Mary Esufali

• Attended regular training opportunities to expand professional knowledge and further career progression.
• Applied paediatric first aid and managed incidents with calm and composure.
• Created stimulating learning environments to motivate educational engagement and development.
• Designed educational activities for young children in line with Early Years curriculum.
• Delivered rich learning opportunities for children with diverse abilities.
• Boosted literacy and numeracy attainment using innovative games and exercises.
• Developed trusting relationships with children, parents and staff.
• Updated online learning journals with excellent systems knowledge.
• Raised safeguarding concerns with senior staff to maintain positive child security and wellbeing.
• Managed misbehaviour using proven strategies and methodologies.
• Oversaw key group of children and kept detailed progress observations.
• Promoted emotional and social development of children, encouraging learning through play and sensory activities.
• Planned creative activities to motivate and inspire children.

Wider teaching experiences in Coed Glas have helped me gain insights into the additional literacy and
numeracy needs of children performing below their chronological age and innovate ways to visually and
creatively scaffold their learning journeys to help them access the curriculum and raise their attainment
levels. I ran interventions between 2015 to 2017 with children across the school using ‘Language Links’
and ‘STARS’ programmes to address children’s individual barriers to learning and produced
personalised plans to work on children’s IEP/IDP targets to accelerate literacy progress. Since 2017 I
have supported EAL children’s learning using visuals/ images/video and authentic experiences to clarify
key vocabulary being used in the lesson and develop literacy skills. I ensure that my instructions are
efficient and check children’s understanding using AfL strategies like talk partners, thumbs up and
targeted questioning. My work over the last four years in school as a cover supervisor across
progression step 1 and 2 and I have supported class teacher and contributed to the cycles of
observation, assessment and planning. I communicate regularly with the class teacher regarding the
children’s progress and differentiate the provision based on childrens’ individual need.