Sarah Sparrow

I joined the school team initially to help with increasing their provision for SEND pupils. This has involved:

-Working in a separate classroom provision for a small number of pupils to access a more individualised curriculum

-Identifying required interventions from teacher referrals and EHCPs

-Delivering a range of interventions, both 1:1 and small group, including Intensive interaction, Identiplay, Attention Autism, Social skills groups, Rapid catch up (reading programme)

-Creating and providing resources; including Now and Next visual aids, visual timetables, colourful semantics worksheets, accessible work adaptations using Inprint

-Work with the SENDCo, including: liaison on APDR process; modelling best practice for new TAs; creating profile pages for EHCP students; timetabling provisions to help meet EHCP requirements; facilitating Sensory Circuits; carrying out baseline assessments to identify needs in response to teacher requests (e.g. Sandwell, YARC); Assessment of children using the dyslexia screener on Testwise

Class Teacher in SEND Area Special school. Teaching mixed age classes, upper KS2 and lower KS3. Teaching across all subjects as well as subject specific classes in Science and Music. Teaching responsibilities included management of provisions, behaviour management, line management of TA staff and supporting class based staff to best meet the needs of students. I also had to prepare paperwork for the annual reviews of students in my classes and took part in conducting the review meetings.

Aspects of my work included:

• Preparing detailed reports on each pupil's performance at end of term meetings.
• Adapting teaching methods for diverse student needs and abilities.
• Developing engaging lesson plans aligned with the national curriculum.
• Realising improvement in behaviour management by implementing consistent rules and consequences.
• Collaborating closely with colleagues to plan school events and projects.
• Incorporating hands-on activities into daily lessons to boost comprehension levels.
• Coordinating with external professionals for developing individualised education plans.
• Participating actively in staff development training programmes and workshops.
• Communicating effectively with parents
• Fostering a calm and positive learning environment
• Organising school trips, providing pupils with enriching experiences outside the classroom.
• Promoting inclusion within the classroom, ensuring equal opportunities for all learners.
• Collecting, analysing and tracking data on student progress.
• Making positive differences to pupil confidence and happiness through nurturing support and care.
• Working collaboratively with teaching assistants to offer children optimal care and education.

Support of pupils and families across 16 schools in the Locality area, including:

-1:1 and small group work with children in school or at home, supporting anxiety, anger and self esteem issues, as referred by schools or parents

-Support of parents, including co-delivery of the Raising children parenting course

-Advocating on behalf of clients, resolving issues promptly

-Liaising with other services to safeguard children

-Mentoring parents in managing challenging behaviours; fostering positive changes

-Supporting and advising parents regarding various issues and signposting additional services

-Working in multidisciplinary teams to prevent issues escalating and reducing need for statutory intervention

Maintaining accurate chronological records of work with families using software

-Assisting Primary schools in providing support for successful transitions to school

1-1 Science Tutor for Pupil Premium Year 11 GCSE students

• Prepared students for GCSEs through focused revision sessions
• Improved student performance with personalised tutoring strategies
• Provided individualised tutoring, leading to increased student confidence in subject matter

Working with a young woman with significant disabilities, helping her to learn how to use an eye-gaze speech device after 20 years without any form of communication.

-Organisation and implementation of interventions.

-Co-ordination of TAs - timetabling and leading meetings.

-Creating and updating IEPs.

-Collaboration with staff to identify and organise appropriate support for students.

-Liaison with parents.

-Liaison with Exams co-ordinators to ensure assessment for access arrangements was carried out in accordance with JCQ.

-Small group teaching - support provision.

-Teaching of GCSE Maths.

Full teaching responsibility for classes across KS3 and KS4. General Science teaching in KS3, teaching of GCSE Biology and BTEC Science in KS4. Alongside teacher training with The Cambridge Partnership.

While in this post, I:

• Collaborated with other science teachers to develop interdisciplinary curriculum, enhancing overall student learning experience.
• Fostered a stimulating learning environment with interactive discussions and hands-on experiments.
• Implemented technology into lessons to make the subject more accessible and interesting.
• Used visual aids and multimedia presentations during lessons, enhancing student engagement and comprehension levels.
• Liaised with parents during parent-teacher meetings to discuss student progress and address concerns proactively.
• Adapted teaching methods to accommodate different learning styles, resulting in improved student performance.
• Prepared students for GCSE examinations by providing comprehensive revision materials and conducting review sessions.
• Utilised classroom management skills effectively; maintained discipline whilst promoting an inclusive atmosphere encouraging open dialogue
• Integrated current scientific research findings into lesson plans, ensuring content remained up-to-date and relevant.
• Monitored student progress through regular assessments, tailoring teaching approach accordingly for optimal results.
• Led safe lab procedures while conducting experiments; ensured adherence to safety regulations at all times by all students.
• Enhanced student understanding of complex biology concepts by creating engaging lesson plans.
• Promoted ethical behaviour amongst students during dissections or other lab activities that involved handling living organisms.
• Gave feedback to build confidence and raise attainment levels.
• Prepared students for exams using thorough revision and sample exam exercises.
• Liaised closely with laboratory technicians to facilitate engaging experiments and maintain safe learning environment.
• Tailored lesson plans to target student needs, learning difficulties and examination specifications.
• Prepared lesson content and delivery in line with curriculum guidelines.
• Created and marked homework, exams and class activities to monitor individuals' progress.
• Implemented behaviour management strategies for optimised learning environment.

Teaching assistant - in class support across all areas of the curriculum.

Cover Supervisor (from Sept. 2012) - Cover of lessons across the curriculum with attachment to the Science department. Delivery of prepared lessons at Coleridge Community College and Parkside Community College.

Unqualified Teacher of Science (from January 2013 - alongside Cover Supervisor role) - responsibility for teaching a Year 7 and a Year 8 class in Science at Parkside Community College. Preparation and delivery of lessons in accordance with the Science curriculum; marking and assessment; parents evenings

Cover of lessons - delivery of prepared lessons to cover staff absence.

• Developed lesson plans in absence of permanent staff, ensuring continuity of education.
• Implemented school policies consistently to maintain order and respect amongst students.

In class support across the curriculum.

• Supported children with special educational needs, promoting inclusivity within the school environment.
• Assisted in creating lesson materials, improving educational effectiveness.
• Assisted teacher in maintaining a clean and organised classroom environment for optimal learning conditions.
• Accompanied school trips, ensuring safety and enjoyment for all pupils involved.
• Worked with lead teacher to diversify instruction for varied needs and learning modalities.
• Built trusting, respectful relationships with pupils through attentive listening and communication abilities.

Travelling to Secondary schools around the UK to deliver workshops and assemblies as part of a church based outreach group.