I came to Chiswick School fresh out of Music College. I had quite a difficult start because I had applied to my teaching agency for music, but they had allocated me to maths, which I had very little idea how to teach. However, by the end of my first year, I had received such great support and coaching that I felt maths could be a long-term calling for me, yet as soon as I had accepted my fate, the school offered me the chance to run the music department. A shock though it was, I gave it a go and it's been one of the great adventures of my life so far. I've been able to set up a choir, bands and orchestras, learn how to play the steel pans, and I can now tune a ukulele with my eyes closed. One thing I've loved most about Chiswick School is the autonomy. Teachers are really treated as experts in their field and Senior Leaders trust us to make decisions in our department's best interests. I have consistently been given the support to take risks, try new things and innovate, while also having full access to the latest research about tried-and-tested best practice. My Line Manager and Head Teacher have been incredibly supportive, and working with such a great staff team makes all the difference in a school succeeding. June 2023 was a personal highlight, when I was given an award for Outstanding New Teacher of the Year for the UK, and two days later the music department, together with performing arts and visual arts won the TES award for excellence in creative arts, beating both Wellington College and Shrewsbury School. The other thing I've loved most about Chiswick is the community. When I started as a music teacher, the Drama & Dance department took me under their wing and showed me how important engaging with the community was. I learnt to build links with local places that we could perform, and now Chiswick School is always being sought after for performances, whether that's singing at the local flower market or playing the Steel Pans at a council event. It's really helped me see how important it is for all schools to be community schools, both for the community's good, and for pupils' appreciation of the world around them.