Category: Sugarman Education News

Switching off from work this Christmas

Posted on December 7, 2021 - Sugarman Education News

The Christmas holidays are upon us and countdown to the end of term has well and truly begun.

Although you may be looking forward to the Christmas break, some may find it hard to shut off from their everyday routine and take work home with them, so they can prepare for the new term.

Some find it can be a stressful time – the expectation of spending more money on gifts, the pressure of having the ‘perfect Christmas’, or having additional jobs to do on top of your busy lives.

It is so important that you maintain a healthy work-life balance and take the time to rest, recuperate and enjoy the festivities… after all Christmas is a time for celebration!

We’ve put together a few tips on how to make the most of your Christmas break whilst feeling prepared for the new year.

Reflect

Take time to reflect on the past term. What have you achieved? What challenged you and how did you overcome these? What are your targets for the term? Write down your ideas, plans and goals to give you focus during the next academic term.

Set boundaries

Once you have started your holidays, switch off any work phones or laptops that may distract you. If you need to catch up with work over the festive period, write a list of all the things you would like to achieve before the start of the new year. Once you have made your list, set a suitable date and time when you can really concentrate and spend a day preparing for the new term.

Stop people – pleasing

Many people find it hard trying to fit everything in at Christmas. Stop people-pleasing – it is OK if you don’t try to be everywhere or do everything. Prepare and plan in advance how your time is going to be shared and remember to spend quality time with those that matter the most to you.

In a world where social media has a massive impact on our lives, it can be easy to compare yourself to those you see on social media. Remind yourself that what you see online is a version of what people want you to see, not reality.

Don’t compare yourself to others – no one is perfect. Have a break from social media and take the time to focus on what really matters to you.

Focus on the positives

You may feel pressurised to buying the ‘perfect’ gift or overwhelmed with additional jobs Christmas bring. If you are feeling overwhelmed during the festive period, focusing on the positives can impact on your physical and mental wellbeing. Try and focus on what you have achieved and accomplished and look at the positives of a situation, this will help you feel a sense of reward and achievement.

Surround yourself with family

Some may find it hard to connect with their family as much as they would like, due to busy work schedules and demanding work hours. If you have children, plan some festive days out or get creative with some arts and crafts.

New opportunities

If you are looking for a new challenge in 2022, why not consider working as a supply teacher. There are many benefits to registering with Sugarman Education.

Our job is about finding the best people to work in our schools. Whether you’re looking for a supply cover role or a long-term position, we’re confident we can match you with the perfect school. Find out more here.

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From teacher to Senior Recruitment Consultant

Posted on December 7, 2021 - Sugarman Education News

James Cooney is part of the furniture here at Sugarman Education. Now in his 13th year at the company, James is one of the long-standing members of the team.

As part of our Shaping a Future campaign, we sat down with him to find out how Sugarman Education has helped him shape his future and why he is still as passionate about recruitment as he was on his very first day with the company in 2008.

A teacher in a recruitment world

James ‘fell’ into the recruitment sector. He qualified as a Primary Teacher and wanted to take a gap year before he started his career in teaching. In his gap year, James worked 6 months for another agency before joining Sugarman Education.

It was here that James decided he would stay in recruitment and so he swapped the classroom for an office.

James, who is now Senior Recruitment Consultant, explained: “My gap year has turned into 13 years! I started as a Trainee Recruitment Consultant and to be honest, I didn’t know what a Recruitment Consultant did. I learnt on the job and when the opportunity came to work at Sugarman Education I took it.”

Where it all began

James was one of three people at Sugarman Education when he started, since then they have grown tremendously – something he is particularly proud of.

“I’m proud of working at Sugarman Education and where we have come as a company. From when I first started to where it has grown to now is a massive achievement!

“I’ve built some strong relationships in the team which I think is important. When people join here, they stay 6,7,8 years plus. That’s testament to itself that we have a really good group of people here, who can develop new team members.”

Shaping a Future 

James naturally nurtures new members of the team, not only because of his teaching background but due to his experience within the business. This helps new starters shape their future and forge a successful career within recruitment.

“I think a lot of people are pointed towards me because I am the biggest biller in the team. I explain to them my journey and how they can work towards achieving this in their career. I always try to support team members and hopefully, this helps them succeed.”

James’ background in teaching has not only led him to nurture and develop new staff within the team, but it also helps him to understand the roles he is recruiting.

