Jennifer Elsby

As a qualified Primary teacher who is fully registered with the GTCS, I bring a strong foundation in inclusive education, knowledge of child development and skills in wellbeing support. My experience in the primary sector has given me the interpersonal, organisational and pedagogical skills to take on the role of class teacher. These are fully transferable to an ASN setting. In my current role as a Supply Class Teacher, I have worked to create a nurturing, inclusive and rights-based learning environment aligned with the GTCS Standards for Full Registration. I consistently place the human rights and individual needs of every young person at the heart of my practice, embedding the UNCRC into daily learning and fostering a classroom culture of mutual respect and understanding. 3/16 During a four-week placement within a Flexible Learning Resource (FLR), I worked closely with non-verbal children, supporting their communication and engagement through tailored, child-centred approaches. I drew upon the Scottish Milestones framework to inform my practice, ensuring that learning experiences were developmentally appropriate and responsive to each child’s individual stage. By prioritising child-led learning, I created opportunities for pupils to explore their interests, make choices, and communicate in ways that suited their needs, including visual supports and alternative communication strategies. This experience strengthened my ability to observe, assess and adapt learning in a nurturing, inclusive environment while promoting each child’s independence and well-being. Working across a range of stages within different primary schools has enabled me to develop a flexible and responsive approach to teaching and learning. I have gained experience adapting lessons to meet diverse needs, differentiating effectively and building strong relationships with learners at varying developmental levels. This breadth of experience would suit an ASN setting, where pupils often require highly individualised support, as it has strengthened my ability to assess needs, tailor strategies and provide a consistent, nurturing environment that supports both learning and wellbeing. My practice is trauma-informed and relationship-based, with a focus on building safe, nurturing environments that support emotional regulation and resilience. I have consistently worked to ensure that pupils feel valued, heard, and supported in their learning. I also draw on local SIMD data to understand the barriers faced by young people and work strategically to reduce the impact of social disadvantage on attainment and wellbeing. Effective communication and collaboration are central to my approach. I engage positively with parents and carers through both digital platforms and in-person contact, building meaningful partnerships that support pupil progress. I have contributed to wholeschool initiatives that promote mental health, equity, and attainment, bringing a collaborative and solution-focused mindset to teamwork. As a supply teacher, I have built a strong reputation for being reliable, approachable and adaptable across a variety of school settings. I have been invited back to several schools across two local authorities, reflecting the positive relationships I have built with staff and pupils, as well as my ability to integrate quickly into new environments. I consistently maintain high expectations for behaviour and learning. I have undertaken extended placements at St Anthony’s Primary School, St James’ Primary School (Paisley), and Inchinnan Primary School. I greatly valued each of these experiences and developed my practice through the diverse opportunities they provided. Working across these settings allowed me to build strong professional relationships, adapt to different school communities and further enhance my skills and understanding of effective teaching and learning.

Working across a range of stages within different primary schools has enabled me to develop a flexible and responsive approach to teaching and learning. I have gained experience adapting lessons to meet diverse needs, differentiating effectively and building strong relationships with learners at varying developmental levels. This breadth of experience would suit an ASN setting, where pupils often require highly individualised support, as it has strengthened my ability to assess needs, tailor strategies and provide a consistent, nurturing environment that supports both learning and wellbeing. My practice is trauma-informed and relationship-based, with a focus on building safe, nurturing environments that support emotional regulation and resilience. I have consistently worked to ensure that pupils feel valued, heard, and supported in their learning. I also draw on local SIMD data to understand the barriers faced by young people and work strategically to reduce the impact of social disadvantage on attainment and wellbeing. Effective communication and collaboration are central to my approach. I engage positively with parents and carers through both digital platforms and in-person contact, building meaningful partnerships that support pupil progress. I have contributed to wholeschool initiatives that promote mental health, equity, and attainment, bringing a collaborative and solution-focused mindset to teamwork. As a supply teacher, I have built a strong reputation for being reliable, approachable and adaptable across a variety of school settings. I have been invited back to several schools across two local authorities, reflecting the positive relationships I have built with staff and pupils, as well as my ability to integrate quickly into new environments. I consistently maintain high expectations for behaviour and learning. I have undertaken extended placements at St Anthony’s Primary School, St James’ Primary School (Paisley), and Inchinnan Primary School. I greatly valued each of these experiences and developed my practice through the diverse opportunities they provided. Working across these settings allowed me to build strong professional relationships, adapt to different school communities and further enhance my skills and understanding of effective teaching and learning.

