Teaching Journey Case Study: Eve Kitchener, Classroom Teacher

You have to genuinely want to do it. Teaching requires commitment, a willingness to keep improving, and a dedication to supporting both children and colleagues. It is demanding, but, it is worth it.

In this SWECET Spotlight we take a look at Eve Kitchener's career journey. Eve is a dedicated classroom teacher and KS1 leader at Chadwell St. Mary Primary School, known for her warm, child-centred approach. She leads phonics, supports new staff, and is proud of the academic, social and emotional progress her pupils make. 

At 33, Classroom Teacher Eve Kitchener has built both her family life and her career around a deep commitment to education. A mother of three boys aged 10, 7 and 5, Eve grew up in Romford and moved to Grays at 23, putting down roots in the local community she now serves. Education has been a constant thread throughout her life: she attended school nursery, primary and secondary school, stayed on for sixth form and then went on to Anglia Ruskin University, commuting from home each day. After qualifying, she completed her NQT years at CSM – and has been part of the school ever since.

Eve’s connection to education is also personal. She met her husband at work when he was a teaching assistant and she was a teacher. Inspired by the profession and the environment they worked in, he has since trained to become a teacher himself. For Eve, teaching is not just a job; it is a shared family vocation and a long-held ambition. Her nan was a nursery teacher, and from a young age Eve knew she wanted to follow in her footsteps. As a child, she would often role-play being the teacher at the front of the class.

Throughout her time at CSM, Eve has taken on a variety of roles and responsibilities. She began her career teaching in Reception and has also taught in Year 1 and Year 3, building a strong understanding of early and lower primary education. Alongside her classroom role, she has led on humanities, RE, the Trailblazer programme and now leads phonics. Early in her career, Eve became a staff governor, contributing to the strategic life of the school by attending scheduled meetings and engaging in key discussions.

Two years ago, Eve took on the role of Key Stage 1 Lead and has since gained the title of honorary member of the Senior Leadership Team. In this capacity, she leads the school council and plays a key role in supporting newer members of staff, helping them to settle into CSM and to be successful in their roles. Her journey from Early Career Teacher to a leadership position within the school reflects both her professional growth and the confidence that colleagues and leaders have in her.

From the outset, CSM and SWECET felt like the right fit for Eve. She recalls feeling very welcomed when she first started. Staff were supportive, and she quickly got to know the children and parent community. She was introduced to the school’s systems and programmes and given opportunities to develop and improve her teaching practice. That early sense of belonging and encouragement set the tone for a long-term commitment to the Trust.

What Eve values most about her role as a Classroom Teacher is the impact she can have on children and their families. She takes pride in being a supportive presence, offering guidance and help when it is needed. She particularly treasures the moments when a child finally understands a learning topic they have found difficult. For Eve, if she has made an individual’s life easier or better – academically, socially or emotionally – then the work has been worthwhile.

Being part of SWECET has played a significant role in Eve’s professional development. The Trust has supported her progression from an Early Career Teacher to a member of the Senior Leadership Team. Importantly, SWECET has also recognised the need for flexibility, enabling her to work part-time at various points to balance her family commitments. This flexibility has allowed Eve to continue progressing in her career without compromising her role as a parent.

Eve is clear that teamwork is fundamental to the success of any school. In her view, a school cannot run effectively without the support and collaboration of everyone within it. The collective effort of teachers, support staff, leaders and wider colleagues directly shapes the impact they are able to have on the children they teach.

Wellbeing is another area where Eve feels SWECET stands out. The Trust has put in place a range of measures to support staff and students, including a wellbeing day, a two-week October half-term, access to a Blue Light Card, and a wellbeing ambassador. Staff are given time within the working day to complete key tasks, and there are opportunities to engage in masterclasses and “wonder classes” that enrich both professional practice and personal development.

• Read more about SWECET’s well-being charter, here.

Looking back on her journey so far within SWECET, Eve is most proud of the difference she has made to individual pupils. She has seen exceptional progress in some children in her care and has helped to improve not only their academic outcomes but also their social and emotional wellbeing. Knowing that she has positively influenced a child’s life – in school and beyond – is the achievement that matters most to her.

For anyone considering a career in teaching, Eve’s message is clear: you have to genuinely want to do it. Teaching requires commitment, a willingness to keep improving, and a dedication to supporting both children and colleagues. It is demanding, but, in her words, it is worth it. Through teaching, you really can make a meaningful difference to the lives of children.