Susannah Underwood

• Facilitated parent-teacher meetings for improved communication about student development.
• Implemented strategies to manage classroom behaviour effectively, maintaining a focused learning atmosphere.
• Worked closely with colleagues for collaborative planning and resource sharing.
• Led after-school clubs fostering extra-curricular interests among students.
• Participated actively in continuous professional development courses for enhanced teaching skills.
• Fostered an inclusive learning environment by implementing differentiated teaching methods.
• Performed administrative tasks such as attendance tracking, report writing efficiently.
• Prioritised safety in the classroom, adhering strictly to school regulations and guidelines. I am fully aware of the importance of safeguarding.
• Evaluated students' academic progress regularly, providing constructive feedback for improvement.
• Contributed to developing the school curriculum, ensuring alignment with national education standards.
• Collaborated with other staff to organise school-wide events, promoting community engagement.
• Cultivated positive relationships with parents through regular communication and transparency about child's progress.
• Supported children with special needs by adapting teaching style according to their individual requirements.
• Upheld high standards of professional conduct whilst respecting diversity amongst pupils and staff alike.
• Planned and organised classrooms that consistently facilitated positive learning experience.
• Prioritised strategies to develop responsible, independent learners.
• Promoted physical, mental and social development by implementing classroom games and outdoor recreational activities. (As PSHE Lead for many years, the social and emotional aspect of child development is paramount in all that I do).
• Encouraged students to work together to achieve goals.
• Set expectations for behaviour and dealt with discipline cases as outlined in school policies.
• Safeguarded security of all students and intervened in cases of conflict between students.
• Organised and took part in school events, outings and activities happening during weekends and evenings. (As a teacher and school, we view cultural capital experiences as being as important as academic success).
• Evaluated own teaching critically to identify weak areas and make improvements.
• Supervised sports, excursions and other extra-curricular activities.
• Planned and presented lessons catering to varying needs and abilities.
• Prepared and presented informative reports to parents.
• Helped children to reach full potential across multiple primary subjects using blend of modern and traditional teaching techniques.
• Have much experience of administering the end of KS2 SATs.
• Have achieved good results in maths, reading and writing for children transitioning up to KS3
• Prioritised safety in the classroom, adhering strictly to school regulations and guidelines.

I began my teaching career here, at the grand old age of 42. Although I enjoyed being in the class for the majority of the time, I didn't feel settled there. We had an Ofsted Inspection in that first year, and many staff left. It was not the best start to my teaching career, so after a year and a term, I left to do supply teaching. I did this for 6 months, before I was snapped up by Irthlingborough Junior school to do contract work. I have stayed at the same school, on a permanent contract, for almost 20 years!

I worked here, on a temporary contract, while doing my English further degree. (An MA in children's literature).

It was working mornings mostly, 1:1 with a child with autism and learning difficulties.

It was the same school my own children had attended, and it showed me how working with young children could be very satisfying.

I planned differentiated activities with the teacher, worked with the team and occasionally ran classes of my own.

This lead me to thoughts of a PGCE Primary qualification.

I worked here for almost 2 years, supporting various students within the special needs department. This included:

Working with the school SENco.

Liaising with the DSP team, as well as the class teachers.

Finding ways to build relationships with often challenging and disaffected children from the ages of 11-16.

Researching topics across the curriculum to be able to better help SEN children within the mainstream class setting (and sometimes outside the classroom on a 1:1 basis).

Making myself available, where possible, to young people with social and emotional challenges as "an ear" to listen but not judge.

With 2 young children at this time (aged 4 and 1) I was mostly around to look after them . I did one evening and one morning per week, on a temporary contract, at Weston Favell FE College, teaching hairdressing, while also attending Wellingborough college myself, to achieve a further education teachers' qualification.

• Specialised in modern hairstyling trends to increase client retention.
• Handled cash transactions accurately; ensured smooth end-of-day reconciliation process.
• Ensured adherence to industry standards and regulations; promoted safe working environment.
• Promoted from junior stylist to senior stylist due to exemplary performance.