“I think you have to have four things when working in recruitment – loyalty, flexibility, understanding but, most importantly, empathy. Our candidates work incredibly hard in sometimes challenging roles, you have to empathise and support them as best as you can.

“I help them find meaningful placements, so continue to enjoy their role, develop their skills and have new experiences which will help their career progression.”

Inspiration 

James has shaped his future with Sugarman Education developing from Trainee Recruitment Consultant to now Senior Recruitment Consultant. Commitment and a strong work ethic have been instilled in James from a young age.

“I always remember my mum and dad working long hours and sometimes at the weekends. This inspired me to contribute, so I started my first job at 14 and I think that has always helped me on a good path towards a successful career.”

Abracadabra 

It’s not only his parent’s work ethic that inspired James. Looking back at his childhood, we asked James what he wanted to be when he grew up and he replied, “a magician”.

He explained: “I always wanted to be a magician. My dad was a big magic man and would always be doing tricks and I think that’s what got me so fascinated with magic and its history. I still do some magic occasionally.”

Looking for supply work in North & East London? James has worked his magic and conjured up some amazing opportunities for SEN Teaching Assistant across Tower Hamlets, Islington, Haringey, Camden. You can also speak to James directly by submitting an enquiry form on our contact page.

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The career journey of a Recruitment Consultant

Posted on November 23, 2021 - Sugarman Education News

Every job requires certain skills and qualities and working in recruitment is no different. As a Recruitment Consultant, you have to be confident, chatty and able to build strong relationships.

When Bianca joined Sugarman Education 8 years ago, as a Compliance Officer, she was new to the world of recruitment and in her own words “was quite a shy person.” Working at Sugarman Education has allowed Bianca to build her confidence and the skills which have helped her shape a very successful future in recruitment.

The qualities of a Recruitment Consultant

During her time at the education recruitment company, Bianca has progressed from Compliance Officer to Recruitment Consultant and is now one of the senior members of staff holding the role of Senior Recruitment Consultant. She believes recruitment is very much a career, not just a job.

“All the Recruitment Consultants were outgoing and confident, and I was really shy. Working in the Compliance Team meant I had already built a good rapport with schools and candidates, so when the Recruitment Consultant vacancy became available, I thought I would apply.

“Recruitment is very much a career if you want to progress. I suppose when I joined, I saw it as a job but I really loved what I did and wanted to develop and progress further in the company and the sector.”

A day in the life of a Teaching Assistant

As part of the Senior Recruitment Consultant role, Bianca recruits Teaching Assistants and Teachers for Special Educational Needs schools in East London including Redbridge, Hackney, Barking & Dagenham.

She loves nothing more than meeting new candidates and visiting schools to see first-hand the difference her candidate’s make in shaping the future of the next generation.

“I love meeting new candidates and I also love going into schools and volunteering for the day. Before Covid-19, I would volunteer some of my time whether it be helping at Easter and Christmas Fairs or on school trips.

“I have also spent a day shadowing a Teaching Assistant in the classroom, which was eye-opening. It gave me a real insight into the role and what kind of person you need to be to work in the environment and take on those responsibilities.”

A personalised approach

Sugarman Education is not your typical recruitment agency. How the Consultants recruit is unique. Instead of placing any candidate in any role, the team at Sugarman Education takes the time to get to know their candidates and understand what placement will suit their skillset.

Bianca commented: “I always make sure my candidates are happy in the positions they are in. I take the time to get to know them and find out what they want from each placement so every placement they work is meaningful to them.”

This is something that when speaking to Sugarman Education candidate and Teaching Assistant, Carolina praised her consultant for.

Speaking to Carolina, she said: “Bianca is lovely – I love her! I have tried different agencies and it’s just not worth leaving her! She is so kind, very responsive and understanding. I have never had any issues.”

Career Progression

During the eight years Bianca has worked at Sugarman Education, she has developed strong relationships with her candidates, like Carolina, and this has helped her to progress her career in the recruitment industry.

Bianca commented: “As I have been at Sugarman Education for several years the management do ask my opinion and I’m sometimes part of the decision-making process. As part of my continued development, the company is helping me to develop into a Team Leader role where I will line manage a Trainee Recruitment Consultant and they will help me with my candidates.

“I’m looking forward to this new challenge and it’s another opportunity to further develop my skills.”