During my probationary year as a teacher at a Catholic primary school, I met the General Teaching Council for Scotland Standards for Provisional and Full Registration, showing a consistent commitment to professional values, knowledge and skills. Teaching a composite Primary 4/5 class, I planned and delivered high-quality learning experiences aligned with the Curriculum for Excellence, ensuring breadth, depth and progression across all curricular areas. My practice was further informed by Getting It Right For Every Child (GIRFEC) and How Good Is Our School, allowing me to place wellbeing, inclusion, and continuous improvement at the centre of my classroom. I consistently differentiated learning to meet the diverse needs of all pupils, including those requiring additional support. Using formative and summative assessments aligned with the Benchmarks for Assessment, I ensured learning was appropriately paced and responsive. I established a calm, nurturing classroom environment, including a “calm corner” to support dysregulated learners and promote emotional regulation and readiness to learn. As part of the school's Catholic ethos, I supported learners on their faith journey, preparing Primary 4 pupils for the Sacrament of First Holy Communion. This involved close collaboration with colleagues, parents and the Parish, fostering a strong sense of community and shared values. Beyond the classroom, I demonstrated leadership and initiative. I secured a grant from the EIS (Educational Institute of Scotland) 4/16 through the Gwen Major Trust to support the school Eco Group, enabling pupils to engage in sustainability projects and develop leadership skills. I also established a positive partnership with the local library to promote literacy, reading for enjoyment, and community engagement. In addition, I led the Seasons for Growth programme, supporting children experiencing change and loss and contributing to the school's wider wellbeing agenda. Throughout my probationary year, I engaged in ongoing professional reflection and development, working collaboratively with colleagues and responding to feedback to continually enhance my practice.

As a dedicated and compassionate professional with a strong background in educational support and well-being, I bring depth of experience to the role of class teacher. My previous position as a Support for Learning Coordinator (Grade 4) has equipped me with the skills and understanding necessary to provide early, effective, and sustained help to children, young people, and families, ensuring they get the support they need, when they need it. In my promoted post, I have led targeted wellbeing support in a school environment, fostering positive, nurturing relationships with pupils to promote emotional safety and resilience, particularly for those with Additional Support Needs (ASN). Worked collaboratively with school management to inform and implement strategic decisions at a local level, identifying needs and coordinating appropriate interventions in line with Whole Family Wellbeing principles. Held responsibility for the safe administration of medication, requiring meticulous attention to detail, accurate documentation, and strict adherence to protocols—often under sensitive and challenging circumstances. Ensured all healthcare and asthma plans are regularly reviewed, updated, and communicated effectively with staff and parents/carers. Delivered support with a trauma-informed, person-centred approach, recognising the individual needs of pupils and contributing to a safe and inclusive learning environment. Implemented therapist-designed support programmes, contributing to pupils’ educational and emotional development by supporting their health and wellbeing plans holistically, such as formal training on Glasgow Dyslexic Support Services, running multiple groups, keeping detailed records, and assisting with dyslexic testing. Completed extensive training in de-escalation strategies, particularly when supporting children with Autism, ensuring a calm, respectful, and inclusive response to behaviours of concern. Been trained as a Companion for Seasons for Growth, supporting children and young people through significant experiences of loss and change, fostering resilience and healthy coping strategies. This is a programme I am incredibly passionate about and have continued with in my role as a class teacher.

As a Support for Learning Worker in the Additional Learning Needs department, I discovered my passion for teaching. I worked with children requiring additional support in an integrated unit based within a mainstream secondary school. I strive to build and maintain positive, respectful relationships with the pupils I support and with staff across the wider school community. My responsibilities include actively supporting and supervising pupils during medication administration, as well as maintaining accurate, up-to-date records. Cleveden Secondary currently hosts an Additional Learning Unit which supports pupils with a range of needs, including Autism, ADHD, PTSD, Pathological Demand Avoidance (PDA), specific learning difficulties, and pupils exhibiting more challenging behaviours. A key aspect of my role is enabling young people to access the curriculum by promoting their self-confidence and ensuring they are consistently aware of their mental health needs. I work collaboratively with all school staff to ensure pupils receive a consistent, supportive message, helping them reach their full potential. Confidentiality is a cornerstone of my practice, and I handle all sensitive information with discretion. In situations involving child protection, I adopt a tactful and reassuring approach, ensuring that only relevant and supportive individuals are involved in the pupil’s best interest. In addition to working directly with pupils and staff, I also provide clerical support when needed and consistently maintain high standards of organisation. This includes preparing classroom resources, either at the teacher's direction or through my initiative, particularly when I believe it will enhance the learning experience for both pupils and staff. My experience as a Support for Learning Worker within an Additional Learning Needs department in a mainstream secondary school has provided me with valuable insight into the secondary sector and the diverse needs of its learners. Working directly with pupils with Autism, ADHD, PTSD, PDA, and other complex needs, I have developed a deep understanding of inclusive practice and the importance of building respectful, trusting relationships. Supporting young people in accessing the curriculum—while being mindful of their emotional well-being and mental health—has strengthened my ability to create supportive, differentiated learning environments. Collaborating closely with teaching staff, managing sensitive information with discretion, and contributing to classroom organisation and resource preparation have all enhanced my readiness to teach and support pupils effectively in the secondary setting. This role has laid a strong foundation for my transition into teaching, where I can build on these experiences to meet the academic and pastoral needs of young people.

I was employed at H&M for 10 years and thoroughly enjoyed my time with the company. During this period, I progressed from Sales Assistant to Administrative Assistant and ultimately to Floor Manager, gaining a broad range of knowledge and experience across all aspects of retail operations.

H&M is a fast-paced retail environment driven by sales performance, targets, staffing requirements, and complex operational logistics. Over the course of my career, I developed a strong understanding of these areas and played an active role in ensuring the store ran smoothly and efficiently.

I gained five years of management experience, overseeing stores with multi-million-pound turnover and teams of approximately 60 staff members. This role required excellent organisational skills, attention to detail, and a proactive approach to time management. I developed strong leadership abilities and the confidence to make informed, effective decisions. In addition, I completed certified training in management, health and safety and payroll systems.