Ella Frankland

I am currently employed as a Maths Teacher at Outwood Academy, where I teach Mathematics across KS3 and KS4 to pupils in Years 7–11, including those working towards their GCSE examinations. I plan and deliver high-quality, engaging lessons in line with the National Curriculum and academy curriculum, adapting teaching to meet a wide range of abilities, learning needs and starting points.

Drawing on my extensive experience within both mainstream and SEND/SEMH education, I place a strong emphasis on building pupils’ confidence, addressing gaps in mathematical knowledge and making learning accessible through clear modelling, scaffolding and carefully targeted support. I use assessment and pupil performance information to identify misconceptions, monitor progress and inform future teaching, providing constructive feedback and intervention where required.

Alongside developing pupils’ mathematical knowledge and fluency, I support them in strengthening their reasoning, problem-solving and examination skills. I am committed to maintaining high expectations while creating a positive and inclusive learning environment in which pupils feel supported, challenged and able to make meaningful progress.

Alongside my teaching roles, I have worked extensively as a private tutor, primarily teaching Mathematics to KS3, KS4 and GCSE resit learners, as well as providing support in English and Science. I have worked with a diverse range of learners, including those in mainstream and independent education and pupils with SEND and additional learning needs.

My teaching is highly individualised, with a strong focus on maintaining high expectations, improving grades and securing meaningful progress. I identify and address gaps in knowledge, strengthen mathematical understanding and develop effective examination strategies, while supporting learners to build confidence and manage examination anxiety. Parental involvement is an important part of my approach, and I maintain regular communication with families regarding progress, areas for development and strategies to support learning. I continually adapt tuition to each learner’s individual starting point, needs and aspirations to support successful outcomes.

At Joseph Norton Academy, I worked within a specialist SEMH setting, teaching and supporting KS3 and KS4 pupils with complex needs, including trauma, ADHD and a range of social, emotional and behavioural barriers to learning. I delivered Mathematics alongside English, Science, ICT, Citizenship and personal development, using adaptive, trauma-informed and relationship-based approaches to meet individual needs and EHCP outcomes.

I contributed to EHCP annual reviews, monitored academic and personal progress, and worked collaboratively with families and other professionals. The role involved significant safeguarding responsibilities, positive behaviour support and de-escalation, requiring a sensitive, consistent and person-centred approach. During my time at the academy, I also qualified as a Secondary Mathematics Teacher, strengthening my subject specialism alongside my SEND and SEMH expertise.

Within my ASC Learning Support role, I supported and mentored learners with Autism Spectrum Condition from KS3 through to sixth form, including students resitting GCSE Mathematics and English Language. I worked to create structured, inclusive and supportive learning environments, adapting approaches to individual needs and enabling learners to access the curriculum successfully.

I supported the implementation of individual education plans, healthcare plans and autism-specific targets, while monitoring progress and maintaining accurate records. A significant element of my role involved pastoral support, safeguarding and supporting learners during periods of heightened anxiety, dysregulation or crisis. I used individualised strategies to support behaviour, emotional regulation, independence and self-management, while promoting positive relationships and inclusion across the wider school community.

During my time on supply, I have had the opportunity to work in various educational settings, including pupil referral units, mainstream schools, SEN specialist schools, as well as independent schools. In these diverse environments, I have effectively covered all curriculum subjects. Furthermore, my experience spans across different age groups, as I have worked with pupils ranging from Key Stage 1 up to Key Stage 4. This broad exposure has equipped me with the adaptability and versatility necessary to cater to the unique needs of students across different educational contexts.

During my teacher training placement within an independent school, I gained experience teaching across a broad age and ability range, with primary responsibility for a Year 1 class alongside opportunities to support learning across the wider school, including at GCSE.

I contributed to both the academic and wider life of the school, supporting extracurricular activities and school events, including the school production. The placement developed my experience of planning and delivering engaging learning, adapting teaching across different age groups and contributing positively to the wider school community.