Charlotte Peters

Achievements in this role:

- I started in Waterloo Primary School on a temporary contract of 2 terms covering maternity in September 2021. I was extended until the end of the school year and then was asked to stay until July 2023.
During this time I had made notable progress with all children including those with SEN (Waterloo is an inclusive school and thus for has quite a high SEN population). Due to this, the deputy headteacher approached me and asked if I would be interested in teaching in a new Cognition and Learning Unit within the school. I took the opportunity with a 2 year contract, ideas put forth from myself, the senior leadership team and the local council and threw myself into SEN research focusing on ADHD, working memory and dyslexia.
The class is conformed of 8 children, ages 7-11 who have a mixture of cognition and learning needs, all of which is indicated through educational psychologist reports and EHCPs. The children are academically working at least 2 years below their age and need to access the national curriculum at a pace that allows them to fully engage their working memory in collaboration with a multi-sensory approach to learning and a personalised curriculum to allow them to progress.
In June 2024, after regular observations from the senior leadership team and the local council, it was announced that the class would be continue to be funded for the foreseeable years and I had earned a permanent contract in the role of the class teacher.
- Awarded Music Lead of the school in which I have updated the whole school curriculum to ensure a spiral learning opportunity that develops each year. I have brought in new instrumental opportunities such as the ukulele and ocarina after securing nearly £2,000 in a grant application and have also introduced digital music opportunities.

Summary of main duties and responsibilities in this role:

- Creating personalised curriculum whilst adhering to the National Curriculum
- Delivering multi-sensory approaches to learning
- Delivering provisions to ensure the children are progressing in all areas
- Creating and utilising resources to support the children's needs such as task planners, visual timetables and sensory opportunities
- Updating SEN plans
- Reviewing EHCPs
- Ensuring safety and well being of children across school
- Lesson planning grouped learning for different abilities and ages
- Engaging in contact with parents, whether this be daily updates if required, lesson shares or parent's evening
- Ensuring fair behaviour management
- Sticking to all school policies
- Teaching life skills
- Delivering formative and summative assessments and using this information to inform planning

- Engaging in continuous professional development

During my time with CER education I had 3 long-term supply roles. After my first day on supply and therefore first as a qualified teacher, I was asked to return to a school for three half terms, spanning from September 2020 to February 2021. In this role I covered teachers PPA slots and planned the lessons myself focusing on progression within the science curriculum. This unfortunately ended due to changes within the school budget. I had built as positive professional relationship with the school having worked with them through COVID-19.
I then spent two days on supply in Catholic primary school that requested me back to cover their year 6 class from February 2021 until May 2021 due to their class teacher needing to remain at home for medical reasons with there being a spike in COVID-19.
From May 2021 until the end of the school year in July 2021, I worked in a school covering reception and then a year 2 class based on word of mouth between teachers from one of my previous schools.
In each school I was asked to stay due to my professionalism, flexibility, determination and strong work ethic. I blended in fantastically with each school team to get through the 2020/2021 academic year whilst all still fighting through the unpredictability of COVID-19.

Throughout the 20/21 academic year I strengthened my behaviour management which was pivotal to being successful across different schools, engaged regularly in open communication with parents in such uncertain times for all and gained a deeper understanding of what education actually looks like; its aims, proposed outcomes and how it shapes all involved on a daily basis.