Joanne French

Please find my enclosed person specification in response to your advertisement for the position of Adult Community Learning Tutor. May I take this opportunity to thank you in advance for considering my application.

With 18 years of teaching experience and a strong therapeutic background, I am deeply passionate about equipping others to deliver high-quality, inclusive education that supports both academic achievement and emotional well-being. Throughout my career, I have worked extensively with primary children including those with SEND and additional needs across the primary phase in mainstream settings. I have developed a wealth of experience that I am now keen to share through training, mentoring and inspiring the next generation of teaching assistants.

I have had many trainees within my own mainstream classroom over the years, supporting them closely as they developed their skills and confidence. Mentoring these individuals has been a natural and rewarding part of my teaching career. As an outstanding practitioner, I am confident in my ability to bring learning to life—combining high standards with creativity, warmth, and practical expertise to ensure trainees are fully engaged and supported throughout their development. I feel I have extensive knowledge to share, drawn from nearly two decades of hands-on experience and professional growth across both educational and therapeutic settings.

My lessons are dynamic, interactive, and thoughtfully designed to cater to a wide range of learning styles, ensuring accessibility and engagement for all learners. Whether working with children or adult trainees, I strive to create sessions that are hands-on, meaningful, and adaptable to individual needs. My presentation skills are a particular strength; I am confident, clear, and enthusiastic, able to communicate complex ideas in an approachable and motivating way.

Although I have not yet delivered the Level 2 Supporting Teaching and Learning qualification specifically, I have extensive experience in teaching and delivering externally assessed material within school settings. I am well-versed in planning and delivering content that meets set assessment criteria within tight timeframes. I have the confidence and skill to teach structured content to learners of any age, ensuring it is accessible, engaging, and purposeful. My understanding of how to structure learning to ensure clarity, progression, and measurable outcomes means I can effectively deliver qualification-based material while maintaining high standards of teaching and learner engagement.

I also know first-hand what is expected of teaching assistants and HLTAs, having recently taken on an HLTA role myself while completing my therapy qualifications. This experience has given me a current and grounded understanding of the evolving expectations, challenges, and opportunities within support roles. It allows me to bring both empathy and credibility to training, having walked that path myself in a dual-capacity role.

My teaching practice has been shaped by a strong understanding of the National Curriculum, curriculum adaptation, differentiated learning, and behaviour management—particularly for pupils with complex needs. I have consistently planned and delivered engaging, tailored lessons and interventions that promote not only academic progress but also personal development. I understand the crucial role that teaching assistants play in the classroom, and I am committed to empowering them with the knowledge, confidence, and strategies they need to support children effectively. My own classroom assistants were an integral part of the smooth running of every day and I could not have achieved such successes without them.

In addition to my teaching role, I bring significant experience from my work in therapeutic settings, currently working as a psychotherapist for the Bobby Colleran Trust and previously at the ADHD Foundation. My dual expertise enables me to train teaching assistants in understanding and supporting neurodiversity, SEMH, emotional regulation, trauma-informed practice, and how mental health intersects with learning. I specialize in Pluralistic Therapy, using Person-Centered, Psychodynamic, and CBT approaches, and I aim to translate these therapeutic principles into accessible, practical tools that support classroom engagement and pupil well-being. Working with adults in therapy has also given me a strong skill set that directly transfers into the classroom training environment—enabling me to communicate sensitively, listen actively, and build trust-based professional relationships that support growth and reflection. Teaching others about mental health is a real passion of mine.

Having worked closely with SENDCOs, therapists, and external agencies, I have developed and implemented Individual Education Plans and EHCPs, tracked academic and well-being data, and supported multi-agency working. These experiences have given me deep insight into what TAs need in order to work collaboratively and effectively within school systems. I can offer real-world knowledge on safeguarding, behaviour support, and communication with families, along with hands-on experience of what high-quality TA support looks like in action.

Training and developing others has always been a natural extension of my role, and I thrive in mentoring environments. I value reflective practice and encourage TAs to feel confident in their own skills, while supporting them to build professional resilience, emotional intelligence, and a sound understanding of inclusive pedagogy and child development. My aim is to foster skilled, compassionate, and well-informed professionals who can make a real difference in children’s lives. This is the time in my life where I truly feel ready to relish the opportunity to take on this role, bringing together all of my experience, energy, and commitment to support others on their journey.

I bring to this role a strong sense of integrity, professionalism, and dedication to inclusive practice. I am self-motivated, collaborative, and approachable—with a good dose of humour that helps to build rapport with trainees and colleagues alike. My “Jo French sense of humour” is something I’m well known for—it helps create an encouraging and supportive learning environment, where everyone feels valued.

I am excited by the opportunity to contribute to a service that champions inclusion, values professional growth, and ultimately ensures that children receive the support they deserve.

Thank you for considering my application. I would welcome the opportunity to discuss how my teaching and therapeutic experience can support and inspire the next generation of teaching assistants.

Reference 1 

Name : Mrs. Joanne Colleran 

Job Title: Director- The Bobby Colleran Trust

Address: 19 Lisleholme, West Derby, Liverpool, L12 8RU

Email: joanne@thebobbycollerantrust.org.uk 

Telephone Number: 0151 306 3798

Reference 2

Name: Mrs. Jill Wright 

Job Title: Head Teacher 

Address: Whitefield Primary School Address: Boundary Lane, Liverpool L6 2HZ 

Email: jwright@whitefieldprimaryschool.co.uk

Telephone Number: 0151 263 5976

Reference 3
Name : Mrs. Tracy Dickens
Job Title: Therapeutic Director
Company: ADHD Foundation
Address: 54 St James Street, Liverpool, L1 0AB
Email: tracydickenstherapy@outlook.com
Telephone Number: 07484847332