Saherish Razak

I have over 8 years of teaching experience in a variety of Schools. I specialised in Early Years during my teacher training and completing my induction year in Reception. During this I have possessed excellent up to date knowledge about the Early Years curriculum. I have administered the phonics screening test for my class and have had successful outcomes. This experience has trained me to understand my expectations as a practitioner on how to secure the highest standards of pupil achievement as they move from Reception into Year 1. Teaching in Year 1, has also given me the opportunity to observe a great insight into the transition between EYFS and Key Stage 1.

In a previous position, I have had the opportunity to experience leading EYFS in a one form entry school. I have also supported two trainee teaching assistants who were receiving training from an outside provider. I have observed, coached, and set relevant targets. I took responsibility for putting in place assessment, training staff to gather evidence for journals, doing focus observations, and levelling work linked with Development Matters. Having this consistency within the team established that we all shared up to date assessment knowledge about all the children and this was highlighted when I was moderated by Essex County. I have established successful knowledge of the EYFS and how to ensure progression throughout the year. My efforts and understanding into effective pedagogy have been proved through my rising GLD results at Kirby Primary Academy in 2014.

During My NQT year have worked towards improving the indoor and outdoor areas by zoning the different areas of learning and ordering resources where needed. When observing children, I found that this allowed the children to use different areas more purposefully. I am enthusiastic taking learning outdoors; for example; I planned and delivered a focus activity which involved the children to work as a team to build dens linked to the story of The Three Little Pigs. I then role played being the wolf, trying to blow the dens down. The children were engaged in the activity and this led to progress and enthusiasm in their writing. I have also built a mud kitchen environment outside for Early Years, which has engaged many children to use the outdoor area.

I teach following the ‘National Curriculum’, ‘EYFS Development Matters’ and using ‘Letters and Sounds’ phonics scheme. I have previously used ‘Read, Write, Inc’ and ‘Jolly Phonics’. Phonics is another area which I believe to be strong and consistent with, I have previously jointly led a successful 'Letters and Sounds' seminar for parents. I also led a presentation for new intake parents informing them of what to expect in Early Years and how together we can enable their child to make the best possible progress.

I have followed school policies in each school I have worked in; one which particularly stands out is the training I received in an outstanding federation school in Hackney which improved my own practice. It included modelling expected behaviour consistently with high expectations all the time.

I possess excellent verbal and non-verbal communication skills. After creating my own report format in a previous school, I was highly commended by the head teacher and received excellent feedback from the parents. My relationship with parents is very good. For example, I have previously invited parents into school to attend workshops and open days so that they can be involved in their child's learning. I have also held a 'Learning Journal' time where parents and children can sit together and add comments to the journal.

I link the lessons to the children’s interests in a creative way, such as teaching writing using ideas from ‘Frozen’. Previously, I created a ‘Frozen’ theme writing area which encouraged the children to write independently. I believe in teaching the curriculum through creativity and following the children's interests.

It is important to me to provide children with a range of opportunities. I have organised a variety of events and out-of-school visits, for example: ‘X-Factor’ and ‘Britain’s Got Talent’ style variety shows; a visit to the seaside by train; a visit by coach to the Mercury Theatre and my family’s restaurant in Colchester. I have also led an after-school Dance Club, which was offered to children from Reception to Year 6.

My ambition is to make a difference in children’s lives not just by educating academically but by nurturing the appropriate skills and social abilities of children to prepare them for the ever-changing future. To ensure successful learning, progression must be in a scaffold manner, so that the children have the support required but also have the will to move forward independently at their own pace. For me, teaching is about assisting children to reach the other side of the river. The teacher needs to begin at the same side as the children and take them to the other side rather than calling the children to join her on the other side. I therefore use the strategy, ‘my turn, our turn, your turn’ consistently throughout my teaching.

As a teacher, I need to be aware of how many steps to take, when to stop, and what learning methods are required. If learning needs are not met, the children are likely to drown. This includes understanding the child as a whole, therefore looking at home life as well as school. I have worked alongside the SENCOs to effectively manage children with challenging behavior and Special Educational Needs. With the support of a speech therapist, I have put in place interventions to support children with speech and language difficulties within the class setting. Training in East London has given me the opportunity to teach children learning English as an additional language, where this was the ethnic majority. Thus, I understand the needs of these children.

I can reflect and evaluate my own teaching requesting training to meet these needs. I am keen to continue my learning journey to further enhance my teaching practice. I can identify areas for my own development that I have found invaluable was ‘Talk for writing’ which enabled me to bring Literacy to life in the Early Years for example, by retelling stories using Pie Corbett actions. I have a wealth of knowledge about a variety of cultures and traditions and have learnt three languages; Urdu, Punjabi and Arabic which I believe to be an asset within this career. Likewise, this led me to organise ‘Kirby’s got talent’ in which I taught belly dancing, African drumming, Bollywood dancing, Irish dancing and cheer leading.

I believe that as an Early Year’s teacher, it is vital that I can support and guide the Early Year’s support staff to work as one team, to secure the highest standards of pupil achievement. I am keen to develop a modern foundation setting that ensures children are provided with the correct education enabling them to achieve throughout their learning journey.

I am committed, hardworking, and passionate about EYFS. I pride myself on building and maintaining positive relationships with staff, pupils and parents as well, clearly understanding the level of professionalism required to conduct a job of this nature.

‘Learn to live; live to learn’ as I would put it.