Shaping a Future

This commitment from Sugarman Education is one of the reasons why many of the consultants are long-serving members of the team.

Bianca added: “We are all friends and there is a family vibe. I am proud to be part of the team at Sugarman Education. We support one another and share each other’s successes.

“I think I have shaped my future at Sugarman Education. I was a shy 24-year-old when I joined and during the past 8 years, I have developed my career, grown in confidence and celebrated personal milestones including buying my first house and getting engaged.”

If you want to Shape Your Future and start your career in Recruitment, then find out more here.

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World Children’s Day

Posted on November 19, 2021 - Sugarman Education News

What is World Children’s Day?

World Children’s Day was established in 1954 to be seen as a day to promote and celebrate children’s rights. Today Monarch Education would like to highlight how well-being is being promoted and nurtured among children and young people within schools, and how teachers and support staff make a difference to children’s lives on a daily basis.

What does well-being mean?

A good or satisfactory condition of existence; a state characterised by health, happiness, and prosperity; welfare, comfort, contentment, happiness, health, prosperity, protection, safety, security, success, eudemonia.

When I asked the assistant head of one of our secondary schools how she would sum up well-being in one sentence, she said, “it is the centre of everything. It allows students to emotionally develop, to socialise and to grow as positive and happy individuals”. How true that statement is and how fortunate I was to interview her. I wanted to find out more about how the school promotes well-being and how the staff, including ours, make a difference to the students’ lives.

For over 6 years the school have had a specialist provision in place called ‘Opportunity’; a centre where students have the opportunity to move on from things that may be holding them back. The centre focuses on mental health, well-being and happiness. It is run by a pastoral lead, a youth worker, counselling support staff and additional specialist staff who offer unique opportunities to students.  Students can be referred to the centre by their teachers, parents or can just drop in if they feel the need to talk to someone.

To run in line with the centre all staff have access to a safeguarding database, where they can input any concerns they may have about a student’s behaviour, mental health, physical wellness or change in personality or character. The interventions used internally offer a wide range of opportunities for students to seek counsel in non-conventional ways; it may be that a specialist member of staff can offer a creative workshop, which allows freedom of speech and expression – a safe haven for students to feel free to talk openly about something that is bothering them.

This is where Monarch Education has had the privilege of providing specialist staff to the school; staff who can contribute to the extra-curricular activities and offer a welcoming ear to students. The specialists we have placed come with very interesting work histories; one was a circus performing aerialist and another was a semi-professional ballroom dancer – not the average Teaching Assistant by any means! Upon speaking to the Monarch Education staff placed in the Opportunity centre they informed me just how much the school focuses on well-being and how much they enjoyed working in such a place. They commented on how well the students were supported and that they felt part of a family.

School resources

The school ensures that all members of staff have mental health and well-being at the heart of their teaching. They are regularly updated with new strategies to use and are informed of new topics to be aware of and focus on, they are always reminded that the Opportunity centre is there to be accessed by anyone who needs it.

As well as the specialist provision the school ensures that children are taught to be open about mental health and not treat it as a taboo. In years 7, 8 and 9 Health & Well-being is taught through PE and classroom-based lessons; in the upper parts of the school students access the Life Curriculum where they learn life skills and can discuss future careers; the school have an excellent area for outdoor learning which all students are encouraged to be part of and this space includes a quiet area for thought and reflection.

Due to the exceptional ethos of this school, the training provided and the dedicated staff they employ this is an environment where all students feel they are cared for, listened to and understood. They feel safe, secure, and content and they can prosper through their teenage years knowing they have such support in place. Monarch Education is proud to work within an industry that promotes well-being to such a degree and is committed to providing excellent staff to schools such as this one. Please join us today on World Children’s Day to acknowledge all children and their right to a happy and healthy childhood.

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My Teacher Training Diary – Part 2

Posted on November 17, 2021 - Sugarman Education News

In my career as a lawyer, I stood in front of many-a-judge in a Courtroom. As daunting as that may seem, for many, standing in front of 30 five-year-olds with their faces all looking up at you hanging on your every word is a much scarier prospect. However, this week, I did it! In this month’s blog, I talk in more depth about my school and training experience.

