Ifeoma Pauline Iheanacho

Currently completing a PGCE in Early Years and Key Stage 1, expected to be completed in July 2026.

Undertaken school placements in a mainstream primary school teaching Year 2 pupils, including lesson planning, teaching delivery, assessment, and maintaining accurate records of pupil progress.

Developed strong understanding of inclusive practice and adaptive teaching, supporting pupils with diverse learning needs and a high proportion of EAL learners from ethnic minority backgrounds.

Built positive relationships with parents and carers, recognising the importance of strong home–school partnerships in supporting pupil learning and development.

Supported the organisation of educational visits and contributed to risk assessments for trips to the Wildlife Centre and the British Museum to ensure pupil safety and wellbeing.

Gained additional experience in a specialist SEMH school placement, strengthening knowledge of behaviour support strategies and the importance of creating safe, structured learning environments.

Demonstrated strong classroom management skills and the ability to promote positive behaviour for learning across diverse pupil groups.

Established trusting relationships with pupils, supporting engagement, confidence, and academic progress.

Extensive experience across mainstream and specialist education, including one year supporting pupils with and without SEND in a mainstream school and over six years as a Teaching Assistant in a specialist setting supporting pupils from Early Years to Sixth Form.

Supported teachers with lesson planning, classroom organisation, and targeted interventions for individuals and small groups.

Applied strategies to model positive behaviour, support emotional regulation, and maintain effective learning environments.

Maintained a strong commitment to safeguarding and pupil wellbeing, ensuring pupils feel safe, supported, and able to reach their full potential.

Previous experience as a secondary school teacher in Nigeria, responsible for lesson planning, classroom management, assessment, and monitoring pupil progress.

Developed strong skills in collaboration and teamwork, working closely with colleagues, support staff, and families to support effective teaching and learning.

Demonstrated commitment to inclusive, engaging, and supportive learning environments where every child is encouraged to succeed.

2005 - 2006: I used this period to settle.

2007 - 2016:  During this time, I was looking after my children