Ambition Institute |

Teaching wasn’t always the plan for Rob Larkin. After gaining a first class degree in law, he found his true vocation in teaching. Now Rob has a career that brings him satisfaction and “is unlike any other on the planet”.

After Rob finished school, he went to Leeds University to study law. “That was always the idea,” says Rob. “I'd be lying if I said the media didn't influence it. Films and TV shows make law out to be this really glamorous vocation. But in reality, you're doing hours upon hours of paperwork, long phone calls, and it's not the sort of the profession I ended up wanting to go into.”

So when Rob saw an advert for a maths tutor during his last year at university he started to consider teaching. “I’ve always been interested in academia and I was strong at maths at school,” he explains. "It’s a subject I wanted to teach because it’s fast-paced and you can see pupils pick things up really quickly. I started tutoring and loved it.”

The switch to teaching

That was the turning point and one that spurred him onto teacher training and a whole new career.

His initial teacher training with a school-based provider included placements at two secondary schools in Leeds. Now, three years later, he’s teaching maths to pupils at Bristnall Hall Academy in Oldbury, one of Ambition Institute’s partner schools, and loving every moment.

Rob knew he had done the right thing from the start. “I remember walking down the corridor for the first time as a teacher, and feeling the hustle and bustle. You’re getting funny looks from some pupils because they’ve never seen you before; some asking you questions. There’s just something about it.”

Making an impact

Rob explains how his favourite part of teaching is helping pupils to develop and apply their knowledge in lessons. “When a pupil doesn’t understand something, and then they turn it around within a few minutes. I’ll say to them: ‘Ten minutes ago you had no idea how to do that, and now you’ve just learned something new. You should be so proud of that!’.”

Rob also gets that same satisfaction and pride when pupils get their exam results. “It’s that feeling you get from the difference you’ve made. When the results are in and they get the grade they want, it feels so good that you’ve had some impact on that pupil’s life.”

Sharing a love of learning

Rob’s always had a passion for education and helping others to develop a love of learning. Key to his success in the classroom is creating an environment where his pupils want to come to lessons, and want to learn. He explains: “I say to my pupils at the start of the year, ‘I want you to enjoy your maths lessons, and I want you to do well in them’. That brings such a big shift, not only in their maths, but in their enthusiasm for learning.”

It’s all about the pupils

Seeing his pupils succeed at maths isn’t the only part of the job that he enjoys. “As a teacher, you’re a trusted adult for your pupils and taking an interest in who they are can help to build those relationships – whether that’s asking how a rugby practice went or what their favourite heavy metal band is. I just like to always hear about what my pupils are doing.

“I love that pastoral care element of my work. Our academy is in a deprived area, and for a lot of pupils, school is their safe place. That means as a teacher, I can make a bigger difference than just helping them to improve their grades. My pupils are so entertaining and inquisitive. They’re just great people to work with.”

The buzz of teaching

“As a teacher, as soon as you’ve finished your training, it’s you, your classroom and your pupils. That’s something that really excites me about the profession. Standing in front of 32 kids and knowing they’re my responsibility – that’s quite a buzz. And as a new teacher, that responsibility comes with a wealth of support.”

So what advice would Rob give to others considering teaching?

“We need really strong teachers in this country. Most people will think about teaching and it may be a bit intimidating to them, but if you’re really considering it, it probably means you’ve already made the decision. It’s a great profession. Every day is different and I feel so lucky to have found a career that I really love.”

What made you want to become a teacher?

“I finished university and wanted to have a job where I could help people, where I was actively involved in their growth.

My dad was a teacher, and my granddad was a teacher, so it ran in the family and has been a bit of a family tradition. I wanted to carry that on. I got some work experience as a teaching assistant in my old school where I went as a child.”

If you could go back to your time as a trainee teacher, what is the one piece of advice you would give to yourself?

“I would take a more measured approach to applying educational research in my practice.

Previously the way I consumed and applied research was very scattergun. I would think, ‘that looks good, let me try it’. Now I take a much more considered and nuanced approach.

I think a big issue in teaching generally, but specifically when you're training, is it's hard to know what works and what doesn't.

Engaging in the research and using evidence to make changes to my teaching takes an element of that away - I don't have to worry as much about what to do, because there's plenty of research showing that it benefits learning, instead I can focus on how to do it, making sure I'm implementing it in the right way and with fidelity.”

How did you get into teaching?

“After three years studying music at university, I did a primary PGCE with modern foreign languages.”

What was your favourite time as a teacher?

“It's that lightbulb moment that makes you realise the impact you are having as a teacher. You can spend days, sometimes weeks working through something with children and when they get it, it's amazing.”

What piece of development stood out to you as a trainee?

“I was being observed by the deputy head. She pulled me to one side, and suddenly I felt a bit panicked. She said, ‘this is a really good lesson, would you like me to show you how to make it outstanding?’ and that always sticks in my mind.”

“I learnt so much from watching somebody else demonstrate something live in the moment. I think with our programme there's so much opportunity to observe and learn from other practitioners and I think that is so valuable.”

What do you wish your teacher training had a greater emphasis on?

“It would have been useful to have a broader understanding of different methods or strategies that can help and support children both with and without SEND and think about it in a more holistic way rather than as an add on.

“That’s what is so great about Ambition’s Teacher Training programme. The message that we are giving to our trainees is that children have lots of different needs. This programme is designed to help trainees meet those different needs”.