In recent weeks, I have spent much more time in my “home school”. This is the place where you spend most of your time on a School Direct course. At the moment, I spend three days a week in school, but this will increase as the year progresses. After Christmas, I spend 6 weeks in my “away school” – a contrasting placement at a different school and in a different Key Stage. As I am currently based in Year 1, I will be placed in KS2 (Years 3 – 6) at my away school. This all works slightly differently for students who are on a university-led or salaried route, and you need to do your research to find which course is going to be the best fit for you.

 

New Beginnings

Right from the moment I came into my home school, I knew I was going to be able to thrive here. All the staff have been so supportive and all the children have been so welcoming. I have a mentor at my home school who supports me in the teaching aspect of my teacher training course. I spend my time in school in my mentor’s class and gradually build up my teaching time throughout the year. Everyone on a teacher training course will have a mentor to provide support and guidance. They will assist with planning, help you to develop your teaching practice and carry out your observations.

As noted above, I am currently based in a Year 1 classroom with 30 five- and six-year-olds. I had so many worries about meeting my class: I was worried about being a new face in school; building relationships with the children; being able to remember all of the children’s names and how I was possibly going to be able to keep my eye on so many of them all at once! However, within a few days, I did settle in – I’m very lucky that the children at my home school are so kind, polite and hardworking and they welcomed me in wonderfully.

During my time in the classroom, I have done a wide variety of activities. In the first few weeks, I spent time observing lessons, helping children with their work, marking, helping with LSA/TA support and creating displays (to name just a few!). I have loved being thrown straight into the classroom and getting involved. I am treated as if I were a member of staff. I attend briefings and staff meetings, I have PPA time, I escort the children out to their parents/carers at the end of the day. This is all fantastic hands-on experience for when I eventually have my class as an ECT (Early Career Teacher).

Training

Alongside my time in school, I undertake training every week. We spend one day per week at university engaging with lectures and seminars. We discuss a variety of aspects of the key knowledge required for becoming a teacher including safeguarding, behaviour management and planning. We focus on how our training links to the Teachers’ Standards – these are standards all teachers and trainee teachers are expected to meet. I would suggest you have a look at them online as they are something you will become very familiar with once you begin your teacher training course.

We also have training with our School Direct cohort, usually once per week. These sessions cover a wide variety of subject areas including assessment, well-being, effective deployment of support staff, outdoor learning and so much more. We also have what is called “subject knowledge” training with our School Direct provider whereby we have sessions on the curriculum content to develop our knowledge across all of the subjects we teach. Enhancing your knowledge of the areas contained within the national curriculum is vital for becoming the best teacher you can be and the great thing about primary teaching is that we cover every subject area, so we are constantly learning new things which is something I have enjoyed.

“It’s never too early to get started!”

To get ahead, I would strongly recommend you have a read of the national curriculum. Have a look at the different programmes of study and assess your strengths and weaknesses. Are there any areas within which you can begin to develop your subject knowledge? If so, it’s never too early to get started! Keep a written log of all the subject-knowledge development you have been working on by making a note of resources you have accessed online, or books that you have read. This is also something you’ll be able to talk about in any interviews you have for your teacher training course, whichever route you decide to take.

Both the training at university and training with our School Direct provider gradually decreases throughout the year as we take up more teaching time. This month, I have now officially started teaching my class! I now plan, deliver and get observed teaching different lessons across the course of the week. My experience so far has been amazing so don’t forget to come back next month where I will be talking more about my teaching experience so far!

In the meantime, if you would like to follow my teacher training journey and get more insight into the things I’ve been up to, follow me on Twitter at @BAFTeacher.

Beth.

If you would like to find out more about the opportunities we have for new teachers, check out our latest vacancies on our job page here.

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November CPD courses announced

Posted on November 8, 2021 - Sugarman Education News

We have three brand-new CPD courses in November for Teachers and Teaching Assistants. These are as follows:

Christmas Literacy for Y1 – Y7 supply staff
A one-off literacy- based lesson for the Christmas period.
Tuesday 16th November 6.30pm – 8pm

Leading Learning in a Specialist Provision
This session will provide practical tips around supporting and developing learning in a specialist provision. Participants will look at core principles around what is needed to be well prepared for working within such an environment.
Thursday 18th November 5pm – 6pm // Thursday 25th November 6.30pm – 7.30pm

A Briefing for supply staff
Keeping abreast of local and national priorities and the implications for supply staff. This will include updates on the latest inspection frameworks, phonics and reading requirements.
Wednesday 1st December 4.30pm – 5.30pm

 

In addition to the above exclusive training sessions, Best Trust is also offering Sugarman Education candidates a place on additional training sessions they are organising for education professionals.

