My name is roger Stanley and I’m a progress tutor here at Priestley College.  My role consists of supporting students throughout their Priestley journey. Students attend a weekly group tutorial following a programme designed to prepare for the future and discover ways to assist learning. Students have a 1:1 meeting each term to discuss progress and attendance. A key role in supporting second year students is to oversee UCAS and other career applications and pathways.

I have considerable experience as an educator delivering high quality teaching with a focus on the development of individuals student in my care.  Key for me is to listen, show patience, plan with thoroughness and commit to the challenge of guiding young people through their formative years.

My career has been extremely rewarding and I have maintained a passion for finding ways to bring understanding and a love of learning to students.  Although most of my life as a teacher has been overseas, all of the school have been ‘International’, following the National Curriculum of England. I have considerable experience as a teacher of art and design at Key Stages 3, 4 and 5.  My particular strengths are in fine art and printmaking; largely delivering International Baccalaureate, A Level and the Level 3 BTEC qualification.

I returned to the UK with my family in June last year following two years with Gems Tropicana Metropark, Kuala Lumpur. I previously had a similar role at Renaissance International School in Ho Chi Minh where I worked from 2017-19. I learned a great deal from these two positions, each leading to raised standards and gaining personal development, working in very different and rich cultural contexts. Prior to that I taught for 25 years at West Island School in Hong Kong, joining a new school with just 72 students. It became the high-performing school of choice in Hong Kong with a full capacity roll of 1100 students. My time in Hong Kong was highly rewarding, playing my part in the successful growth of the school. Academic results were outstanding and out-performed selective schools in the region. Importantly this was achieved within the context of a focus on the wider development of students, who became both caring, well-informed and socially responsible members of the community and indeed global citizens. Typically, students gained places in their first-choice universities, usually in the UK and US. I held a position as an upper-school tutor for over 10 years where I guided students with their university applications, personal statements and references.