I am an outgoing person, who enjoys an active lifestyle, thriving on the thrill of a challenge and the variety of school life, whilst maintaining a professional and caring approach in all situations. I believe that these values would lend themselves to the role and responsibilities of a Primary Teacher, within a vibrant and lively primary school.
As a result of my work, both paid and unpaid, at Prospect Hill Junior School in Worksop, as a Teaching Assistant at Clowne Junior School in Derbyshire and most recently throughout placements with Aston Community Education Trust, I have been able to gain first-hand experience of some of the challenges faced by children, including those with Special Educational Needs, in a mainstream setting. The children themselves have taught me the importance of using a variety of methods to explain, understand and overcome issues, which act as a barrier to their learning, the importance of building strong relationships based on trust and mutual respect, and the necessity of maintaining a strong teaching team to support them, and their families, for the provision of a truly child-centred education. I have truly enjoyed my time working with the children of all schools and have often walked through the gates, at both the beginning and the end of the day, with a smile on my face, knowing that together, we make a difference.
Previously, in my role at Clowne Junior School, I was fortunate to be asked to accompany my year 4 class on their residential trip to the Peak District National Park. This was an amazing experience and one that I hope to repeat again. In the challenging, yet relaxed and informal atmosphere, I was able to witness and encourage each child to fulfil their potential outside the classroom, encouraging children to face their fears and grab hold of the opportunities in front of them, along with the zip-wire! The experience was unforgettable and has encouraged me to strive for excellence and to empower achievement, wherever it may lie. This ethos is particularly well demonstrated through my volunteer work with St. John Ambulance, especially working within the youth team, supporting children aged 5 - 16 years. Together, we strive to offer acceptance, empathy and a nurturing environment which empowers young people to embrace individualities and achieve their goals and ambitions, fulfilling their potential and valuing both their individual and collective identities.
Since embarking on my role as Trainee Teacher, I have sought to expand my knowledge and skill set, to ensure that I am able to provide the children and my team with the support that they require and deserve. I have achieved this through additional study and volunteering for additional experiences which have expanded both my understanding and skill set, including the Philosophy for Children and Trauma Informed Schools Training. I have flourished in my placements and have earned distinctions within my Masters level academic studies, demonstrating my commitment to the children and the families I serve. I can truly say that I find personal fulfilment through helping children to fulfil their own aspirations, whatever they may be.
Personally, my time as a mother has ultimately brought about the evolution of my career aspirations over a number of years. Both motherhood and my previous classroom experiences have demonstrated the joy and laughter that children can bring, the excitement to be gained from seeing their development of a new skill, not to mention their infectious curiosity and wonder.
My previous experiences within the legal arena have taught me the importance of a structured and documented foundation, providing the ability to face vigorous and varied challenges, whist also allowing for spontaneity, whether those moments arise during planning, preparation or performance. These skills have served me well as a Trainee Primary Teacher, a role which necessitates clear, detailed and robust planning, complemented by dynamic problem solving, to achieve a thorough, adaptable and enjoyable education for the children and fellow staff alike.
I have valued the opportunity to develop skills through volunteering from an early age. My volunteer work with St. John Ambulance has been particularly useful in developing skills which have already proven themselves useful in an educational setting. Whilst in my role as a First Aider, I have taught children as young as 5, how to perform life saving first aid skills, including the use of CPR and defibrillator application. I have been expected to give clear, detailed instructions as to life-saving skills, explaining these fully and comprehensively to members of all ages and to the general public through awareness events. I have also been required to follow given instructions quickly and safely, highlighting the importance of teamwork and leadership. By virtue of my role, I have learnt the importance of diplomacy, efficiency, multitasking and prioritising, all whilst under extreme pressure.
Throughout my time working within schools, I have witnessed the dramatic effect made every day by teaching staff and have seen the benefit of tailored and differentiated activities to keep individual children engaged in their curriculum. I have comforted children when they have lost close relatives, bandaged knees, reflected on behaviours with pupils and acted as a diplomat in playground and OPAL negotiations. I have assisted students with English as an additional language in understanding new vocabulary and have seen them wear their accomplishments on their faces for the entire day. I have sat with an overstimulated child until they are able to communicate. I have had the benefit of experiencing first-hand how a change in teaching method can make a concept ‘click’ for those who are struggling and have shared the joy in the realisation that a barrier has now become an opportunity. I have used scaffolding and opened discussions to allow the children explore new ideas and to validate their own theories. I have reminded students of their learning objectives to keep their focus and paused maths lessons to demonstrate, in the concrete, concepts that pupils have struggled with, so that they can move forward with their learning. I have drawn on my own experiences of the wider world of work to demonstrate to pupils that whilst they may not grow to be mathematicians, they will use the mathematical concepts covered in our curriculum every day. I have sung and danced along with YouTube videos of times tables to embrace different forms of learning. I have modelled a growth mindset and allowed children to witness my 'challenges' as a method of developing their own resilience to use when faced with similar difficulties. Learning does not come in a one-size-fits-all approach and the excitement of finding new methods to help rehearse and embed skills for children is part of what makes teaching a calling rather than simply a career.
My personal aspirations are to be involved with a lively, dynamic and truly inclusive primary setting, which values the role of play for all children, working alongside equally active, inquisitive and responsive colleagues.
Duties included:
• Ensuring compliance with GDPR,
• First aid provision, record keeping and liaising with parents,
• 1:1 teaching of a student with multiple SEND requirements,
• Liaising with outside agencies and medical professionals,
• Liaising with parents through a variety of methods including written, electronic, telephone and face-to-face consultations,
• Toileting Provision and administration of medication and medical aids (Insulin pumps, Oxygen, CPAP and suction machinery, Buccal training),
• Whole class support - provision of temporary cover for absence, assistance with whole group learning, school trip supervision, marking,
• 1:1 bespoke provision,
• Supervision of Outside Play and Learning,
• Intervention provision (planning, delivering and monitoring pre and post-teach intervention, handwriting, gross motor skills, phonics, maths support),
• Behavioural interventions, ensuring compliance with school policy,
• Involvement with summer fairs, parent workshops and wider school events, such as performances, parents' evenings and open evenings,
• Lunchtime supervision, and
• Supervision of Forest School Activities (Under the lead of a qualified instructor)