Fluency in Reading: A three-week unit of work for Y2/ Y3/Y4
Suitable for Teaching and support staff in Years 2, 3, 4 and 1:1 tutors.    
This session will consider the development of reading fluency as a support for reading comprehension.
Tuesday 9th November 4pm – 5.45pm

Spooky Stories
A short, dynamic and exciting unit of work, including a wealth of differentiated resources, media and IT, to develop reading through to writing for teachers in Year 5 / 6.
Wednesday 10th November 1.30pm – 3.30pm

Get in touch with our friendly recruitment consultants today to find out more about the support we offer and take advantage of the new CPD programme by clicking here.

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Life as a SEN teaching assistant – Halim

Posted on November 2, 2021 - Sugarman Education News

Working in education isn’t always the career path some people aspire to work in from a young age, but the desire to inspire young people and help shape someone’s future can ultimately lead you to the profession.

This is the case for Hamil, a Teaching Assistant who has worked in the education sector with Sugarman Education for the last two years. Having previously worked with children in other roles, it was a friend who suggested supply teaching maybe for him.

He said: “My last job was in marketing and did some sports coaching on the side. I enjoyed working with young people and decided it was something I wanted to do more of in my career.

“My previous roles have been very different to teaching, but my experience in coaching sort of pushed me towards that.”

Hamil has found long term work with Sugarman Education and has worked specifically in SEN schools, something which was a new challenge for him.

“It was really eye-opening for me. I’ve never worked with SEN children, but here you get an insight into their lives, what they are going through back at home and even the difficulties they have with their parents.”

“Each child is special in their own way”

Working with several different after school sports teams, Hamil has experienced working with children of all ages and abilities, some from the age of 3. This has given him the chance to be adaptable and appreciate the individualities of those he supports, both in and out of the classroom. 

“Each child is special in their own way. SEN children have lots of similarities to mainstream children but can’t express themselves as well, which can be challenging.

“I think SEN pupils are a lot more visual than mainstream pupils. One girl in my class is so artistic. She can see a picture once and draw it perfectly from memory. Another young boy has the most amazing memory, I sometimes worry about telling him too much, because he remembers everything!”

SEN lessons can be extremely different from those in a mainstream school. Keeping the children focused and engaged can be a big task, but Hamil has found that using exercise to keep the class alert and energised can really boost their productivity. 

Bringing out the best in the pupils

“Demonstrations and active lessons are key to getting the best out of the pupils. We have a stretching class every morning to prepare them for the day. 

“One child cannot extend his arms fully and doesn’t have a great range of motion. I handed him a small ball and turning his focus elsewhere, he can manage that extension and can keep up with the rest of the class.” 

To this day, Hamil is still in contact with a teacher from his school days, who he recalls made a real impact in his lessons and made time for each pupil. 

“My Primary School teacher, Mr Hunt, was helpful. He was relatable to the young ones and would listen to our music and tell us jokes. He was a PE teacher, so we always talked about football. I’m still in contact with him today and I help him with his after-school clubs and sports coaching.” 

Why supply teaching?

When asking Hamil if he would recommend supply teaching to others, he speaks of the flexibility of the role and how it fits around his lifestyle, along with the development opportunities that come with each role.

“I would say just take the risk. The hours are great. I get to finish quite early, so I can still take part in my coaching sessions. The staff are supportive and there are always new things to learn.

“My goal is to be a PE teacher in the future or work in a behaviour management role, something that is currently available in the school I am in now. I have a great relationship with the school and appreciate the support they continue to give me.”

For more details about the opportunities we have available, please check out our latest vacancies here

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Interview Tips for Teachers

Posted on October 31, 2021 - Sugarman Education News

Two teachers sat at table talking

This is the time to show your potential employer that you’re perfect for the role and can conduct yourself in a confident and professional manner. Interviews can be nerve wracking and intimidating, so you need to make sure you are prepared for every question and any tricky situations that may come your way.

We have put together some top tips to help you through this process:

Research the school

This information will help you to show that you are genuinely interested in their school and form some questions to ask them. You may be asked what challenges you perceive the school may have, what its’ strengths are and how you could contribute to moving the school forward. Read their OFSTED report, or maybe check the latest exam results to provide your own ideas on where they can improve.
Be sure to read over the job description again carefully and check that you have clear examples of what they are looking for. Take this time to list all of your achievements and current experiences so you can incorporate them into your answers.

