Charmaine Mayer

I consider myself a creative, innovative and hard-working primary school teacher who aims to deliver the very best education. My teaching record, lesson observations since 2012 (always Good/Outstanding), and staff appraisals show consistent, effective practice, always setting a good example to my colleagues in terms of high-quality teaching, behaviour expectations and classroom management. I have mentored several trainee teachers, and continue to mentor them after their training. I am a strong problem solver and consider myself to be solution-focused, approaching problems head on with a positive mindset. I am a well-respected teacher at both KS1 and KS2 level and have a good reputation for working above and beyond.

I have plenty of experience planning my own lessons based around a particular topic, as well as following existing school plans and schemes of learning. Within my teaching practice, I use a range of teaching and learning strategies within the classroom. My lessons are differentiated or scaffolded effectively to ensure that all children make progress, including those with EAL and SEN, and have the opportunity to fulfil their individual potential. I use resources that engage and motivate and would love to work in a school that holds The Arts at the centre of their curriculum and wishes children to develop to be independent, innovative and curious learners.

I use both formative and summative assessment within the classroom to monitor children’s progress and to see where targeted interventions would be worthwhile. I use AfL to improve learning and guide children’s next steps. I am experienced in writing yearly reports and holding Parents' Evening, and have experience administering Year 2 SATS and the Year 1 Phonics check.

I strongly believe that children learn best when there is good behaviour and respect for one another and their environment. Over time, I have developed a range of behaviour management techniques but also believe that connection plays a strong role in any behaviour strategy; I aim to build positive relationships with all children in my class. My aim is that children are intrinsically motivated so that their desire to learn is driven by interest and enjoyment in the task they are doing. .

By setting goals that stretch and challenge pupils of all backgrounds (including knowledge from my BAME background), abilities and dispositions, I can challenge pupils to think deeper. Within my own practice, I consistently demonstrate the positive attitudes, values and behaviour, which are expected of pupils in my class. This is evident in all lesson observation feedback.

An outstanding teacher is accountable for their pupils’ attainment, progress and outcomes. Children in my class make outstanding progress; I work extremely hard to ensure that all children make exceptional progress in the core subjects. In the last two years alone, whilst working as an AHT and also as a Y2 Class Teacher, our class has been moderated in both 2023 and 2022. Due to the challenges of the 2022-2023 Y2 cohort and changes in supply staff for that class, the moderators were left pleased and satisfied my levels, evidence and accountability for the children they chose to moderate. By carefully considering previous assessments, I am aware of pupils’ capabilities and their prior knowledge, thus enabling me to plan my teaching effectively in order to build on these. I am committed to maximising the children’s potential - supporting their learning and improving attainment which in effect has a positive impact on raising standards and improving whole school data. My aim as a Year 2 teacher is to put my class in a great position going into Year 3, becoming independent learners who are ready to embark on their first year in KS2.

Since the commencement of my employment, I have shown that I am willing to take on tasks above and beyond my normal workload. I always try to develop myself professionally and this can be seen in my work during a Fixed Term Contract as Assistant Head Teacher (September 2022-September 2023) where, in a short space of time I gained experience within the Senior Leadership Team. Working closely alongside the school’s leaders, I actively participated in discussions and offered suggestions after the pandemic helping to make key decisions around staffing structure, timetabling and the overall health and safety of the school.

This was a successful year and alongside it, I took up the leadership of Humanities where I worked incredibly hard on a curriculum that was engaging, relevant and meaningful. I am pleased with how the teachers and staff engaged in teaching Humanities through my CPD and staff meeting sessions to holding meetings and organising whole school Topic related events such as for Windrush 75, Black History Month and whole school celebrations for the Platinum Jubilee of Queen Elizabeth II. Staff and children have been enthused and the variety and breadth of the activities and diversity of these that I have organised. I also organised bespoke events for individual classes. The year 5 class successfully participated in a Viking Day where the children came into school dressed as Vikings, played traditional Viking Games during PE, made traditional Viking bread and made and researched Viking boats. Through book looks, teacher led CPD sessions and child focus groups Humanities attainment and creativity have improved significantly.

Whilst taking on the subject lead in Humanities, I also lead the School Council and organised many fun events including Red Nose Day jokes and whole school Collective Worship, charity events and donations to local refugee centres. This year I have taken the lead as Eco-Warrior, an area that I am extremely passionate about, especially with a background in science.

Daily supply in various London inner city boroughs.