I am currently an ECT after having graduated from Bishop Grosseteste University this summer with a degree in Primary Education, alongside having been awarded my qualified teacher status.
I have been praised for my organisation and readiness, calming persona, and positivity when stepping into this role. I joined the school shortly after the start of the academic year and have been praised for my ability to instantly find my feet and step into the role as if I had been there from the start.

I have worked closely with the safeguarding leads, pastoral staff, and special educational needs coordinators, as well as senior leaders and parallel teachers, to meet the academic and emotional needs of all pupils. Within this particular cohort of year 1 pupils that I taught there were a variety of special educational needs. I have gained experience in academically and emotionally supporting these learners using a variety of different teaching strategies and scaffolds, while deploying a 2:1 TA in an effective and productive manner.

As an ECT I have always strived to create a positive and safe learning environment. Within each class I have led, both at university and onwards, I have ensured that the children were aware of the expectations I had within the class, avoiding a lack of communication. I have been commended for this frequently, having been told that the expectations within the class are evident through the way in which the children respond to myself and the TA and respect one another. The children’s kind manners, positivity regarding their learning and resilience are a few of the things that have been repeatedly noted. This is something that I am particularly proud of as I believe this holds high importance when creating and maintaining a positive, supportive, and encouraging learning environment.

I have gained a large amount of knowledge in regard to the National Curriculum. I have good skills in assessment, providing feedback to children, implementing summative and formative assessment to inform my teaching, personalising learning to suit the needs of the children, and liaising with parents daily. I ensure that my planning is tailored to the needs of the children, to guarantee that each learner is included in the lesson. This includes making sure resources are available for children with personalised needs, such as SEND or EAL learners. My teaching style is predominantly student-centred as I believe in children taking lead of their education as much as possible. I will often use strategies such as talk-partners and group work to help build on the children’s confidence and promote a safe and open learning environment.