacher and other students.

Clara Garcia – Recommended by Houmayra Joonus

Retrieval Practice Grids Booklet – Following the sequence of sharing good practice session on Making Knowledge Stick within the school and our department, Clara has created a booklet which is used at the beginning of her Y7 Spanish classes. Not only does this routine settle the students into a calm learning atmosphere, but it also helps them to recall previous learning and find links with their current learning.

Francesca Barnard – recommended by Lamyaa Khammal

Francesca Barnard –  has adapted her teaching and lesson resources in an attempt to increase pupil engagement in her year 10 class. By including more competition based activities, her once disengaged pupils are now keen to participate.

Sara Baghaei – recommended by Lamyaa Khammal

Sara has been using a range of differentiation strategies such as chunking, ranking and quizzing to support her lower achieving students. By doing this, most students have been able to retain key concepts and equations. This has also made her pupils more willing to participate in whole-class discussions.  

Charith Abeyratne – recommended by John Cox

Charith was observed using a different approach to the teaching of old concepts: displacement reactions. Traditionally this has been described using the model of male and a female and dubious interactions where strong men ‘displaces’ other, weaker men in a relationship. By using dogs and bones students still understand the concepts of replacement and displacement without the dubious analogies.

Celebrating the science Team:

Formative Feedback: Following a change in the Science Marking and Assessment policy it was very good to see an increase in the quantity of green pen, denoting student improvements to their work. Emphasis is being placed upon feedback being given in lessons which is more timely and has a greater impact upon progress. Assessment is required to be inherent in lessons, part of the learning process, not a summative process at the end of the lesson where feedback is not acted upon.


Kim Lee – recommended by Minal Patel

art drawing

Kim’s effective questioning  ensured that students were attentive and engaged. This enabled Kim to strengthen students’ understanding of new concepts as well as developing their creative thinking.

Joy Richardson – recommended by Minal Patel

Joy enabled students to become self-directed in their learning through guided practice. Providing opportunities for students to select appropriate problem solving strategy to improve work.

Ollie Johnson – recommended by Micky Tumber 

I saw Ollie Johnson teach a great lesson to the year 9s. He used a variety of different cartoons to engage students and ask them for their own opinion on whether Roosevelt’s New Deal on America was successful.

 Lotoya Patrick-Taylor – recommended by Ashish Shah


Lotoya was confident in taking risks while being observed. She allowed her students to lead the learning by having student teachers teaching their peers. Also, the use of whiteboards to encourage discussion around the varying ways of arriving at an answer was very good.

Roopa Gorsia – recommended by Ashish Shah

Good use of whiteboards to allow close inspection of methods, and to pick up on misconceptions/errors at each stage of working. Roopa also consistently challenged her students to explain how they arrived at their answers.

Mr. Aristide – recommended by James Keep

Following a recent training session that Mr. Aristide went on, he has extensively used the mini-whiteboards with his Yr 9 French class.  This has been an extremely effective Assessment for Learning technique and has allowed the pupils to have a go at producing verb tenses, which they previously found a daunting task, in an atmosphere where there is a culture of error being ok.  Levels of engagement in the class are high and the way Mr. Aristide selects several answers to look at afterwards, allows pupils to see common mistakes as well as the correct verb formation, so they can then produce more using the same patterns themselves.

Simon Letchet – recommended by Katie Beard:

I would like to recommend Simon Letchet – both myself and Ben immensely enjoyed the interesting and challenging topic (lifecycle and properties of starts), and would happily have remained longer in the class had we not had more observations to complete.

Verbal questioning was a real strength, as was subject knowledge. Simon also followed ‘no opt out’ and encouraged Y13 students to help improve each-others’ answers.


Joseph Harris – recommended by Hannah Aizenberg:


I would like to nominate Joe Harris for his outstanding commitment to raising literacy standards within our school. Joe has spearheaded wide-ranging literacy interventions across the school; thanks to Joe every student in KS3 has the opportunity to develop their reading skills in weekly Accelerated Reader lessons, he runs a wonderful creative writing programme with Salusbury World for new arrivals to Britain who are beginning their journey in English and he has delivered several fantastic INSETs which have equipped teachers with the skills and strategies they need to boost literacy within their classrooms. It’s clear that this is having a huge impact across the academy. Well done Joe!

Talat Aziz – recommended by Lee Suaverdez: 

In the recent Department Review observations, Talat was seen to have clear established routines across all of his classes. Also, his high levels of expectations have helped him to create a safe learning environment which allows more vulnerable students to have the confidence to ask him for his help.

