On Reflection – Prepared, not Pressured
Written by Antonia Fryer-Green | Director of Learning Strategy and SENDCo
For much of my school life, my reports followed a depressingly predictable formula:
“Doing well, but clearly not achieving academic potential.”
It appeared so often that I half expected it to be embroidered on my school jumper.
Deadlines drifted past unnoticed, planning was virtually non-existent, and motivation arrived sporadically, usually far too late.
This was not through lack of academic ability, but because I genuinely didn’t know how to improve. There was no language around metacognition or executive functioning then, and certainly no support—just a sense that I should somehow magically “do better”.
Things improved at A Level, largely due to necessity and a high dose of panic. I taught myself how to revise, developing a highly visual, structured system that finally brought order to my thoughts (and colour to my notes).
Anxiety subsided, confidence grew, and I realised these were not just revision techniques, but life skills. To this day, anyone who visits my office will find it adorned with coloured sticky notes, lists and action plans—proof that some habits, once formed, never leave you.
That lingering memory of panic is largely the reason I changed direction in my career, moving from the NHS and private practice, where I worked as a Speech and Language Therapist for 8 years, into specialist teaching. Now, in my sixteenth year at Bancroft’s, I am proud not only of the support we offer, but of our students’ confidence in seeking it.
Recognising that struggling is not a weakness; it’s a superpower.
Bancroft’s benefits from a large and well-established Learning Support Department, drawing on a wealth of specialist expertise.
This enables us to cultivate an inclusive environment in which students are supported to thrive both academically and pastorally. The tailored provision we offer for a wide range of needs, including specific learning difficulties (SpLD), autism spectrum condition (ASC), and attention deficit disorder (ADD), ensures that individual strengths and challenges are appropriately addressed.
This term, we are delighted to welcome Sarala Estruch-Goshine in her new role as Deputy SENDCo, which she will undertake alongside the completion of a PhD in Creative Writing.
An experienced writer and journalist, Sarala joins us from her most recent position at the University of Liverpool, where she worked closely with academic staff to support the delivery of inclusive, research-informed teaching for students with SEND.
Learning Support at Bancroft’s goes far beyond academic intervention; it equips students with transferable skills that allow them to approach challenges with confidence-organisation, planning, flexibility and strategic thinking, are not optional extras; they are essential tools for success in exams, higher education, employment and life itself.
If only my younger, underachieving self had learnt that sooner!
