Kylie Oliver

As classroom teacher of a large year 4 class, I am required to plan, teach and assess to suit a range of learning abilities and needs. I am committed in planning and teaching engaging and exciting lessons across the curriculum. I ensure that excellent progress is made through tracking assessments and organising a range of intervention groups across year three and four. I am regularly in contact with parents and strive to develop effective lines of communication and good relationships. I regularly update a Class Dojo app to share learning with parents as well as updating the school’s Twitter account with key achievements and events.

In order to support pupils with their learning well, I organise teaching assistant support within my class through considered timetabling, pre-teaching and organised intervention sessions. I also plan phonic lessons and planning for teaching assistants to support those not working at the expected level.

Working closely with the SENCO at my school, I complete provision maps for the pupils in my class, attend review meetings and develop one page profiles to ensure that the SEN pupils in my class learn and progress.

I have been the History and Geography Coordinator for the school for several years during which time I have developed policies, progression grids as well as ensuring learning is well sequenced through monitoring and observations of my team via a ‘360’ approach.

I thoroughly enjoy my varied role as a classroom teacher but I now feel that I would like an opportunity to apply my skills further.

I was responsible for the planning, teaching and assessment of a range of subjects at Cruckton Hall special needs school. I created curriculum mapping based on the KS2 National Curriculum. I was required to teach English to pupils with Dyslexia and used the 'Letters and Sounds' scheme to improve their phonetical knowledge. I developed a spelling scheme of work for the English department, based upon the primary National Strategy spelling guidance, including personalised spelling booklets for pupils. During my time at Cruckton I created a range of schemes of work. I created personalised planning around a book theme to suit the specific interests of the children.

I carried out APP assessments for all pupils taught and used formative assessments to develop specific, personalised termly targets available for pupils and parents. The implementation of individual education plans (IEPs) based around statements of SEN were another part of my role. I was required to gather targets from a range of teachers and other professionals including educational psychologists and speech and language therapists, then deliver and discuss the IEP in a review meeting. In staff meetings, I shared knowledge with teachers based on courses attended. As a good team player, I communicated with a range of professionals such as occupational therapists, music therapists, speech and language therapists and equine therapists and took on their recommendations to provide visual timetables using Makaton, Therabands and seat wedges to aid pupils with Autism and ADHD. This role was at an all boys school and I enjoyed the challenge of making English accessible to reluctant learners with negative emotions towards the subject.

During this role I was required to support the learning of primary aged pupils with a complex range of SEN. I taught lessons to small groups as advised by the teacher's planning and guidance. I worked as a teaching assistant whilst studying on a part time primary teaching degree course.

This role involved general administration including taking phone calls from parents and a range of professionals, organising finance and budgeting within the school. I was also required to organise paperwork for annual SEN review meetings and organised the headteacher’s diary.