Callum Bloor

• Write and implement new curriculum plans and schemes of work for Maths, English, Reading, Science, History, Geography and Religious Education for all KS2 classes that adopt an SEND mindful approach specific to our cohort of children.
• Monitor, evidence and foster high levels of teaching across school through providing colleagues with Learning Walk feedback related to specific teaching and learning focuses.
• Implement strategies of progress tracking across Prep School and undertake lead on allocating resources, staff and time for Learning Intervention.
• Develop a personalised scheme of work for an EAL child with a variety of complex needs to support him with learning English.
• Organise several trips for KS2 classes that link with the topics being studied in class.

• Teach a combined class of Year 4 and Year 5 children all with a variety of SpLD which required significant levels of planning, resourcing, scaffolding, and learning support direction.
• Open the new Burlington House Prep School in September 2022 under the Cavendish Education trust umbrella of schools for children with specific learning and developmental needs. We received a nomination and were shortlisted for TES Independent Prep School of the Year (2023).
• Design the year's curriculum for Year 3 and my own Year 4/5 class. This skill likely led to my appointment as KS2 Curriculum Lead.
• Work closely with therapy specialists to strategise and implement appropriate systems of support for our SpLD learners.
• Undertake my British Dyslexia Association Level 3 training to support my own practice in our specialist environment.

• Foster and maintain an environment that is safe, positive and
  motivating to support children in fulfilling their potential, resulting in
  my appointment as lead of PSHE.
• Plan and teach structured lessons tailored to the strengths and needs of children in my class in preparation for SATs, rolling out tailor-made revision booklets to the whole of Year 6.
• Share my enthusiasm for sport, develop an appreciation of its benefits
  and encourage physical fitness through a routine mile run with my
  entire class every day.
• Develop purposeful and positive relationships with parents to assist
  and reinforce academic and developmental goals, making regular
  scheduled after-school phone calls to parents to help them support
  their child's education.

• Took accountability for children's progress through routine
  assessments that were tracked and used to inform further planning
  and support, using the 'green for growth' marking approach.
• Developed positive relationships with experienced members of my year group team to further my professional development, enhanced by the opportunity to take on an additional class during lockdown.
• Ensured I was continuously developing subject knowledge through
  regular staff training and supplementary reading.

Year 3
Delivered the PANTS PSHE programme, dealing with abuse awareness, across all year groups (Y1-6).

Year 6
Taught weekly after-school 'booster groups' in preparation for SATs, in
addition to coaching the Year 5 football team.

Year 1
Organised an off-timetable 'colour war' cross-curricular day that
involved sporting, maths and artistic challenges for the whole of Year 1.