Get Ahead

Improve your life and future

You Can Always Turn It Around

Former trouble maker Joe Heracules shows that
despite a rocky start, you can achieve success.
Joe did not feel he belonged at school. He disliked primary
school, having no respect for his teachers, which was a feeling he carried into secondary school.

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Pub Manager, to work at the King James pub, which he accepted.

I joined Cheshunt Secondary in the year 2000. I fell in with

a bad crowd, and we used to mess up the lessons, for a
laugh. I didn't like living at home. I always felt like the black
sheep, over shadowed by my brother and sister. I guess that
was a reason I acted out so much, attention seeking I suppose.

Matt was cool. He didn't talk down to me just because I was

younger. He seemed like he actually wanted to help.

Basically, everyone in the group used to always try and

outdo each other. At the time, being seen as tough was all
that mattered.
I got into an argument with a teacher, I can't remember why;
I think I was just trying to wind him up. I threw a chair at
him. It missed him, and hit the wall, but that didn't matter. It
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Secondary School.
They put me on an anger management
course, but it didn't really help much. I still
argued with teachers, though there were a
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other kids.
It was around this time that Joe moved out
of his family house, and in with his Nan.Joe
stayed with his Nan for the remainder of his
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out, I was still very angry. By the time I was
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and started a college course, but I was still
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However, around this time, Joe decided to
make a change.
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money, while I was at college. I worked at Marks and SpenFHUIRUPRQWKV,WJDYHPHWLPHWRWKLQN,GLGQ
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I was going, or what I was doing.
I still hung out with the same guys, doing the same mindless
things, but it felt like I was going through the motions. One
night, I was out for a drink, at a Wetherspoons. I had been
chatted to the manager, when I mentioned I was bored of
my current job.

Matt gave me something to take pride in. Because I wanted

more money, I needed more hours. So I decided to work
harder. I wanted to learn more, so I started coming in on
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I moved up to Team Leader level, which meant I supervised
the shifts. The responsibility helped discipline me, and kept
me focused.
Joe no longer wanted to hang around with his old gang. It
just didn't appeal to him anymore.
I didn't want to be that guy anymore. I wanted to make
the most of what I had. I kept working and
became a Shift Leader a year later, which
meant I could run my own shifts.
When I ask him what he thinks is needed for
success, Joe states that: Once you've been
given an opportunity, make the most of it. I
learned that very late, but I'm glad I learned
it.
Find something you're good at, and keep
working on it. The drive to become better will
help you when it comes to other things. The
pride I felt from a job well done helped make
up for what I lacked academically.
I was angry, for no real reason. I just needed
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others in a job. You just need something to
channel your emotion and energy into.
It helped me mature, as a person, which
goes to show that just because you go down
a road, doesn't mean it has to end that way.
You can always turn it around.
What you can learn from Joe:
* There is more than one way to success. If you are not
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school job or volunteering.
* Don't do things just because everyone else does you have to live your future.



Andrew Cumner-Price

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had only been at Cheshunt for a year and a half.

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05

Dyslexic?

No Problem!

Do you think dyslexia will stop you from achieving your goals? Think again! Danielle Grant, 22, has
never let her learning difficulties get in her way. University gave Danielle all the support she needed
to fulfil her ambition of becoming a PE teacher. Get Ahead caught up with Danielle to find out more.

Finally Diagnosed

I always struggled at school

At the age of 19 Danielle was diagnosed with dyslexia. Although she had never allowed her learning difficulties to affect her education,

School work had always been difficult for Danielle: I struggled with reading, spelling and Maths in primary school. I had a really low
reading age and I couldnt hear the different sounds of words, so I had difficulty with spelling. Danielles school believed that she did
not suffer with dyslexia, so she was not tested. But, Danielle attended one-to-one Learning Support classes to improve her reading and
spelling. At secondary school Danielles weekly Learning Support continued, but she was now in a class of five. Each lesson would be

she now understood the reason for the difficulty she had. Finally diagnosed, Danielle could now receive the support needed. Danielles
local authority, Hertfordshire County Council, made a final assessment. They matched Danielles needs and the support on offer. The
level of support I received was amazing, says Danielle. Anyone who finds they are struggling should ask to be tested for dyslexia.

I hadnt been diagnosed with dyslexia at school, so it was something that never really bothered me. I knew that I struggled with some
things but that just meant I had to put more effort into my school work. This extra effort certainly paid off! GCSE results including an
A in PE and an A* in Dance, gave Danielle the opportunity to continue her studies into sixth form. It wasnt until I opened that results
envelope that I realised I was capable of becoming a PE teacher, before that I didnt think I could do it.
For Danielle it was effort and hard work that got her through school. She did not allow learning difficulties to disadvantage her. Danielle
used the support she was given to achieve her full potential.

