When I was teaching full time in the UK I used to muse on what I would alter if only I could, to change working conditions for the better. These were my thoughts.

• I would take away the unnecessary paperwork required with multiple layers of accountability and instead only complete the paperwork necessary to do the job well and benefit the outcomes for children.

OK so I haven’t abandoned all planning. (it is like writing a shopping list - the value is in act of compilation). However not having Ofsted or advisory visits looming is liberating and boosts motivation.

•  I would cut class sizes in half to give time for a teacher to really get to know the pupils. Research suggests that the quality of pupil/teacher interactions increases with a smaller ratio of pupils to teachers.

Guess what, I have just sixteen children in my class (and six ‘home school’ pupils who tap into classes at Bingham when they are in Addis). Already I am becoming familiar with not only the children but also their wider families.  Curriculum evenings here take the form of a potluck supper shared together. I must say that reassuring parents or explaining procedures is easier in such an informal setting.

• I would make the school day shorter as the long lunch time was always the greatest challenge for UK children starting school.

We open the doors at 8 am each day and the children are collected at 12.30. Many children have an afternoon nap, so the parents tell me and three of my pupils are still under four for a few more weeks.

•  I would allow variety in clothing, and not require children to change for PE.

I remember being faced with half a dozen identical green sun hats in the UK, none of which had names in. I remember that the time taken before and after a PE lesson for children to change was disproportionate when compared with the time spent actually doing the PE lesson. Children at Bingham don't wear uniform for either school or PE.

• I would employ a teaching assistant and factor in time to discuss and plan. One to whom I could delegate most preparatory tasks such as photocopying, laminating and regularly changing the role play area. A bonus would be one who could double as a language support assistant.

I had some excellent TA’s in the UK who knew me so well that they had the uncanny knack of reading my mind! However, contract constraints prevented them fulfilling all this in the time available.

Meet Ruth Kassa. She arrives on some days as early as 7 a.m. and leaves about 4.30. She is dedicated to Rainbow class, so always has time to meet for planning. We have several English as an additional language (EAL) pupils and Ruth interprets for them, their families and helps me communicate with the wider Ethiopian staff.

• Finally I would allow teachers to share their faith in school naturally and as the opportunity arose.

Having spent years having to be guarded about my own faith in a British state school, I have really appreciated a new freedom to speak openly which is so refreshing. It is part of who I am and my motivation for being here.

Two hours during the afternoons are spent teaching the IGCSE Child Development class and for another hour I learn Amharic (or try to). As you can imagine, I am generally enjoying the working benefits here at Bingham.

They allow me to tolerate a classroom where the water seeps through the ceiling during heavy rain. There are rats that chew the puppets and leave their deposits. Electricity that stops working several times a day (often at a crucial moment). Two stand-alone computers that will only turn on sometimes and usually only if you man-handle the circuit breaker and water that is by no means guaranteed. Not only that, there are fewer holidays and I don’t get paid!

Patience is good for the soul, so they say.