Kirsty Greenwell

I am an established professional teacher and have been awarded ‘Outstanding’ by Ofsted and KHDA both in the UK and in Dubai. I have experience in British State, Independent and International schools teaching PE and swimming from Early Years to KS 5.
As a teacher and leader my experience has proven that I am approachable and supportive and I believe the application of a variety of innovative and imaginative teaching styles, high expectations; a flexible approach and commitment are essential when working as a team and providing the best possible outcomes. As a highly motivated teacher and leader I am positive and energetic with knowledge, skills, and experience in pastoral roles as Head of Year and as part of boarding school staff. Along with my personal qualities including sense of humour, teamwork, efficiency, organisational skills and more. My ability to prioritise, adapt, improvise and work effectively in teams.
At times, I have worked in schools where the majority of pupils have English as an additional language, (EAL) as well as being the only experienced teacher in Foundation Stage (FS), Key stage (KS) 1, and 2. Working and co-teaching with non-English speaking Teachers especially when introducing a specific curriculum for the whole school and GCSE was challenging but we worked indubitably and as a result the relationships that were formed enabled the entire department to work closely and confidently together as a team. I have built and given CPD to other teachers on how to write educational plans of work, lesson structure, planning, teaching methods, codes of conduct, monitoring, assessment and critically evaluating to target set, reporting, and communicating with parents/carers and more into several schools giving me a well-rounded approach to teaching and learning. Within two years of mentoring other staff, departments and individual teachers improved tremendously from ‘Unsatisfactory’ from KHDA to ‘Good with Outstanding features’ in lesson observations. Without my lead, the development of the staff, use of assessments, and levels, differentiation, and behaviour management strategies, the department would not have progressed so dramatically.

I have also had the opportunity to develop my leadership and management skills, implementing curriculums including in primary, secondary, early years (EY) and foundation stage (FS), AS Level, GCSE, JSLA, BTEC, Top Link and Panathlon, introduce assessments, lesson structure, planning, teaching methods, codes of conduct and more. My passion is to make learning fun and accessible to all pupils by teaching a broad, balanced curriculum incorporating personal development through creativity and differentiation, by, for example, role reversal, where pupils become the teachers. Along with my personal qualities including sense of humour, teamwork, efficiency, organisational skills and more.

As a teacher and leader my experience has proven that I am approachable and supportive and I believe the application of a variety of innovative and imaginative teaching styles, high expectations; a flexible approach and commitment are essential when working as a team and providing the best possible outcomes.

Inspiring my own personal development in Psychology and Counselling and as a Head of Year 10/11 mentoring students through GCSE’s and widening the prospective on their future options was challenging especially, at this adolescent age where personal relationships, self-criticism and home life can be poignant. As such, I am always looking for ways to promote the importance of Mental and Emotional health and wellbeing in all aspects of school life. I feel this supports me in being approachable and understanding, providing a safe nurturing approach and trusting environment for all students where they are listened to, feel valued and supported. In doing so, I have taken the lead organising programmes and events such as healthy food days, fun ‘play’ days, health, fitness and ‘brain gym’. These have been a great educational experience and some of these programmes have been so successful that they are now devised and run by individual year groups who take the lead. These experiences are particularly popular amongst (Special Educational Needs and Disabilities (SEND) pupils, those following Personal Educational Plans (PEP’s) and those lacking in confidence and social skills enabling them to enjoy, develop and be part of whole school learning experiences in various ways.