Ailsa Lowe

Led initiatives to improve outcomes for children by delivering high-quality teaching, using assessment and tracking data to inform practice, supporting colleagues, and driving attainment through inclusive, evidence-informed approaches.

• Planned and delivered high-quality learning experiences to improve children's attainment and achievement.
• Led targeted interventions to support children in literacy, numeracy, and health and well-being.
• Used observations, assessment, and tracking data to identify learning needs, monitor progress, and plan targeted interventions.
• Monitored and evaluated children's progress through ongoing formative assessment, ensuring next steps were personalised to individual learning needs.
• Analysed attainment data to measure the impact of interventions and inform planning and quality improvement.
• Modelled effective teaching strategies and shared best practice with colleagues to improve learning and teaching.
• Supported the implementation of the Curriculum for Excellence and Realising the Ambition within the nursery.
• Promoted inclusive practice by adapting learning experiences to meet the needs of all children, including those with additional support needs (ASN).
• Worked collaboratively with nursery staff, families, and multi-agency partners to improve outcomes for children.
• Contributed to quality improvement, self-evaluation, and attainment planning in line with the Scottish Attainment Challenge.
• Created engaging, play-based learning environments that encouraged curiosity, creativity, and independence.
• Demonstrated leadership by coaching colleagues, sharing professional expertise, and contributing to continuous improvement across the setting.

• Take part in planning, preparing, and delivering effective lessons, assessing and monitoring student progress, and collaborating with colleagues, parents, and other professionals to support student learning and well-being.
• Plan and deliver engaging lessons: Develop and implement lesson plans that meet the needs of diverse learners and align with curriculum requirements.
• Create a positive and inclusive learning environment: Foster a safe, supportive, and stimulating classroom where all students feel valued and can thrive.
• Instruct and monitor students: Teach students in a whole class or small groups, ensuring they are actively engaged and making progress.
• Assess and record student progress: Regularly assess student learning through various methods (e.g., observations, assignments, tracking meetings) and maintain accurate records of their progress (report writing).
• Provide feedback to students: Offer constructive and timely feedback to students to support their learning and development.
• Work with teaching assistants: Effectively manage and supervise the work of teaching assistants to support classroom activities and student needs.
• Develop and implement schemes of work: Contribute to the development and implementation of schemes of work that are in accordance with established procedures and the school's improvement plan.
• Contribute to the development and delivery of a curricular, learning support or pastoral care programme: Actively participate in the development and delivery of a curriculum that meets the needs of all pupils.
• Assess, record and report on the progress of children: Responsibility to assess, record and report on the progress of children.
• Regularly communicate with parents/carers about their children's progress, learning, and any concerns/positive progression.
• Collaborate with other teachers, support staff, and specialists to ensure effective teaching and learning.
• Adhere to and implement safeguarding procedures to ensure the safety and well-being of all students.
• Work with education psychologists and social workers.
• Collaborate with other professionals to support students with specific needs.
• Renfrewshire Council

Provided high-quality teaching across a range of primary schools, ensuring continuity of learning while adapting to different school environments and meeting the needs of diverse learners.

• Delivered engaging lessons in line with the Curriculum for Excellence (CfE).
• Adapted quickly to different schools, stages, classes, and established routines.
• Maintained positive behaviour and created safe, inclusive learning environments.
• Differentiated learning to meet the needs of all pupils, including those with additional support needs (ASN).
• Assessed learning and provided feedback to support pupil progress.
• Built positive relationships with pupils, staff, and parents to promote effective communication.
• Used a range of teaching strategies and digital technologies to enhance learning.
• Collaborated with teaching and support staff to ensure continuity and consistency in learning.
• Demonstrated flexibility, professionalism, and resilience while responding to short-notice placements.
• Followed Renfrewshire Council and school policies relating to safeguarding, wellbeing, and health and safety.

• During my time working at Linburn Academy I was able to foster and maintain positive relationships with the pupils.
• Building positive working relationships with pupils within the school/learning community whilst actively supporting and promoting positive behaviour in line with Glasgow City Council policy.
• Supervising areas out with the classroom.
• Supervising/escorting pupils within the school premises, and where necessary with movement in corridors, stairs and on activities undertaken out with the school (all activities out with school are risk assessed to ensure pupil/staff safety).
• Providing comfort, support and appropriate interventions for minor accidents/ailments.
• Assisting pupils who need specific intimate personal care and support.
• The supervision and prompting of pupils who can self-administer medication and/or require minimal/limited assistance with the administration of medication.
• Assisting with the implementation of programmes designed by therapists to support pupil education which may include speech and language.
• Supporting young people to access the curriculum whilst providing praise and encouragement to remain focused to stay task.
• Supporting and directing pupils working together in groups to encourage teamwork, cooperation and collaborative learning.

• I worked as a Support for Learning Assistant for two years. I built up strong working relationships with the pupils and loved supporting children to reach their full potential.
• During my time as a support assistant, I partook in continuous professional development as a result, I became a mental health champion in association Place2Be, a mental health organisation.
• Aiding and supporting to pupils with additional support needs, to overcome barriers to learning and participation, within all educational sectors.
• Providing support for pupils with particular health needs, to ensure their health and wellbeing.
• Engaging in the moving and handling of individual pupils where there is a specific need.
• Providing assistance to individual pupils who require support to access all areas of the physical environment of the school.
• Under the direction and guidance of class/subject teacher provide support for an individual pupil or group, in relation to specific learning difficulties, in line with detailed plan and school procedure.

• I was selected to work for a year in South Africa. I had to fundraise £6,000 towards the cost of my year experience, which I successfully achieved.
• Following intensive training and preparation I undertook an amazing year of volunteering with children in South Africa.
• I worked and lived alongside 140 children ages ranging from 2-18 years, all of whom could not live safely at home.
• Developed and attended extracurricular activities with the children (Horse riding, Kayaking, Sailing).
• Gained an ability to deal with very challenging situations.
• I now possess an ability to use my own initiative when dealing with dilemmas.
• Possess a strong work ethic and can work flexibly.
• I gained good communication skills with people of all ages, team members and professionals.
• Working within the home’s charity shop I gained customer service skills.
• My social skills and self-confidence developed significantly.
• Gained experience in direct care of children-play, personal care, providing social and emotional support.
• South Africa