Prepare for common interview questions

Many of the questions that are used at interview are quite standard. By preparing your responses you can sound much more confident. Remember to keep these responses simple with a clear and detailed response, along with what your areas are for development. Add your own personality to your answers and sell yourself as to why you are the perfect candidate! We have listed some examples below:

  • Name an achievement that you are proud of?
  • Explain what inspired you to become a teacher.
  • Name a professional book you have read and how it impacted on your practice.
  • Describe what you think your safeguarding responsibilities will be?

Try your best to maintain a structure to your answers so that you don’t go off track or start to waffle. A great learning tool is the STAR method, which enables you provide a problem and a solution to the question

  • Situation – think of a specific situation where their question would have applied.
  • Task – what was your responsibility in this situation?
  • Activity – what did you actually do?
  • Result – what was the positive impact of your actions?

Don’t Over-prepare

Part of the interview process will most likely involving teaching a lesson at the school you are applying for. Try not to overthink the lesson plan. Have a structure in mind with a key objective, but don’t try to cover everything. Focus on a topic that you are interested in so you can show enthusiasm and keep the children engaged for longer. Be sure to include lots of interactive learning and ask your students plenty of questions.

Ask the employer questions too!

The person interviewing you will always ask if you have any questions for them. If you do not have anything prepared, it can show that you are uninterested and have no drive for the role. Perhaps ask what support you will receive when you start the role, or what room there is for progression within the school? Don’t be afraid to put them on the spot, it shows willingness and a desire to succeed.

Dress to impress!

First impressions are everything! Be sure to dress smart, be aware of your body language, smile and try to look relaxed. A firm handshake and eye contact when you meet the panel and answer questions can make a good initial impression. Let your personality shine through! The clarity of your speech is very important and you should always try to sound positive and enthusiastic.

If you would like to hear more about how we can help you find your perfect role, get in touch with one of friendly recruitment consultants now!

Good Luck!

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Career progression within recruitment – Sophy’s story

Posted on October 28, 2021 - Sugarman Education News

Recruitment Consultant graduating from university

There are always opportunities just around the corner and little did Sophy know that working in a factory whilst studying at university, was the start of a very successful career in recruitment.

After she graduated with a BA Hons Degree in English, Sophy joined the temporary staffing agency that supplied workers to the factory and helped with registering candidates and taking bookings – this is when she found out what recruitment was all about and she soon ‘got the bug’.

Where it all began

Sophy enrolled on a graduate programme at an education recruitment agency. There she ran a very successful Coventry & Warwickshire desk and soon progressed from Trainee to Senior Recruitment Consultant. Despite this success, Sophy had always wanted to progress to a management role. This is when she joined Monarch Education, as part of Affinity Workforce, and made her mark in the sector.

“I was looking for training and development jobs within recruitment as I wanted to move into management. When I went for the interview at Monarch, I was honest about my ambitions and how I wanted to progress and this is something that they offered me,” explained Sophy.

It was with Monarch Education that she continued to develop, taking on a Team Leader role. Within 6 months Sophy continued to impress and make her mark within the company. She was promoted to oversee two other teams before then taking on the role of Divisional Manager. Now she takes on the role of Divisional Operations Manager of Affinity Workforce Solutions (AWS), part of the management team supporting Monarch Education & Sugarman Education – a role she was promoted to whilst she was on maternity leave.

“I think to be given this opportunity whilst on maternity leave, shows how committed the company is to giving women the opportunity to progress and develop. The AWS SLT is made up of predominantly women which just shows the sign of the times and represents well in the market.”

As part of her new role, Sophy oversees the quality of service across Sugarman Education and Monarch Education as well as the managed service provision with Multi-Academy Trusts.

Reaping the rewards

Reflecting on the 5 past years at AWS, Sophy said: “I do owe a lot to the CEO, Esme who has supported me throughout my time here so far. If you work hard, you will reap the rewards and I am a prime example of that. I have learnt so much, developed my skills and I have achieved my goals. I work with an amazing bunch of people who I can continue to learn from.”

Sophy’s passions lie not only in recruitment but with the development of staff. She loves nothing more than to see individuals progress into different roles.

