Nicol McArdle

Working in a corporate sector in Northern Ireland has allowed me to develop strong practice in supporting pupils with SEND, particularly in literacy, in line with the Education Authority’s expectations for inclusive provision. I collaborated closely with the SENCO to implement support aligned with the EA’s Code of Practice and the updated SEN Framework, ensuring that pupils’ needs were clearly identified, monitored, and supported through appropriate stages of provision.

I delivered targeted literacy interventions—such as structured phonics teaching, reading fluency support, and personalised spelling and vocabulary programmes—tailored to pupils at different stages of the EA SEN Register. My planning and teaching were consistently adapted to reflect guidance from the Education Authority, focusing on removing barriers to learning and ensuring equitable access to literacy for pupils with needs such as dyslexia, processing difficulties, and SEMH.

Rooted in the Catholic ethos of care, dignity, and inclusion, my work supported not only the academic progress of SEND pupils but also their emotional wellbeing and confidence. This experience strengthened my understanding of EA processes, collaboration with external professionals, and the importance of early intervention, ensuring that all pupils were fully supported to achieve their potential.” Regular meetings, shared assessments, and joint planning sessions with these multi-disciplinary teams have enabled a more coordinated and informed approach to supporting pupils, ensuring strategies are consistent across home, school, and wider services. This collaborative way of working has allowed interventions to be more responsive, evidence-based, and personalised.

“Working as a teacher in a Catholic school has given me valuable experience in promoting the holistic development of pupils, rooted in the ethos of respect, compassion, and community. I have developed a strong understanding of how faith-based values can be woven into daily teaching, behaviour expectations, and relationships with pupils. Through assemblies, liturgical celebrations, and curriculum links, I supported pupils in developing moral awareness and empathy, while maintaining high academic standards. This environment strengthened my ability to nurture the whole child—academically, socially, and spiritually—within a caring and inclusive school community.”

As a primary school teacher in Dubai, I planned and delivered high-quality lessons within an international curriculum while working in one of the most culturally diverse educational settings in the world. I effectively supported pupils from a wide range of nationalities, languages, and backgrounds, creating an inclusive classroom where all children felt valued and supported.

I integrated UAE cultural values, Islamic traditions, and local celebrations—such as Ramadan, National Day, and International Day—into classroom learning to promote respect, cultural awareness, and global citizenship. My teaching practice emphasised strong communication with multilingual families, pastoral care tailored to pupils’ needs, and positive relationships built on understanding and empathy.

Alongside my teaching, I collaborated closely with colleagues from different countries and educational backgrounds to plan engaging cross-curricular units, enrich learning experiences, and contribute to the wider school community through events and extracurricular activities. This experience strengthened my adaptability, cultural competence, and ability to deliver high-quality learning in a dynamic, international environment.”

“In my role as a supply teacher in Northern Ireland, I adapted quickly to a wide range of classroom environments, year groups, and school expectations. I delivered high-quality lessons with minimal preparation time, demonstrating strong behaviour management, flexibility, and effective communication with staff and pupils. Throughout my supply work, I regularly supported pupils with SEND by differentiating tasks, using clear instructional routines, and providing targeted guidance to ensure they could access learning successfully. This experience strengthened my ability to respond to individual needs, build quick rapport, and create inclusive learning environments in unfamiliar settings.”

Experienced in supporting children and young people in care, providing a safe, nurturing, and structured environment that promotes emotional wellbeing, stability, and personal development. Skilled in building trusting and professional relationships, delivering consistent behaviour support, and implementing individualised care plans in collaboration with social workers, educators, and families. Demonstrated strengths in safeguarding, de-escalation, and trauma-informed practice, with the ability to remain calm, empathetic, and solution-focused in challenging situations. Proficient in maintaining accurate and legal records. I also collaborated with colleagues in a multi-disciplinary team to promote independence whilst encouraging positive routines, learning, and social skills for all young people.