Olivia Smith

During my most recent placement in a Year 2 class, I developed my understanding of supporting pupils with SEND and additional emotional needs. I achieved this by prioritising positive relationships and maintaining a calm and consistent classroom environment. The use of adaptive teaching enabled me to meet the diverse needs of all pupils. For example, I incorporated the use of technology, differentiated instructions, and scaffolding to support learning, while also providing extension tasks, particularly in maths lessons, to challenge higher-attaining pupils. In addition, I have also attended SEND meetings, which included teachers and parents, as well as ensuring I implement strategies from their EHCP plans into my own teaching.

Working in a class with children who have additional emotional needs reinforced my understanding that safeguarding and supporting pupils’ social and emotional wellbeing are central to effective teaching and learning. In relation to safeguarding, I ensured that I was familiar with the school’s safeguarding policies and understood the signs to look out for, how to respond appropriately to concerns, and the correct procedures for reporting them.

To further support children with emotional needs, I planned and delivered a whole-class intervention focused on improving their wellbeing and self-esteem through Art. This provided pupils with the opportunity to express their thoughts and feelings within a calm and safe environment. The intervention proved to be beneficial, as it led to an increase in positive behaviours towards being in school and contributions to on-task behaviours.

In my role at Brymor, I have developed strong customer service and leadership skills by ensuring that every visitor has an enjoyable and positive experience. I regularly serve customers, adapting my communication to meet a range of needs while maintaining a welcoming atmosphere. As a team leader, I work collaboratively with colleagues to ensure that busy days run smoothly, demonstrating organisation, teamwork, and the ability to stay calm under pressure. Additionally, I initiated and led a story time club, which became very popular with members of the public. This experience allowed me to engage creatively with children and families, further strengthening my confidence, initiative, and ability to plan and deliver activities that meet the needs of a diverse audience.

My experience in the nursery where I gained my Level 3 in childcare has allowed me to develop a strong understanding of the importance of creating a safe, organised, and nurturing environment to support young children’s development. By maintaining a tidy and well-resourced setting, I contributed to a calm learning space where children could explore and engage confidently. I supported children’s creativity through arts and crafts activities, while also enhancing their cognitive development by assisting with a range of educational tasks. Through regularly updating progress reports and communicating with parents at drop-off and pick-up times, I recognised the value of strong partnerships in supporting each child’s progress.

I also developed a keen awareness of children’s physical and emotional needs by supervising play, monitoring rest during nap times, and assisting with personal care routines such as toilet training. Supporting meal preparation reinforced the importance of promoting healthy lifestyles from an early age. My involvement in fire drills and trips strengthened my understanding of safety procedures and risk management, while participating in team meetings enabled me to reflect on practice and contribute to continuous improvement within the setting. Overall, this experience has deepened my appreciation of holistic development and the importance of teamwork, communication, and attentive care in early years education.