Isabelle Grundy

I started Shaftesbury primary school as an apprentice teaching assistant . I did a level 3 EYFS course.

In my first year I was covering absences of support staff and SEN staff. I also did English intervention with children in year 2 who was less able in their literacy and writing. I also did reading with year 2 children on a daily basis.

In my second year I was a TA in year 1.

In my third year I was a 1 to 1 with SEN children in reception. I built a strong, long-lasting relationships with these children to obtain extensive knowledge on individual needs and struggles. I also closely monitor these children's progress to assess areas for development and extra support required. Helped the children progress their learning development in core subjects, including maths and English through 1-to-1 mentoring. Also Skilfully planned innovative and creative lessons, designed to develop skills and learning for children requiring special education. Monitored and recorded progress of SEN students, providing detailed feedback to teaching staff. Conducted sensory integration activities designed to enhance the sensory processing skills of SEN students.

In 2021- 2024 I have been a TA in reception. In my first year I was chosen by the EYFS head leader to be her TA which made me feel confident and has kept me in reception since. I've had loads of responsibilities as being a TA in reception such as:

• Engaging with parents and guardians regarding pupil progress and areas for improvement.
• Facilitated small group sessions to reinforce learning objectives, boosting academic performance.
• Cleaned and organised classrooms before lessons and cleared afterwards.
• Implemented interactive learning activities, stimulating pupil interest and engagement.
• Demonstrated concepts taught by teachers during regular lessons.
• Prepared lesson plans, following school guidelines closely and meeting curriculum requirements.
• Prepared indoor and outdoor spaces for recreational activities to support children's physical health and development.
• Supported student development by facilitating individual reading sessions and homework.
• Supervised children during activities and play, helping maintain safety and proactively address behavioural problems.
• Helped students exceed expectations by providing ongoing support and assistance throughout lessons.
• Assisted teacher with marking assignments and reporting feedback to students and parents.
• Enhanced students wellbeing by encouraging health, safety and good behaviour.
• Teaching children RWI
• Reading with children on a daily basis and writing feedback in their reading diaries.
• Managed behaviour within the classroom, implementing positive reinforcement techniques to maintain a conducive learning environment.
• Provided extra intervention and support to those underachieving within various subjects and topics.