Summary
Overview
Work history
Education
Skills
Timeline
Generic

Jayne Anderson

Lightwater,SRY

Summary

I have been a primary school teacher for 16 years. Before having children, I was Phase Leader for Key stage one. I have also taken on various different roles throughout my teaching career, such as computing lead, student lead, PSHE lead and I have been on the literacy team. I have taught at the same school for these 16 years and I now feel ready for a new challenge.

Being Phase Leader for KS1 provided me with many opportunities to work with parents and children in my class but also other classes. I would be their first point of contact if they needed to speak to someone after the class teacher. This meant I built strong relationships with many different families and supported them with a wide range of issues or difficulties. I have experience dealing with families in relation to many things such as parental separation, domestic abuse and medical needs. While I was not a DSL, and did not necessarily have all the information, I have still been a shoulder to cry on for many parents and children. I have worked with social services and other agencies to support these families. I feel this experience would be a strength as I have an understanding of how to support families and which agencies I may need to contact.

Being a phase leader also meant that I had to be extremely organised. I had to arrange meetings with parents, lead pupil progress meetings, attend leadership meetings as well organising assemblies, planning lessons, teaching and having mentor meetings with university students. All this required me to think and plan ahead and also prioritise what was urgent. I pride myself on my organisational skills. I believe this to be a strength of mine.

As part of my class teacher role, I have had to deal with and report many safe guarding concerns. Confidentiality is crucial when dealing with safe guarding and I feel my experience in these situations will be valuable when speaking to parents, staff, children or outside agencies. My knowledge of speaking to children when they disclose a safeguarding concern, means I would be able to support staff and families where needed. I understand not to ask leading questions and to only record what the child has said. My recent training also lends its self to a pastoral role. Within this I looked at adverse childhood experiences and how these can impact a child’s mental, education etc. This course looked at children between the ages of 0-18 and provided strategies that can be used to support children who have suffered ACE’s. This has led to an understanding of why they might be behaving in a certain way which will only benefit me when speaking to outside agencies such as the police or social workers.

I have the experience and knowledge to work with families and support them where necessary. I have also worked with numerous outside agencies so again this is something I feel I can do well. I am keen to learn and develop myself which can be seen with my NPQML and NPQSL qualification. I would be excited for any new training and learning I could participate in. I feel I can use word etc to a good level but this is something I would happily learn more about if I needed to.

Finally, I am committed, passionate and willing to learn. Now I have completed my family I feel it is the perfect time to learn new skills and take on a new role.

Overview

16
16
years of professional experience
4
4
years of post-secondary education

Work history

Primary Class Teacher

Buckland Primary School
Staines-upon-Thames, Surrey
09.2007 - Current
  • Worked collaboratively with other teachers to review data and develop instructional strategies to address student learning objectives.
  • Planned and organised classrooms that consistently facilitated positive learning experience.
  • Boosted student success by maximising individual learning, balancing group and individual instruction models to accommodate different academic levels.
  • Collected, analysed and tracked data on student progress.
  • Adapted teaching methods and materials to meet students' varying needs and interests.
  • Established strong, supportive relationships with families, encouraging parental involvement to boost children's achievement.
  • Supervised and mentored teaching assistants and trainee teachers.
  • Set expectations for behaviour and dealt with discipline cases as outlined in school policies.
  • Phase Leader for Key Stage one before going part time in 2018.

Education

Bachelor of Arts in Primary Teaching - Primary Teaching

Kingston University
Kingston upon Thames
09.2003 - 07.2006

NPQSL - Senior Leadership qualification

National College for Leadership and Teaching
Surrey
09.2016 - 07.2017

NPQML - Middle Leader Qualification

National College for Leadership and Teaching
Surrey
10.2013 - 07.2014

Level 2 - Understanding Adverse Childhood Experiences

NCFE CACHE
virtual
01.2023 - 02.2023

Skills

  • Family and child welfare
  • Physical and emotional support
  • Empathetic listener
  • Safeguarding policies and procedures
  • Child development knowledge
  • Excellent organisation
  • Effective, compassionate communication
  • Strong written and verbal communicator
  • Critical thinking
  • Fast learner
  • Positive learning environment

Timeline

Level 2 - Understanding Adverse Childhood Experiences

NCFE CACHE
01.2023 - 02.2023

NPQSL - Senior Leadership qualification

National College for Leadership and Teaching
09.2016 - 07.2017

NPQML - Middle Leader Qualification

National College for Leadership and Teaching
10.2013 - 07.2014

Primary Class Teacher

Buckland Primary School
09.2007 - Current

Bachelor of Arts in Primary Teaching - Primary Teaching

Kingston University
09.2003 - 07.2006
Jayne Anderson