Joanna Wilson

I am an experienced and dedicated Early Years Foundation Stage (EYFS) Lead and Teacher with over six years of leadership experience, overseeing provision across two year groups. Skilled in managing and developing teams of teaching assistants to deliver high-quality, inclusive learning environments that support all pupils to thrive.

I have demonstrated a strong commitment to early identification of need, adapting teaching approaches to meet a diverse range of learners, including those with additional needs. Proven ability to monitor progress, implement targeted interventions, and work collaboratively with staff, families, and external professionals to ensure positive outcomes for every child.

I am highly organised and an extremely reflective practitioner with expertise in curriculum development, continuous provision, and creating enabling environments that promote independence, communication, and engagement. I am experienced in leading staff training, modelling best practice, and maintaining high standards of teaching and learning across a phase.

I bring a passion for inclusion and a growing interest in supporting children with sensory needs, with transferable skills in observation, personalised planning, and multi-agency collaboration.

In my previous role as a class teacher, I demonstrated a strong commitment to adapting teaching approaches to meet the diverse needs of all learners across all key stages. I planned and delivered differentiated lessons that removed barriers to learning, ensuring that pupils with a range of abilities, including those with sensory and additional needs, could access the curriculum effectively.

I have supported pupils with additional needs within mainstream classrooms. This included modifying resources, using multi-sensory teaching approaches, and fostering an inclusive environment that promoted independence, accessibility, and pupil confidence.

Throughout my teaching practice, I engaged in continuous professional development to remain informed about current best practices in inclusive education.

I built strong, trusting relationships with pupils by showing genuine interest in their personal development and achievements. This supported the creation of a nurturing and respectful learning environment in which all pupils felt valued and motivated to succeed.

Following graduation, I worked as a supply teacher across a wide range of schools, gaining experience in diverse social and educational contexts. This role required me to quickly establish positive relationships with pupils and staff I had not previously met, ensuring continuity of learning and a supportive classroom environment from the outset.

I developed a strong ability to rapidly assess individual needs and adapt my teaching approaches accordingly, often with limited background information. By working collaboratively with a variety of professionals, I effectively supported pupils in achieving their best outcomes throughout each day.

This experience strengthened my adaptability, communication skills, and professional confidence, while deepening my understanding of inclusive practice across different settings. It has provided a solid foundation for identifying needs, building rapport, and offering targeted support to both pupils and staff.

As the sole owner of a successful independent flower shop, I was responsible for all aspects of daily operations, demonstrating strong leadership, organisation, and communication skills. I managed and trained a team of seven staff, fostering a collaborative and supportive working environment while ensuring high standards of customer service.

I developed and maintained professional relationships with international suppliers, including sourcing high-quality stock directly from Dutch flower markets in Holland. This required effective negotiation, planning, and attention to detail to ensure consistency, quality, and cost-efficiency.

Alongside overseeing staffing, stock management, and financial operations, I worked closely with customers to understand their needs, offering tailored advice and creative solutions. This role strengthened my ability to build positive relationships, adapt to individual needs, and communicate clearly with a wide range of people.

I worked as a Floristry Lecturer within a further education college, delivering high-quality teaching to post-16 students across a range of abilities and learning needs. My role involved planning and delivering engaging, practical and theory-based lessons aligned with industry standards and the Society of Floristry guidelines, supporting learners to achieve recognised professional qualifications.

I developed students' technical floristry skills alongside their creativity, independence and employability, ensuring they were well-prepared for progression into the industry. I differentiated teaching approaches to meet diverse learning needs, providing tailored support and fostering an inclusive, supportive learning environment in which all students could succeed.

In addition to teaching, I monitored progress, assessed coursework, and provided constructive feedback to support individual development