Phyllis Campbell

Phyllis SupportingStatement
Being educated has been my passion since I was a child playing teacher with my siblings. I enjoy contributing to children’s academic, social and holistic development. I firmly believe that a solid education is the pathway to success, smashing boundaries such as race, gender, social standing and economic status. It is a vehicle that us teachers and stakeholders operate that promotes equality among people. I believe in the mantra that “Every Child Can Learn, Every Child Must Learn.” Since I started teaching, it has always been my aim to contribute enormously to the development of education using the experiences gained to transfer knowledge effectively and efficiently.
I am applying for the role of classroom Teacher because I believe I have the skills, knowledge and experience from my educational and wider background to undertake and lead this role at the highest standard. I have been graded as outstanding during my QTS and NQT/ ECT training and have modelled aspects of my practice and pedagogy to some colleagues.
My expectations of discipline and behaviour management are very high as my classroom management is based on routine, respect, inclusion and consistency. I am given challenging classes to work with as the school believes in my strength to manage the children’s behaviour thoroughly and fairly as well as building a strong bond and channelling their mindsets towards learning. I have been able to do this by planning engaging lessons which challenge the needs of all the children as demonstrated by high standards of teaching which is paramount to the improvement of schools outcome and behaviour. I have done circle time activities, SEMH and growth mindset talks, which help them to reflect and reshape their mindsets. Any child that I have worked with or currently teach knows that respect and understanding are a priority. I am very firm but fair, loving and extremely passionate towards the children’s well-being and education.
I ensure that I plan lessons to help scaffold and meet the needs of all my pupils in order to move them forward, using both formative and summative data. I use formative assessment strategies, such as paired talk, whole-class discussions and Think, Pair , Share, Walkthrus strategies such as Cold Calling Variations and instant feedback through marking Teacher Conferencing
I also encourage pupils to come to the board and explain their thinking to their peers, as well as use the visualiser, mini whiteboards and the CleverTouch Boards. In addition to this I encourage my pupils to self-assess using success criteria and reflect on their learning using pupil voice. During my previous year as a Year 4 teacher I was able to raise the attainment targets for Reading and Maths across the year by 80%. Within my class 96% of the children were successful in the Year 4 Multiplication Times Table Check. In addition, I also work with the Maths Coordinator to develop different interventions , various CPA and the continuous refining of the Maths planning in order for children to make progress. In addition, I actively engage in Pupil Progress Meetings (PPM) which track children’s progress ensuring they are in line to meet their Age Related Expectation (ARE).During progress meetings I am confident in showing the progress that each child is making and to share ideas for next steps. I use evidence of progress, achievement and attainment to demonstrate impact in year group and appraisal meetings. I consistently engage in monitoring of books and of the different subjects during our weekly Year group Meetings to ensure consistency and children are successful making progress. I also use data from Scholarpack to track progress of all my students, sharing their progress from term to term, year to year with students so that they have an insight into their achievements and what the gaps in their learning might be.
I have very high expectations for all pupils including SEND children. The SEND children in my classroom make good progress in reading and writing as I plan for them to be well scaffolded and challenged using T4W and Widgets which brings learning to life .With all the skills I have acquired as PSHE lead, I have been able to change children’s fixed mindsets and growth mindsets in order for them to be able to achieve their goals and have high aspirations for the future. I work closely with the SENCO, attend review meetings with the educational psychologist, other professionals and parents both during the process for applying for an EHCP and review meetings.
I am passionate about reading and writing for depth and pleasure and have injected my passion in all the children I have worked with and still working with as a class teacher at Current school Primary school. The children are engaged in reading during Early Morning Soft Start, after lunch reading for 15 minutes and through their weekly reading Journal.I have a sound knowledge of the academic progression and the national curriculum and know how to pitch lessons to match the needs of all pupils. I have been moved to upper Key Stage 2 , Year 5 to raise attainment and ensure the children have a secure and advanced subject knowledge and to share my pedagogy with my colleagues. During this time, I planned quality and engaging lessons in all subject areas. My strength in understanding the National Curriculum has been used to provide support for my Year Group Planning helps to secure those children who were identified as Developing to working Within Secure, Children who were working Within Secure to Secure and secure being able to attain greater depth.
I involve parents in any vital decisions that need to be made in order to support their children, as I consider a child’s learning experience to be centred on a partnership between the child, the teacher and the child’s support network.Hence, I ensure that I develop good relationships with my parents where I am able to provide feedback on students’ strengths, weaknesses and behaviour and establish ways in which these can be worked on to promote positive learning outcomes.I am readily available to support any pupil who desires my support and guidance.
I am regularly observed by colleagues, sharing my approaches to teaching and learning as well as helping to develop and support trainee teachers such as Excellent behaviour Management and Fast Feedback in Maths. I support colleagues with planning, partnership teaching and time to reflect on the learning points and next points for development. My observed lessons have either been assessed as outstanding or good. I have high expectations of my classroom practice and regularly reflect on how I can improve.
I take responsibility for improving my practice by having the opportunity to be sent to various Continuous Professional Development workshops (CPD) that enables me to improve my subject knowledge during my NQT/ ECT training .Throughout my teaching, I have always embraced the standards that govern my profession. I have learnt that children learn best when we set high expectations which challenge, inspire and motivate them to succeed. I practise this by ensuring my classroom is a happy place where all children can feel safe and respected. I am able to establish this kind of environment by developing positive teacher/student and student/student relationships in my class. I ensure that the behaviour policy and core values at my school are consistently practised and modelled. I have also received extensive training on Safeguarding and Child Protection policies which I put into practice daily.
I am a hardworking, dedicated, passionate,punctual, a great team player, whose calming presence and personable attitude impacts positively on young people I teach and interact with across the school. My work ethic and self-disciplined approach to work stems from being encouraged from a young age to excel, and my active practice of yoga and meditation are the transferable skills which I feel I use to support my colleagues and, equally importantly, pass onto the young people. As an excellent classroom practitioner, I enjoy being creative and diverse in delivering exciting lessons. I ensure that lessons are engaging and fit for purpose. I also ensure that intervention which takes place in the class provides stretch and challenge as well as support for the less able student. I ensure that quality teaching brings learning and understanding closer together and promotes independent learning. I am also comfortable working in a team environment and am also confident in leading people.