I enjoy teaching and learning and am committed to raising attainment through fun and effective lessons that meet the needs of all
pupils.
In my practice:
• I respect the rights of all learners through differentiated lesson content that incorporates equality and equity for all. Lessons are
differentiated by task and support.
• My adaptability has been commended by both colleagues and observers. I utilise outdoor learning as an extension of the classroom
whenever possible to combat this, whether it be by using chalk on the playground to practice letter formation or hunting for
symmetrical objects in nature. This allows children to contextualise their learning, offering greater flexibility to individual learning
styles and improves retainment and concentration.
• I communicate effectively with children, colleagues, parents and learning support specialists in my role as a class teacher.
• Working in a small school has offered me the opportunity to work closely with all members of the establishment. It has also provided
me the opportunity to work in a composite class setting. This has allowed me to build both professional, and personal relationships
with my colleagues. These relationships have benefited me and the pupils greatly as the advice I have received has helped me
implement strategies to support learners with additional support needs and pupils displaying distressed behaviours.
• I have established an ethos of trust and respect allowing learners to reach their full potential in an environment where they feel safe
and ready to learn. The day begins with a wellbeing check in and ends with a compliment about themselves or a peer to boost the
growth mindset within the class.
• I have worked with several children who require ASPs in Literacy, Numeracy and Health and Wellbeing. I completed baseline
assessments to assess individual needs. I used this information and the Framework for Inclusion and Equality to put appropriate
interventions in place and produce a timetable of support for these children.
• I attended a CPD opportunity on sensory processing difficulties/ differences. This allowed me to identify hyper/hypo sensitive
children and implement effective coping strategies such as whole class mindfulness, movement breaks, massage, weighted blankets
and breathing techniques to help them manage sensory input and improve concentration.
• I incorporate a range of AiFL strategies to identify next steps for learning. I utilise self and peer evaluation during lessons
encouraging an independent growth mindset within the class. The use of AiFL strategies along with my own formative assessments
allow me to be responsive and continually adapt both my teaching and the lessons to fit the children’s need. I am a reflective
practitioner who understands the importance of self-evaluation to improve and develop my practice