Applying for University

Sport had always been Danielles passion. To be a PE teacher she knew she would have to apply for university:
I had still not been diagnosed with dyslexia. I was doing well with my A-Levels, I was offered a place at
university, so I didnt let my learning difficulties worry me, I just wanted to study sport.
In August 2008, the joining information for the University of Brighton arrived on

Dyslexia is a learning difficulty that

primarily affects the skills involved in
accurate and fluent word reading and
spelling, says The Dyslexia Institute.
10% of the British people are
diagnosed dyslexic.
Dyslexia affects all ages
and abilities.

assessor] looked at what I had written and decided that the University would fund a dyslexia test for me. The next step was a threehour assessment carried out independently from the university.

This support included:

!" A Laptop
!" A Printer/Scanner
!" Specially designed computer software
!" A Dictaphone to record lectures
!" An electronic Dictionary
!" Funding for books and ink cartridges
!" Extended book loans for the library
!" Extended assignment deadlines if needed
!" Extra time for exams
Like every student, Danielle found the jump from school to university difficult
at first. But the level of support she received meant that being diagnosed with
dyslexia would never stop her from succeeding. After achieving an Upper Second
in her BA (Hons) Sports Studies with Physical Education Danielles dream will be-

Danielles doorstep: Inside all of the information was a leaflet about

come a reality.

dyslexia and how the University would test students if they

wished. Danielle was finally able to find

Never Give Up

out if she did have dyslexia.

Danielle has one final piece of advice for anyone with any learning
difficulty: Never think you are at a disadvantage because you
have dyslexia. It will affect the things you do. You will have
to work harder. But, it will never stop you from
achieving your goals.

For more information about dyslexia visit:

Dyslexia Action:
www.dyslexiaaction.org.uk
The British Dyslexia Association:
www.bdadyslexia.org.uk
To find out more about the Disabled Student
Allowance for dyslexic students visit:
www.direct.gov.uk/en/DisabledPeople/EducationAndTraining

Claire Harris

based on a new skill: For example, in one of the classes we would use mirrors to help us see the sounds as we spoke. These classes
continued for Danielles time at school, but she was still not tested for dyslexia.

The first step meant an assessment by the University. I had to write a story about me and my education, explains Danielle. [The

07

Do you
have
what it
takes
to ride
on air?

school, mainly because of certain people leaving. At sixth

form, you start drilling down to what exactly is it you want to
f\gmlYf\o`YlqgmoYfllg\g&Oal`l`]`gn]j%jY[af_klm^^
I wanted to follow up engineering. Even though I didnt enjoy
school that much I decided that maybe university would be a
good option.
And you enjoyed university?
Yes. I did a mechanical engineering course and on my third
year I went and did a year working for a supplier to the automotive industry. That was brilliant because it was exactly what
I needed, real world stuff, I learnt an awful lot on that year
out. I worked for a company that made blow-moulding plastic
parts for cars. It was cool because you get to work with the vehicles and the manufacturers. I was actually part of the teams
that were working on the new Mini at the time, working with
drawings and changing designs.
Do you think hovercraft racing has helped with employment?
Al`afcallglYddq`]dh]\e]_]leqjklbgZZ][Ymk]eqafl]jview was 5 minutes about the job I was being interviewed for
and then 45 minutes of me talking to the guy about what Id
achieved and what Id done in terms of design and making of my hovercraft. I was going for a design position and they employed me there and then. It was quite an easy interview because I had
so much to talk about.
What you can learn from Nick:

Would you say its a dangerous sport? Have you ever

been injured?
Yes and yes! Well, all motor-sports dangerous. You can
get broken limbs.
Are there any young people in the club?
Theres a whole junior series. You can race in juniors between the ages of 11-16. Theres a few schools and colleges who also enter teams in that as well as individuals.

*If you are going through a bad patch at school, persist, it might get better
*Find an outside interest, preferably one that might lead to a job
*Talk to your careers advisor or a sympathetic teacher about what you want to do
and how to get there
For more on racing hovercraft visit www.hovercraftchallengetoyouth.org.ukYf\f\gmlegj]
about building and racing a hovercraft with your school or youth group

Did your love of hovercraft racing help you succeed?

If there were someone in your situation in school what

would you say to them?
Youve got to make the most of school. But I think extracurricular stuff outside of school is really important because it opens your eyes to other stuff thats going on.
Theres so much you can do to keep you going. Its not
all about sitting in a classroom. I wish Id done a little
bit more work on my exams because I didnt get brilliant
grades but I did enough to get to university.

Jerome Price

Racing round a course with a

hovercraft engine roaring behind
you, fear and adrenaline are just
two of the things you will experience if you take up racing hovercraft. But can a passion for
speed and engines actually lead
to a well paying career? Here Nick
Drew who has been building and
racing hovercraft since he was 14
years old and is the UK national
hovercraft racing champion tells
us how his love of hovercraft
helped him achieve in school and
build a career.

<]fal]dq&A]fbgq]\l][`fgdg_qd]kkgfkZ][Ymk]A[gmd\
see how it was directly useful to me because I could
translate it into learning about the engineering side of
stuff that I could use with the hovercraft. That was helpful because in general, I didnt enoy school. Im not naturally that great at sitting still in lessons and revising for
exams. Plus, at my school, at that age I didnt necessarily
get on with other people at school.

What made you to go on to university?

I enjoyed the sixth form more than the lower years of
Photography by Chris Barr

09

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