“There’s nothing more rewarding than seeing the people you have managed and mentored be successful, achieve their goals and develop their careers. Keely, who I managed when I joined Monarch, is now one of our prestigious ‘Double Monarch Millionaires’. She has done fantastically well and continues to do a great job.”

The qualities of a Recruitment Consultant

Sophy knows better than anyone the qualities you need to be a successful Recruitment Consultant. As well as being chatty and having the drive and passion to be successful, she also believes you have to be compassionate.

“You have to love working with people to be in recruitment, but you also need to have compassion to be successful in the sector. You need to be able to listen to your candidates, care for them and put their needs above anything else.

“I remember working with an NQT who was nervous before an interview to secure a permanent position in a school where she has covered staff sickness. I arranged for one of our experienced candidates to prepare her for the interview. She rang me in tears because she had been offered the job and was so grateful I had arranged the session. That phone call will honestly stay with me for the rest of my life. This is why we do what we do.”

Going above and beyond for the candidates is something Sophy has always instilled in her teams and she wants to continue to encourage this ethos as part of the training and development of our consultants. Sophy is currently recruiting for Recruitment Consultants across Monarch and Sugarman Education and she is keen to inspire others to the sector.

“For me, you don’t need experience within the sector to join our teams, you need to be passionate, determined and eager. This could be the start of a great career in recruitment; the opportunities are there to make their mark in the company. We offer extensive training and support so you can develop.”

If you are interested in joining our Recruitment Teams? Take a look at our vacancies here.

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Former candidate discusses the importance of Black History in schools

Posted on October 25, 2021 - Sugarman Education News

Making black history topics relatable for the youth of today is something that Adam feels is crucial to engaging the class and making history enjoyable. He has used various teaching methods to allow students to question culture and relate events to their lives today.

“In my last few schools, I have dedicated an entire day to different historical events, such as Holocaust Memorial Day. The students responded with curiosity, and it gave them the chance to ask pertinent questions and make contemporary links and ask ‘What is the impact of that today? How can we move forward?’

“It can be challenging to engage students when faced with complex and sensitive questions. You need to ensure that the subject matter can be engaging and come alive; one way of establishing this in schools could be to make further connections within the community to those who may have a story to share of their ancestors and how they settled here. If you have the human connection, the students will pick up on that and feel personally involved with the narrative.  It is more uplifting and stimulating if students can relate to a person, rather than seeing information in a textbook; stories can really capture the mind.”

As Head of Humanities in a school in Switzerland, Adam explains the training methods that he that has put in place for NQT’s or less inexperienced colleagues that are looking to approach the topic of black history. The school assists and supports new members of the team by linking them with more experienced and established teaching colleagues.

“When new teachers arrive from other cultures or begin teaching a new unit relating to topics of a sensitive nature, it is essential to coach and advise them on ways of communicating them with students and the wider community; and within their historical context.”

“It’s important to stress that outside school you cannot always use certain words. Some teachers may forget and use the terms loosely which can be dangerous and offensive. Within international education we have colleagues coming in from all over the world, so they may not always be culturally conscious of their new environment.

Reaching out to the school body and requesting fact sheets, or having a conversation with other teachers, is something that Adam encourages to support those who are uncertain on the correct context of the subject and are unfamiliar with today’s language surrounding Black History.

“There are not a great deal of resources for teachers associated with Black History and therefore, it is essential that education establishments begin to build up resources to encourage schools to plan and develop modules relating to it.  This can only be beneficial for raising awareness within the UK and break the culture of intolerance that we unfortunately see within our society, such as the booing of England football players taking the knee at the previous Euro Football tournament”.

“In order to see tangible cultural change and understanding of Black history, it is essential that   exam boards expand options and plant seeds from an early age, so students are encouraged to study these topics further in the future. We need more options, and some units must be made compulsory to help create awareness of our ancestry and evolving British culture.”

When touching on the recent events of racist abuse through sport and the media over recent years, Adam discusses how his school tackles the topic of racial abuse today.

“During Homeroom sessions we aim to invite external speakers to come in to talk about hate crime and verbal racist abuse and how to deal with these issues; this generates such valuable discussions in the classroom. Students relate to these issues and explore them further within the theatre of Humanities lessons; through further dialogue and discussion, students are able to make connections between the struggles that black people endured, and the legacy of racism that exists today in light of the Black Lives Matter (BLM) campaigns these past few years.”

You can find out more about our celebration of Black History on our blog page

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