Louisa Morse

Hardworking and energetic early career primary teacher with 1 year's experience as a main classroom practitioner, looking to transition into child and adult casework. Passionate advocate for ensuring that all people, regardless of background and circumstance, are supported and empowered to achieve success in their lives. Confident in working with adults and children alike, especially with SEN and in emotionally heightened situations and strongly experienced in safeguarding procedures and communicating welfare concerns. Eager and enthusiastic to use and build upon my knowledge and skills in a broader context and to aiding people in crisis.

Voluntary Teaching (St Deny’s Primary School, Dundee Road, Southampton)

November 2019 — March 2020

• I volunteered for this opportunity through the local charity Southampton Hub, Schools Plus, which aims to tackled educational inequality within the local area;
• I led small groups in Maths and English based activities such as assisted reading, learning to spell and learning words through phonics and basic numeracy skills.
• Assisted children in creative projects especially in Art and DT, such as helping them to sew resulting in them achieving a good standard using running stitch and creating model houses out of clay.
• Worked on a 1-1 basis with an Autistic class member in encouraging him to take part in class activities and helping him persevere when anxious, especially when writing in English and Maths activities, thus enabling him to accomplish an understanding of the method and a sense of achievement.

Voluntary Teaching (Swaythling Primary School, Mayfield Road, Southampton)

November 2019 — December 2019

• This opportunity was also through Southampton Hub, Schools Plus;
• I led a Reading Club, from 1.30 until 3pm, to assist Year 1 children who struggled with their reading on a 1 to 1 basis;
• The children I worked with had SEND, causing them to struggle with their reading, meaning I had to plan for differentiated reading strategies, but also those from low income backgrounds and home environments in which reading is inaccessible;
• Used phonics and questioning to gage children's understanding and allow them to access more challenging texts. One of the main goals of this club was to encourage them to read for pleasure, not just for school homework.