Saria Collins

Personal Values and Classroom Ethos

• Creates positive, inclusive and nurturing classroom environment, with a strong focus on emotional wellbeing and emotional literacy.
• Promotes Catholic values through faith-centred learning experiences, encouraging kindness, respect, compassion and inclusion throughout everyday classroom life.

Relationships and Communication

• Builds strong and supportive relationships with parents and carers through regular communication, parental engagement, parent-teacher meetings and informative reporting on pupil progress.

Teaching and Learning

• Applies a range of developmentally appropriate teaching approaches across primary stages, including play-based, active and skills-based learning, supporting pupil progression and engagement throughout transitions in learning.
• Creates engaging and inclusive learning environment through collaborative learning, creative teaching approaches and positive pupil relationships.
• Plans and delivers engaging lessons using interactive activities, visual supports and a range of teaching strategies to enhance pupil understanding.
• Differentiates learning experiences to support a wide range of abilities, including pupils with additional support needs and those requiring further challenge.
• Uses assessment and observation effectively to identify individual learning needs and adapt teaching approaches to support pupil progress and inclusion.
• Fosters a love of reading through engaging literacy experiences and by creating a positive whole-class reading culture.
• Regularly plans and facilitates outdoor learning experiences to promote engagement, teamwork and active learning opportunities.
• Maintains positive and well-managed classroom environment through clear expectations, consistent routines and positive behaviour approaches.
• Integrates digital technology into teaching and learning to enhance pupil engagement and interactivity.
• Collaborates effectively with pupil support assistants and other support staff to promote positive learning experiences and support pupil needs.

Assessment and Tracking

• Regularly assesses, tracks and analyses pupil progress, collaborating with colleagues to inform planning and develop targeted teaching strategies to support achievement.

Leadership and Whole-School Contribution

• Represents Key Stage 1 and 2 within a whole-school learning and teaching focus group, helping to develop consistent approaches to assessment, teaching and pupil recording across the school.
• Collaborates yearly with the principal teacher and teaching staff to develop the whole-school calendar and working time agreement, acting as staff representative to support professional dialogue, communication and fair representation of staff views.
• Has developed a streamlined and accessible resource bank for the council-wide ‘Literacy Rich' phonics programme, including lesson plans, teaching and activity resources, digital learning ideas and supporting materials for Years 1-4, promoting consistency in teaching and reducing planning workload for staff. The resource was presented during a staff development meeting to support whole-school implementation of the programme.
• Developed a streamlined parent information resource to support home-school learning links, explaining play-based numeracy approaches used in class and the stages of arithmetic learning through accessible language and visual examples.
• Engages in citywide digital learning CPD and collaborates within a cluster of schools to implement innovative digital teaching approaches and contribute towards achieving a recognised digital teaching award.
• Has acted as a mentor for student teachers on placement, supporting professional development through collaborative planning, observation and feedback.

Wider School Contribution

• Across 10 years of primary teaching experience, has delivered a range of after-school and extra-curricular activities, including creative, sporting and wellbeing-focused groups, supporting pupils' confidence, teamwork and wider achievement.
• Demonstrates strong commitment to the wider school community through active involvement in school and community events, collaborative initiatives and extracurricular activities.

Professional Development

• Actively engages in continuous professional development through a range of training opportunities including literacy and numeracy, digital learning, outdoor education and play-based pedagogy.
• Reflects critically on teaching practice to identify areas for development and improve learning experiences and outcomes.