Meet Paige Cummings, PE teacher and Head of Year at Cardinal Wiseman School. Her story of resilience, inclusion, and pastoral care offers powerful insights for PE teachers looking to inspire, adapt, and lead with heart in every lesson.

Discover how PE teacher Paige Cummings blends resilience, inclusion, and pastoral care to transform her lessons. A must-read for PE teachers seeking inspiration, student engagement strategies, and real-world classroom wisdom.

PE teacher Paige Cummings shares her journey of resilience and inclusion at Cardinal Wiseman School. Learn how she builds trust, adapts lessons, and leads with empathy—essential reading for PE teachers who want to make a lasting impact.

In conversation with... Ms Cummings

We’re proud to continue our teacher interview series with Ms Cummings, Head of Year and PE Teacher at a secondary school. Paige’s journey into PE teaching is one of resilience, purpose, and a deep commitment to pastoral care. From overcoming personal setbacks to returning as a teacher to the very school she once attended, her story is a powerful reminder of what it means to lead with heart.

In our conversation, Paige shares how she builds trust with students, adapts lessons to meet every learner, and why one unforgettable moment on the Astro pitch changed her perspective on teaching forever.

Can you walk us through your career journey so far?

My route into teaching PE was shaped by both heartbreak and resilience. At 15, I tore my gastrocnemius during training — a devastating injury that shattered my dream of competing in the 2012 Olympics. From the age of 7, I had trained with that vision, and in an instant, it crumbled.

But in the space where one dream ended, another began. I threw myself into my studies and found a new love for PE — not just as a subject, but as a way of life. I began coaching younger students in netball and street dance, and it was my own PE teacher who spotted the spark in me. She told me I would be a PE teacher one day, and that I would be great at it. That belief lit a fire.

I started helping in KS3 lessons, then pursued PE at A-Level before training at St Mary’s University, Twickenham, to gain my QTS in Secondary PE. Every placement grew my pedagogy and confirmed my mantra: I will be the teacher I needed when I was in school.

For me, that means more than teaching sport. It means representing the global majority. It means seeing behaviour as communication, not just disruption. It means caring for students beyond their data and being a cheerleader, mentor, and parent figure within the school walls. I want every young person to believe that, just like the motto of my first teaching role at Petchey Academy, “If I think I can, I can.”

Quote graphic from the In Conversation With Paige Cummins interview featuring the quote “I will be the teacher I needed when I was in school.” Highlights inspiration, education, and empowering future teachers in the In Conversation With series.

Can you walk us through your career journey so far?

My route into teaching PE was shaped by both heartbreak and resilience. At 15, I tore my gastrocnemius during training — a devastating injury that shattered my dream of competing in the 2012 Olympics. From the age of 7, I had trained with that vision, and in an instant, it crumbled.

But in the space where one dream ended, another began. I threw myself into my studies and found a new love for PE — not just as a subject, but as a way of life. I began coaching younger students in netball and street dance, and it was my own PE teacher who spotted the spark in me. She told me I would be a PE teacher one day, and that I would be great at it. That belief lit a fire.

I started helping in KS3 lessons, then pursued PE at A-Level before training at St Mary’s University, Twickenham, to gain my QTS in Secondary PE. Every placement grew my pedagogy and confirmed my mantra: I will be the teacher I needed when I was in school.

For me, that means more than teaching sport. It means representing the global majority. It means seeing behaviour as communication, not just disruption. It means caring for students beyond their data and being a cheerleader, mentor, and parent figure within the school walls. I want every young person to believe that, just like the motto of my first teaching role at Petchey Academy, “If I think I can, I can.”

What’s a moment in your PE teaching career that really stuck with you — and why?

It has to be the day I heard one of the most chilling sentences of my career: “Run, Ms Cummings… he needs you!”

Earlier that year, one of my Year 9 students collapsed with a cardiac arrest on the Astro. In that moment, his peers came rushing to me, desperate for help for their friend — a beloved member of our school family. All the first-aid training I’d repeated countless times kicked in instinctively — from CPR to the defibrillator, every second mattered.

It was terrifying, but there was no space for fear. I focused first on the young person who needed urgent care, then on counselling their parent, and finally on holding my broken-hearted Year 9 family together as they witnessed what was happening. When the ambulance took him away, all we could do was pray and hold onto hope.

Welcoming him back to school weeks later, happy and healthy, was the greatest reward of my career — greater than any promotion, pay rise, or award. The icing on the cake came when a paramedic returned to tell us: “It wasn’t us who saved him — it was you.”

Our school motto is Omnia Pro Christo — “all things for Christ.” That day, I looked up at the sky with tears in my eyes and whispered thank you. Against all odds, faith and love won. It’s a day that will stay with me forever.

What’s one piece of kit you couldn’t live without in your PE cupboard — and why?

At first, I’d probably say my whistle — because a PE teacher without a whistle is like seeing a unicorn! But that feels too obvious. At St Mary’s University, we were taught that the most valuable piece of kit in your PE toolbox is actually your voice. Being able to project across a windy Astro to 30+ students, five or six periods a day, and still have your voice by the evening — that’s the real superpower. (Though I’ll admit, a good lozenge helps too!)

