Jemma Drummond

Coordinated planning, assessment and provision across the year group, collaborating with colleagues to monitor pupil progress and implement targeted interventions. Supported colleagues with teaching and learning, maintaining high expectations and playing a key role in SATs preparation, leading to significant improvements in SATs outcomes through high-quality teaching, assessment and targeted interventions.

Developed and implemented the English curriculum across the school, supporting colleagues with curriculum planning, teaching approaches, assessment and effective classroom practice. I led whole-school training and professional development sessions focused on English, sharing effective strategies and approaches to support staff development and improve the quality and consistency of English teaching across the school. I also contributed to whole-school curriculum development, monitoring standards and promoting high expectations and outcomes in English.

Planned, prepared and delivered high-quality, engaging lessons across the National Curriculum, maintaining high expectations and supporting pupils in their preparation for SATs and the transition to secondary school. I used a range of teaching, learning and assessment strategies to monitor pupil progress, identify gaps in knowledge and adapt planning and provision accordingly, with a strong focus on securing high outcomes for all pupils.

Built positive relationships with pupils, parents, colleagues and support staff to create an inclusive, well-managed learning environment that fostered confidence and motivation, enabling pupils to achieve their potential. Differentiated lessons, resources and learning activities to support pupils with SEND and those needing additional help, while providing appropriate challenges for higher-attaining pupils. Collaborated with colleagues and support staff to identify and effectively address individual needs.

As a Year 5 class teacher, I planned and delivered engaging, well-structured lessons across the National Curriculum, ensuring that teaching was appropriately differentiated to meet the needs, abilities and learning styles of all pupils. None closely monitored and assessed pupil progress, using assessment information to identify gaps, adapt teaching and provide targeted support to help pupils make strong progress. I developed positive and supportive relationships with pupils, creating an inclusive classroom environment where children felt confident, motivated and able to achieve their potential. Had had extensive experience adapting lessons and resources to support pupils with SEND and other individual learning needs, working closely with colleagues and support staff where appropriate. Led the English department, supporting the development of the English curriculum, contributing to whole-school planning and promoting consistent, high-quality teaching and learning in English.

I began my teaching career through the prestigious Teach First Leadership Development Programme, gaining Qualified Teacher Status (QTS) while working in a primary school and receiving intensive training and professional development alongside my classroom teaching. During my QTS year, I taught Year 3, developing strong foundations in planning, delivering and assessing high-quality lessons across the National Curriculum. I subsequently continued to develop my teaching practice as a Year 3 teacher during my NQT year, before progressing to Year 2 during my NQT+1 year.

Across these roles, I gained valuable experience teaching across different year groups and adapting my teaching to meet the diverse needs and abilities of pupils. I was responsible for planning and delivering engaging, differentiated lessons, assessing pupil progress and using assessment to inform future teaching and address gaps in learning. I developed strong relationships with pupils, parents and colleagues and created positive, inclusive classroom environments with high expectations for behaviour, learning and achievement. My experience across Years 2 and 3 also gave me a strong understanding of the transition between Key Stage 1 and Key Stage 2 and the importance of developing pupils' independence, confidence and core literacy and numeracy skills.

As an Assistant Director at Explore Learning, I supported the day-to-day management and development of the tuition centre, working closely with the Centre Director to ensure the delivery of high-quality academic support and an excellent experience for pupils and their families. I was responsible for supporting the planning and delivery of personalised learning programmes, monitoring pupil progress and using assessment information to identify areas for development and ensure pupils were making strong progress.

I developed strong relationships with pupils, parents and tutors, providing guidance and support to ensure individual learning needs were met and maintaining high standards of teaching, behaviour and customer service. I supported the recruitment, training and development of tutors, helping to maintain consistent teaching standards and providing feedback to improve practice. I also contributed to the organisation and administration of the centre, including managing day-to-day operations, communicating with parents, organising timetables and supporting the smooth running of sessions.

This role developed my leadership, communication, organisation and team-management skills, while giving me valuable early experience within the education sector and a strong understanding of personalised learning and supporting pupils to achieve their academic potential.