One of the great techniques I have seen time and time again, is the use of ‘RAGTAGS’.  Talat uses this method to help him assess the progress of his pupils within lessons and address any misconceptions that may arise.

Walid Mumeni – recommended by James Caldwell:

Walid has just started his teacher training and has already established himself as a good teacher who is producing well planned, fun and interesting lessons. Walid is fully committed to the extra curricular and enrichment programme. He is leading, coaching and refereeing the Basketball fixtures. He has a great relationship with the students and contributes positively to the PE Department.

Alex Saraiva – recommended by Kim Lee:

Alex Saraiva showed some wonderful outcomes with his year 9 3D class as well as very good resources and planned, task for the ‘more able’. It is always a pleasure to observe Alex as he is a passionate teacher, who is always dedicated to his pupils. 

Najla Chaer and Nadia Penn – recommended by Aurora Reid:

As well as demonstrating unending patience, working 1:1 with some of our most vulnerable learners, Najla Chaer is also learning the craft of speech and language therapy in order to maximise the provision that we have at the academy. Najla delivers several small group sessions for students with communication and interaction needs (mostly in year 7) , this early intervention will allow them to make accelerated progress in all their subjects.

You’ll see her at every event, the welcoming face of Capital City Academy, Nadia Penn not only provides wonderful support for our SEND students in lessons, she also runs additional language revision clubs, an art club and even volunteers on her day off.

Lowri Ifor – recommended by Hannah Aizenberg:


I would like to nominate Ms Ifor because of her outstanding vision and creative ideas.  In the summer we decided to create a scheme of work that would give students a sense of chronology when considering the evolution of language. Ms Ifor wrote this scheme of work, using an engaging range of texts: oral traditions, Greek myths, Abrahamic biblical stories, extracts from Shakespeare, literature exploring the migrant experience in Britain, and spoken word poems. This innovative approach has meant year seven  students have a rich understanding of how different contexts have shaped human thought. Students also explored their own influences, tracing their cultural history to consider the roots of their values. I am thrilled that Ms Ifor has given our students this opportunity and look forward to seeing the fruits of their labour in the upcoming exams.

Walid Mumeni and Hassan Farrah – recommended by James Caldwell:

I got a lovely text message after we played a Basketball match away against Kingsbury High School. The message read:

‘Just finished a Senior basketball match with Walid and Hassan. One of the best fixtures I’ve had against CCA. Walid and Hassan were a credit to you and your department’.

This was sent by the Head of PE at Kingsbury High School. I thanked both Hassan and Walid personally. It was great feedback and further enhances our reputation as a good department.

Well done guys.

Zeba CHOWDHURY – recommended by Marianne Jeanes, Katie Beard and Edlih Cunnigham:

As part of the A level syllabus, students are required to complete a number of core practicals. In Biology, this ranges from investigating breathing rates, hatching shrimp eggs to observing the effects of caffeine on the heart rates of water fleas. Students get the opportunity to plan and carry out and investigation, developing independence from the teaching and bettering their practical skills. Students really enjoy carrying out these investigations and practical give them rare opportunities of handling live specimens, going outside and collecting data which complements a lot of their learning in Biology. The process of planning, carrying out, analysing and evaluating their investigations helps them to get a better understanding of how scientists work in a research setting and that there isn’t always a ‘perfect’ answer but Biology is an ongoing process to fine-tune and better our understanding of living things.

Alex Pedreso – recommended by Emma Reynolds:


In a recent observation, Alex was seen modelling physical skills in Drama, demonstrating focus, voice projection and characterisation. This was demonstrating the high quality performance skills to Y9 GCSE Drama students. All students were engaged and felt within the safe learning environment created by Alex. Also, her excellent use of modelling helped to address any misconceptions some students had with the activity.

Dan Ashbery – recommended by James Keep:

I’d like to recommend Mr. Ashbery’s revision board game which he made for his year 8 German class.  The pupils had to make their way round the board by recalling vocabulary and sentences from the unit of work they are finishing.  All the pupils in the class were totally engaged and were able to work independently, supporting each other, but also with the big impetus of competition to win.  It was a pleasure to see how well the game worked and hear the pupils speaking in German so much for so long!


Harry Pike – recommended by Sural Bhanshaly:

Harry has streamlined our marking procedures so that we are cutting down on the time it takes to mark each book. With written subjects such as English, History, Geography and RE, it is important that we give timely feedback. However, the nature of the subjects mean that marking and feedback can take a long time to process. Hence, Harry introduced marking tables that were specific to each GEM task. These pre-prepared comments could then be highlighted, cutting down on time taken to write the comment. A second improvement was to incorporate the RAG marking sticker into the tables, which meant that all the marking was done on the grid.