Danielle Norris

Completed an extended PGCE placement in a Year 5 classroom, spanning over six months. Took increasing responsibility for planning, teaching, and assessing, with a strong focus on behaviour management, differentiation, and pupil progress.

Key Responsibilities & Achievements:

• Planned and delivered engaging lessons across the curriculum, aligned with KS2 objectives and school policies.
• Developed and implemented differentiated learning strategies to support diverse learners, including EAL and SEN pupils.
• Created formative and summative assessments to track pupil progress and inform next steps.
• Built positive relationships with pupils, parents, and staff to support a nurturing and inclusive learning environment.
• Successfully managed classroom behaviour using consistent, proactive strategies.
• Contributed to whole-school life, including staff meetings, parents' evenings, and extracurricular activities.
• Adapted planning and teaching based on mentor feedback and ongoing professional reflection.

Completed a six-week placement across both Key Stage 2 and Key Stage 1. Gained valuable experience supporting a diverse range of learners, particularly pupils with EAL and SEND. Developed skills in phonics teaching and trauma-informed practice to meet the needs of all children.

Key Responsibilities & Achievements:

• Planned and taught lessons for both Year 5 and Year 2, adapting teaching styles for different age groups.
• Taught daily phonics sessions to support early reading.
• Used inclusive strategies to support pupils with EAL and SEND, helping them access learning and make progress.
• Applied trauma-informed approaches to create a calm, supportive, and emotionally safe classroom.
• Worked closely with teaching assistants and the SENCO to plan and deliver personalised support.
• Built strong relationships with pupils through kindness, consistency, and clear communication.
• Managed classroom behaviour in a positive way, suited to the needs of younger learners.
• Reflected on teaching across key stages to improve planning, flexibility, and pupil outcomes.

Provided dedicated 1:1 support to a Key Stage 2 pupil with SEND, focusing on academic, social, and emotional development. Worked closely with the class teacher and SENCO to deliver consistent, personalised support.

Key Responsibilities & Achievements:

• Delivered tailored in-class and small-group support to meet EHCP targets and individual learning needs.
• Adapted resources and lesson content to improve accessibility and engagement across the curriculum.
• Supported emotional regulation and social skills through consistent routines and a calm, nurturing approach.
• Used visual aids, now/next boards, and other strategies to promote independence and reduce anxiety.
• Worked in partnership with the class teacher to assess progress and adjust support strategies as needed.
• Liaised with parents and carers to provide updates and ensure consistent support between home and school.
• Promoted inclusion within the classroom, encouraging positive peer interactions and participation in whole-class activities.