Holly Walsh

• Provided emotional and behavioural support to students, establishing a trusting relationship conducive to learning.
• Provided 1:1 assistance to SEN students with behaviour and learning difficulties.
• Maintained positive and strong relationships with SEN students and families to improve individualised support methods.
• Monitored and reported on student development to improve support strategies.
• Documented and reported on student progress in alignment with school standards.
• Implemented behaviour management plans for students with challenging behaviours to maintain a positive learning atmosphere.
• Provided feedback to parents and guardians on student progress through regular meetings and written reports, fostering strong home-school partnerships.

• Completed both short-term and long-term cover across KS1 and KS2. This role has enabled me to develop skills such as:
• Adapted teaching methods to meet the needs of diverse classes and individuals.
• Taught multiple areas of the curriculum from Year 1 to Year 6.
• Engaged and fostered relationships with students, staff members, and parents.
• Collaborated closely with the Inclusion Team and Safeguarding Lead to understand the needs of individual children across the school.

Key Stage Two Teacher

• Used effective teaching methods to assist with student development, including collaborative learning, positive reinforcement, modelling and explicit instruction.
• Established positive relationships with students, parents, fellow teachers and co-workers.
• Maintained trusting student relationships by providing both educational and emotional support to students.
• Observed and assessed student performance to identify areas requiring improvement.
• Planned and implemented lessons utilising variety of teaching strategies to meet diverse student needs.
• Created lesson plans in accordance with the National Curriculum and United Learning Standards.
• Collaborated with parents and guardians to discuss student progress and address concerns.
• Prepared children for SATs using multiple strategies including planning interventions for groups and individuals and implementing access arrangements based on individual needs.
• Implemented school behaviour policies to establish a calm, safe and happy classroom environment.
• Completed a Diploma to understand more about children's mental health, implementing learnt strategies for whole class and individuals.
• Completed weekly CPD sessions and training covering a multitude of areas including Behaviour Management, Dyslexia, Autisum, ADHD, ADD, Separation Anxiety and Children's Mental Health

Senior Leader/ KS2 Phase Leader

• Lead phase meetings to communicate messages and discuss next steps.
• Supported other Class Teachers with Behaviour Management.
• Managed complaints with calm, clear communication and problem-solving.
• Collaborated with team members to achieve targets from the School Improvement Plan.
• Attended weekly meeting with other Senior Leaders in order to discuss next steps.
• Lead Instructional Coaching sessions to support other members of staff.

Early Career Teacher Lead/ Professional Mentor

• Completed weekly cycles of observations, feedback and implementing next steps with ECTs across the school.
• Organised any placements for students from secondary schools, trainee teachers and United Teach Students.
• Completed written and verbal feedback for ECTs, students and trainees, including end of year reports.
• Built excellent relationships with ECTs, students and trainees, including regular mental health check-ins and well-being support.
• Created a new programme for ECTs to support them in areas they wanted to develop that were not included in the original programme.
• Created a weekly ECT Newsletter to remind ECTs/SLT of upcoming events and to share their achievements.