But if I had to pick one physical item, it would be a good jacket with proper pockets. No one really talks about how cold it gets standing outside while you’re orchestrating a lesson. Those pockets carry everything: registers, inhalers, jewellery students have forgotten to remove, and of course the ever-present bunch of keys that makes you sound like a caretaker walking down the corridors. A jacket that keeps you warm and holds it all together? That’s the kit I couldn’t live without.

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Quote graphic from the In Conversation With Paige Cummins interview featuring the quote “At first, I’d probably say my whistle – because a PE teacher without a whistle is like seeing a unicorn!” from her answer about essential PE equipment.

Choose options

Fox 40 Whistle

£7.00

£7.00 ~~£7.00~~

Hand Squeeze Whistle

£6.00

£6.00 ~~£6.00~~

Sondico Electronic No-Blow Whistle

£15.00

£15.00 ~~£15.00~~

Choose options

Fox 40 Whistle

£7.00

£7.00 ~~£7.00~~

Hand Squeeze Whistle

£6.00

£6.00 ~~£6.00~~

Sondico Electronic No-Blow Whistle

£15.00

£15.00 ~~£15.00~~

If you had to use three words to describe your approach to teaching PE, what would they be?

Relatable. Inspiring. Adaptable.

I believe students connect best when they see their teacher as human and approachable, so being relatable matters. I want to inspire them — not just to take part, but to see what they’re capable of. And I stay adaptable, because no two classes or students are ever the same, and great teaching is about meeting them where they are.

What’s the biggest challenge PE teachers face today — and how do you try to tackle it?

I think the biggest challenge is the lack of resilience we see in students — something that’s been amplified since COVID. Nowhere is that more obvious than with PE kit. There always seems to be a drama: “I don’t have my full kit,” “I can’t wear it because it’s my time of the month,” “I’ve got a cough so I didn’t bring it,” or even “My mum said I don’t have to do it today.”

For me, the way through is to put the human element back into PE teaching. If a student says they don’t feel well, I’ll acknowledge that and say: “I’m sorry to hear that — why don’t you put your kit on and see how much you can do? If you need a break, let me know.” If it’s their period, I empathise: “Ouch, I know the first day is the worst. But movement can actually help with cramps. Remember, we as females are superheroes.”

Rather than jumping straight to sanctions, I focus on empathy and understanding. PE is the only subject where students are asked to get changed in a public space, in front of peers, and then do a physical activity they may or may not feel confident in. By recognising that vulnerability and showing students I’m their ally, not their enemy, I find they’re more willing to give it a go. Together, we find a way through.

What changes have had a big impact on inclusion in your lessons?

For me, inclusion isn’t just about adapting activities — it’s about creating opportunities for every student to lead and feel valued. I build this into my lessons by giving students roles beyond simply “playing the sport.” You might not be the best footballer, but you can lead the pulse-raiser, take the stretches, captain a team, or manage equipment. All of those roles are integral, and all deserve recognition.

These moments are celebrated openly by peers, but also reinforced quietly behind the scenes with achievement points. That way, the reward isn’t the main motivator — the pride of stepping out of their comfort zone is. I carry this through into parents’ evenings and one-to-one feedback, so students know that their contribution matters.

In my view, there’s no “I” in team and there’s no one-size-fits-all in PE. By widening what success looks like, I make sure every child can find their place in the lesson.

What's your secret to engaging reluctant or less confident students to get involved in PE?

My secret is starting at the foundation. At the beginning of a lesson, I announce that we’re starting from scratch — building the skill from the ground up. This takes away the daunting factor for students who worry they’re “not as good” as others, because everyone begins at the same point.

From there, I gradually build the skills so that all students can achieve. For those who are more confident, I quietly personalise the challenge: “You’re doing really well, so I’m going to push you to try a harder adaptation.” That conversation is private, so no one feels singled out.

The result is that one group might be working hard to master a skill they find difficult, while another group is being stretched with a more advanced version. To each group, it feels like we’re all working on the same task — but the subtle differences mean everyone is challenged and supported in harmony.

How do you handle rainy or bad weather days when outdoor activities aren't possible?

As I approach my 13th year of teaching, I can confidently say I’ve taught a PE lesson in almost every space a school has to offer — auditoriums, lunch halls, classrooms, you name it. I’ve delivered components of fitness through practical activities like thumb wars for reaction time, or rubbing your stomach while tapping your head for coordination.

The key is adaptability. I’ve worked hard to master my craft so that any sport on our curriculum is something I can teach to a high level. That means if I need to move from the Astro to the sports hall, or from a table tennis auditorium into a classroom, the learning continues seamlessly.

Whether it’s a traditional PE lesson indoors, an adapted OAA session, team-building in a classroom, or a GCSE theory lesson taught through interactive games rather than just writing — that flexibility is my bread and butter. Teaching is my dream job, and challenges like bad weather or lack of facilities don’t deter me. In fact, they sharpen my practice and remind me how grateful I am to be adaptable in doing the job I love.

