Teaching Journey Case Study: Hannah Darbey, Orsett Heath Academy
From the very beginning, OHA felt like a place where people genuinely cared. As an ECT, I felt highly supported, and there was a real sense that development was encouraged at every stage.
In this SWECET Spotlight we look at Hannah Darbey's career journey. Hannah is a passionate English teacher and Head of English at Orsett Heath Academy, known for her energy and love of literature. She leads whole-school literacy with ambition, and thrives on sparking debate, curiosity and confidence in every classroom.
For Hannah Darbey, a love of literature has always been more than an interest — it’s been a direction of travel. After completing a degree in English Literature and History at Cardiff in 2019, Hannah went on to complete a Master’s in Victorian Literature at Queen Mary University during lockdown. Even then, she found herself weighing up two passions: History and English. In the end, it was her love of books, stories and language that won out.
Teaching was never a strange or distant idea, either. Hannah comes from a family where “teacher” is almost the default setting, and she has grown up surrounded by a belief in learning and the power it can have in shaping lives. That environment helped cement her desire to pass that love of learning on — not just to a few students, but to as many young people as she can reach.
Hannah began her career at Orsett Heath Academy (OHA), completing her two years as an Early Career Teacher (ECT) there. Those first years gave her what she describes as a strong foundation — not only in classroom practice, but also in understanding the developing culture of a school that was growing and evolving quickly. From there, her journey has been defined by momentum and a willingness to step into new challenges.
Following her ECT years, Hannah completed her NPQ Literacy Lead and became Reading and Literacy Coordinator. It was a role that sparked a deeper interest in whole-school literacy — particularly how schools can better support students who find reading difficult. That focus on literacy, and on making reading feel accessible and meaningful, became a key thread in her development.
As OHA moved into its first year with Year 11, Hannah took on the role of Head of KS4 for English. It was a significant responsibility at a pivotal time, and one she looks back on with real pride. The year culminated in excellent outcomes for pupils, with an 81% pass rate at grade 4 and above — a result that reflects both high expectations and the strength of the provision being built at OHA.
This year, Hannah has stepped into an even bigger leadership role as Head of English. She describes it as challenging, but exciting — the kind of step that stretches you, sharpens your skills, and forces you to grow quickly. She is proud not only of what she has achieved so far, but also of the new skills she has developed along the way as she continues shaping her leadership style and her department’s direction.
A key part of Hannah’s story is how quickly OHA felt like the right place to build a career. From the very beginning, she felt it was a school where people genuinely cared. As an ECT, she felt highly supported, and she noticed early on that development wasn’t reserved for certain roles or certain stages — it was encouraged for everyone. Just as importantly, she has had opportunities not only to progress, but to reflect, contribute and help shape the school as it has grown. For Hannah, the relationships have been a defining feature too: strong connections not just within her department, but across the wider staff team.
When asked what inspired her to become a teacher, Hannah’s answer is simple and powerful: she loves her subject. She can’t imagine a life where she isn’t talking about English every day — whether that’s books and literary theory, grammar, or creative writing. She also carries strong memories of her own teachers and the impact they had on her life, and she wanted to be that person for other young people. Teaching, for Hannah, is a way of shaping the future in real time — sometimes through big moments, and sometimes through the small but essential things, like making sure students know a sentence needs a full stop.
As Head of English, Hannah has enjoyed the opportunity to shape and tailor the curriculum, bringing to the forefront what she sees as the fun and exciting parts of the subject. But at the heart of it, her favourite part of the role is still the teaching — especially literature. She loves creating debate, pulling apart themes and characters, and hearing pupils get passionate about tiny details in a text. Give her a highlighter, a projector and an audience, and she’ll happily spend hours analysing language and exploring the context behind each work.
Hannah is also clear about the role SWECET — and OHA specifically — has played in her professional growth. From the ECT programme at the start of her career, to the trust placed in her through leadership opportunities, she has consistently felt invested in. She has been encouraged to try new ideas, with the reassurance that support is there when needed. Starting her career in a new school has been a unique experience too: she feels lucky to have grown professionally at the same pace as the school itself, contributing to its development while developing her own practice and leadership.
Looking back, Hannah points to a number of moments she feels proud of — but one stands out early in her career. In her first year of teaching, she was nominated for the Thurrock New Teacher of the Year award. Although she didn’t win, the nomination meant a great deal, particularly so early on. It was a sign that students and colleagues recognised the effort she was putting in and the impact she was having.
And then there are the reminders she keeps close for the harder days: thank you cards from Year 11 — the first she’d ever received. Some of the messages surprised her, because she hadn’t fully realised the difference she had made. Now, when she has a low day, she looks back at those words and finds the boost she needs to keep going.