Isabelle Peersman

Acting as both teacher and team leader has provided opportunities to learn and develop personally and professionally. I have gained valuable skills and identified a passion for supporting and advocating for children and families to receive the support they need.

• Communicate and collaborate with families to ensure safety and support of children including those with SEND.
• Carrying out intervention meetings for children with SEND and worked alongside relevant outside agencies for wholistic support.
• Planning and delivering engaging, meaningful learning opportunities inline with the curriculum
• Employ engaging teaching methods to stimulate interest in learning.
• Ensure and prioritise safety and well-being of children at all times
• Nurturing and supporting children
• Building strong, professional relationships with parents and carers
• Mentoring and supporting staff of three different levels of experience
• Adapt to change and problem solve
• Remain calm and professional when under pressure
• Responding to and resolving concerns from parents/carers to ensure they are reassured and supported.
• Following safeguarding policy and procedure at all times

This role was a valuable first step into my career and developed my confidence and resilience amongst many other important skills. I had the opportunity to meet and support children of all primary ages as a teacher and a teaching assistant.

• Built professional relationships with many schools across South Yorkshire
• Followed policy, procedures and ethos of each individual setting
• Worked 1:1 with children with additional needs, adapting planning and providing meaningful learning opportunities.
• Ensured safety and well-being of all children
• Adapted quickly to different year groups and classrooms, ensuring minimal disruption to students' learning experience.
• Developed flexibility and resilience
• Assessed individual learning needs, tailoring instruction accordingly for better results.
• Provided thorough feedback and record of development to staff and parents at the end of the day
• Worked collaboratively with staff members and parents