Georgina Carter - Class Teacher and Reading Lead

Summary

Dedicated primary teacher and literacy lead with 14 years’ experience supporting pupils with a wide range of additional needs, including SEMH and SEND. Skilled in assessing individual learning barriers and designing practical, tailored strategies that improve engagement, attendance, and progress.

Proven ability to work beyond the classroom, collaborating with colleagues, families, and external professionals to implement effective support plans. Known for calm, solution-focused problem-solving and for helping others translate theory into workable practice, particularly in complex or high-pressure situations.

Brings a strategic and empathetic approach to working with both children and adults, with experience delivering guidance, modelling practice, and supporting colleagues to improve outcomes for pupils with additional needs.

Demonstrates strong communication and organisational skills, coupled with solid foundation in curriculum development and student engagement. Committed to inspiring students to achieve their full potential and cultivating positive classroom atmosphere.

Overview

20

years of professional experience

11

years of post-secondary education

1

Certification

Work history

Class Teacher and Reading Lead

St Lawrence C of E Junior School, Surrey

2013.02 - 2026.04

KS2 teacher (ages 7-11) teaching all curriculum subjects. Led literacy strategy across Key Stage 2 (240+ pupils). Previously Head of Writing and Head of Modern Foreign Languages.
Curriculum Design & Content Creation
Led school-wide reading programme — Redesigned literacy curriculum, created assessment framework, trained 12 staff members. Implemented structured phonics progression and comprehension strategies used across all year groups.
Developed writing curriculum — Built progressive schemes of work taking pupils from sentence construction to extended writing. Created resources and exemplar materials adopted school-wide.
Designed 200+ lesson sequences — Planned content across English, maths, science, history, geography, computing. Adapted complex concepts for 7-11 year-olds with diverse needs (SEND, EAL, high ability, behavioural challenges).
Created intervention frameworks — Designed targeted support programmes for pupils with SEND, SEMH, EAL, and learning barriers.
Problem-Solving & Innovation
Transformed school refusal case — Severely dyslexic pupil refusing school, extreme anxiety. Designed unconventional approach: created non-academic responsibilities (office helper role) that built confidence before reintroducing learning. Result: daily attendance, sustained progress.
Rapid-response colleague support — Became go-to person for urgent planning needs. Supported colleagues facing tight deadlines by quickly identifying priorities and delivering presentation-ready materials.
Stakeholder Communication
Managed complex parent conversations — Communicated progress, concerns, strategies for 30+ families annually. Included sensitive SEND, behaviour, safeguarding discussions.
Delivered staff training — Designed and led CPD on phonics, reading comprehension, writing moderation, assessment.
Coordinated multi-agency approaches — Worked with educational psychologists, speech therapists, SEND advisors to implement recommendations.

Customer Services Assistant

Combined Insurance Company of America

2006.01 - 2010.01

Managed high-volume customer enquiries: Handled 50+ daily enquiries across phone, email, and face-to-face channels. Resolved complaints, explained complex insurance products, and maintained positive client relationships in fast-paced environment.
Problem-solved under pressure: Identified root causes of customer concerns, escalated appropriately, and followed through to resolution. Built reputation for calm, professional communication even in difficult situations.
Coordinated across teams: Worked with underwriters, claims handlers, and sales teams to ensure seamless customer experience. Maintained accurate records, managed competing priorities, met tight deadlines.

Education

PGCE - Primary Education, Teacher Status

Brunel University

London

2011.09 - 2012.07

BA Hons - English Literature

Kingston University

Kingston upon Thames

2007.09 - 2010.07

A-Level and GCSE -

The Holy Cross School

Kingston-Upon-Thames

1999.09 - 2006.07

Skills

Design content that works for different audiences: Create learning materials that meet people where they are Design progressive structures that build understanding step-by-step Adapt for different needs — whether a 7-year-old struggling with phonics or a colleague who needs a presentation ready by tomorrow
Create and adapt supportive learning environment: Creating an environment in which equity is paramount to account for the unique nature of each child and provide them with the scaffolding and opportunities that each individual needs to ensure an equal outcome
Solve problems strategically: Look beyond the immediate fix to understand what's actually going wrong Designed intervention for severely dyslexic pupil experiencing school refusal by creating role-based approach (office helper) that built confidence before reintroducing academic work Result: daily attendance, sustained progress
Lead initiatives and train others: Led school-wide literacy strategy — redesigned curriculum, created assessment framework, trained 12 staff members Designed and delivered CPD sessions translating research into practical strategies teachers could actually implement
Communicate clearly in sensitive situations: Explain complex ideas to diverse audiences Managed progress conversations with 30 families annually, including difficult discussions about SEND, behaviour, safeguarding Built trust through clear, empathetic communication
Work effectively under real-world constraints: Deliver quality outcomes with limited time and resources Designed 200 lesson sequences while managing behaviour, differentiation, and 30 individual needs simultaneously
Analyse and use data to inform decisions: Track progress systematically, identify patterns and learning gaps, adapt approaches based on evidence Use assessment data to measure impact, refine content, and target support where it matters most
Build relationships and coordinate stakeholders: Work collaboratively with colleagues, parents, and external specialists to achieve shared goals Navigate different communication styles, manage expectations, and maintain professional relationships even in challenging circumstances
Caring: Creates environments where people feel safe to ask questions, express concerns, and get the help they need before issues escalate

Thoughtful: Sees the bigger picture and thinks through the consequences of actions, anticipates potential challenges before they escalate
Supportive: Actively listens to what people need and offers constructive feedback based on commitment to their success
Playful: Brings a sense of fun to everyday work, making it enjoyable for those who need to be there
Attuned: Listens carefully and understands the unspoken needs of those they lead; picks up on subtle cues and undercurrents
Grounded: Stays calm and focused in practical situations, providing stability and direction when things get chaotic
Software and Tools: Microsoft Office (Word, Excel, PowerPoint), Google Workspace (Docs, Sheets, Slides), Basic HTML/CSS, Learning Management Systems
Content Tools: Curriculum Planning, Assessment Tools, Digital learning platforms, collaboration tools
Core Competencies: Content design, Project management, Training delivery, Stakeholder communication

Websites

Linkedin.com/in/georginaamycarter