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What's your go-to song or playlist for PE lessons?

I love a cheeky R&B clean mix on YouTube. I’ll play it in the background while students work away — it creates a calm energy without being loud or overbearing. R&B has that perfect balance: it’s chilled, it’s a vibe, and it makes you want to tap your feet or nod your head while perfecting your table tennis forehand or backhand push.

It also helps with classroom atmosphere. Silence often tempts students to fill the space with noise, but background music replaces the awkward quiet with good vibes and steady energy. It lifts the mood for everyone — students and teacher alike.

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What’s one thing you’d love to add to your PE curriculum if there were no restrictions?

Rock climbing! I can’t tell you how much I love teaching it. It’s such an underestimated skill.

When you start with Year 7s, it’s about the basics — how to position yourself, balance, and trust both the wall and each other. But as they grow older and more competent, something amazing happens: the leadership skills kick in. You hear them coaching each other — “Rest for a second, I’ve got the rope. Once you’ve caught your breath, go again. You’ll make it to the top.”

Watching a student 20 metres up let go of the wall because they trust their peer on the rope, then climb again and finally ring the bell — that’s priceless. The pride on their face as they’re lowered back down, looking at the wall they’ve just conquered, says it all. And then the high-five with their belayer as they swap harnesses and return the favour? That’s teamwork, trust, and resilience in action.

Rock climbing unlocks something in students they never knew they had. It’s confidence, courage, and connection all rolled into one.

What’s your favourite memory from your own school days?

I have so many memories — especially now, teaching in the very school I attended from age 11 to 18. But in true Paige fashion, my favourite has to be about overcoming adversity.

At the end of Year 10, my careers advisor told me I wasn’t smart enough to stay on for sixth form. They said my predicted grades meant I should go to college and do a BTEC, because I “wasn’t very academic” and would never cope in such a high-achieving sixth form.

But I did stay. I studied A Levels, surpassed my predicted grades, and in Year 13 I shook my headteacher’s hand and said: “Give me four years. I’m going to St Mary’s University — and I’ll be back for a job.”

Fourteen years later, after a decade of teaching in Hackney, I found myself back at my secondary school. My former headteacher had just retired but was visiting the school. When we shook hands again, the very first words he said to me were: “You did it!”

The fact that he remembered the promise a young woman made all those years ago — and that I fulfilled it — will always be my favourite memory of my beloved school.

Who was your most memorable teacher and why?

My most memorable teacher was my RE teacher. She was formidable — the kind of teacher who could scare you straight with just one look. You knew you had to be on your very best behaviour in her presence.

But behind that authority was a warmth like the sun. She had the perfect balance of discipline, accountability, and realness, and it made you want to work for her and produce your very best. Her passion and knowledge of the subject were captivating, and to this day I think if I hadn’t gone into PE, I probably would have taught RE instead — I did get an A* in both, after all!

If I can be half the teacher she was, I’d be over the moon. And who knows — maybe my students already think the same of me. I hope they do, because she was truly amazing.

If you became education secretary tomorrow, what is the first thing you would do?

I would provide free breakfast clubs and school meals for all students, and ensure that any food left at the end of the day — which would ordinarily go to waste — is given to families who are struggling or on benefits.

Child poverty in our schools is shocking. It’s a barrier we all know exists, but one that’s not spoken about enough. Hunger impacts everything: a child’s ability to concentrate in lessons, their motivation to come to school, and even the atmosphere at home. Alleviating that pressure for working families would directly benefit children, who pick up on every stress their parents carry.

Young people already have so much to navigate — emotions, studies, and a rapidly changing world. The least we can do is give them a fair playing field. Ensuring no child goes hungry at school is where I would start.

What are some personal goals you have for the future, both in and out of the classroom?

In the future, I want to change how schools view pastoral care. Too often, it’s seen as an add-on — a slogan at the bottom of an email or a banner for prospective parents — rather than an integral part of a school’s DNA. For me, pastoral care should be a thread running through every layer of a school community: staff, students, parents, and governors.

That’s why I’ve started to drip-feed my pedagogy into daily practice, showing that therapeutic thinking isn’t just words — it’s action. As a Head of Year, I’ve seen the powerful impact this approach can have, and I believe schools across the country could benefit from fresh eyes on how to do pastoral care differently. One day, I’d love to explore consultancy to help other schools create that shift.

Beyond my year group, I want to lead more widely in my own school — the very same one that first ignited my fire to succeed. From the girl once told she “should do a BTEC” to one day becoming a Headteacher… I like the sound of that.

What’s the best bit of advice you’ve ever received as a teacher?

The “best” advice I was ever given came from a teacher who told me: “You need to cover your tattoos and take out your multiple earrings — you don’t look professional.”

My response was simple: my non-offensive tattoos and earrings don’t diminish my ability to articulate subject knowledge, deliver outstanding lessons, or treat colleagues, students, and parents with respect. I won’t dull my light to make others more comfortable — but I did thank them for their feedback.

That moment reminded me that professionalism is defined by actions, not appearances. It’s a lesson I’ve carried ever since.