Professional Profile
I am an accomplished educator and leader with a proven track record of creating impactful learning experiences that inspire, empower, and transform the lives of young people. With a specialisation in supporting children with Special Educational Needs, including ADHD and ADD, I bring a wealth of expertise in tailoring education to meet diverse needs. My passion for fostering a love of learning and my innovative leadership have driven positive outcomes for children in the Early Years Foundation Stage (EYFS) and Key Stage 1 (KS1) in particular.
As a Primary Leader, I have successfully designed and implemented initiatives that not only raise academic standards but also promote inclusivity and holistic development. I excel at building trusting relationships with children and families, and my collaborative approach ensures that every child has the opportunity to thrive. I am driven by a commitment to excellence and a belief in the potential of every learner.
Key Strengths and Achievements
As a Primary Leader, I have led school-wide initiatives that enhance teaching and learning, especially for children with SEND. My efforts have included introducing innovative literacy phonics and numeracy programs, embedding inclusive practices across the curriculum, and delivering professional development to empower teachers to succeed in diverse classrooms.
I have successfully mentored staff on strategies for fostering positive relationships with children, particularly in EYFS and KS1, ensuring that every child feels supported and valued.
Specialized Support for ADHD and ADD
o I am an expert in creating structured, engaging, and supportive learning environments for children with ADHD and ADD. I design individualized plans that leverage tools such as visual schedules, sensory breaks, and predictable routines to ensure focus, reduce anxiety, and build confidence.
o I am skilled in developing interactive and multisensory activities for EYFS and KS1 learners that align with their developmental needs, helping them channel energy productively and develop self-regulation.
o I collaborate effectively with families and external professionals to deliver consistent, impactful support, achieving measurable progress for children with additional needs.
My specialist experiences teaching English including phonics, reading, spelling, handwriting and writing:
o As a Senior Leader, I have successfully led English and Phonics across an entire school. English is my passion, and reading is both a cherished hobby and a keen professional focus for me. With extensive experience as a primary school teacher, I deeply understand the importance of modelling strong interaction skills and demonstrating a love for reading and writing in everyday practice. I strive to be a consistent and inspiring role model for my students.
o The development of phonological skills is fundamental to early reading, spelling, and communication. I teach phonics using a structured, systematic approach, ensuring that writing is seamlessly integrated with phonics instruction. I have found great success in using mnemonics to teach tricky and common exception words, as children not only retain them effectively but also enjoy creating their own, turning learning into an engaging, collaborative process. High-quality reading materials, including picture books, are central to my teaching philosophy, as they naturally complement and enhance phonics instruction.
o A strong foundation in phonics not only supports spelling but also lays the groundwork for confident and creative writing, empowering children to become skilled and expressive communicators. Handwriting is an essential complement to spelling, and I find immense satisfaction in watching children make progress with focused, individualized support.
My specialist experience teaching Maths and children with dyscalculia:
o A solid understanding of numerical concepts and a firm foundation in key mathematical facts are essential prerequisites for mastering more advanced operations and the manipulation of numbers and shapes. To achieve this, I begin by assessing each child’s confidence and proficiency with foundational skills such as place value, counting, and number bonds. This diagnostic approach ensures that subsequent sessions are tailored to the child’s specific starting point.
o My planning incorporates a variety of engaging activities, including interactive games, specialized maths manipulatives, and concrete resources, all of which are designed to deepen understanding and sustain interest. I adhere to a mastery-based approach, integrating fluency, reasoning, and problem-solving tasks to provide a comprehensive and well-rounded learning experience. For children with dyscalculia, confidence-building is paramount. These learners benefit greatly from repeated exposure to concepts through varied and engaging methods, alongside the use of tactile, kinaesthetic manipulatives. As fluency often requires additional time and focus for these children, I employ creative strategies to revisit themes through diverse activities, ensuring engagement and preventing frustration.
o My expertise enables me to adapt these strategies to meet individual needs effectively. Incorporating methodologies from Singapore Maths and White Rose Maths, I utilize these schemes as frameworks to align with the National Curriculum. However, I personalize all my lessons to address the unique needs of each child, ensuring that mathematical learning is both accessible and meaningful.
Confidence and Self-Esteem Building
o I am dedicated to helping children develop a positive self-image and resilience through targeted confidence-building activities. I create safe spaces where learners can explore, express themselves, and celebrate their progress.
o I successfully implement growth mindset principles in my sessions, equipping children with the belief that their abilities can grow with effort and perseverance.
Delivering Memorable and Inspiring Learning Experiences
o I design creative, interactive, and immersive sessions that captivate young learners and inspire a lifelong love for discovery. My teaching incorporates thematic projects and sensory play tailored to the developmental stages. Children learn through play, linked to the national curriculum objectives and in turn make progress.
My specialist experiences working with students with SEND to develop trusting and meaningful relationships that foster independence and life skills:
o Trust is the cornerstone of a positive and effective working relationship between tutor and student. I place great emphasis on building strong, supportive connections with every child I work with. Children need to feel secure, valued, and truly listened to; when they are happy and confident, they naturally engage more deeply with their learning. Developing trust begins with creating a safe, non-judgmental environment where children feel comfortable expressing themselves. Active listening plays a crucial role—I make a point of showing genuine interest in their thoughts, concerns, and experiences, ensuring they know their voice matters.
o Consistency and reliability are equally important, as children feel more secure when they can depend on their tutor to be calm, supportive, and present. I also tailor my approach to each child’s individual needs, getting to know their interests, strengths, and challenges. By incorporating elements they enjoy into our sessions, I foster a sense of familiarity and engagement, helping them see learning as a collaborative and rewarding experience. Celebrating their achievements, no matter how small, further reinforces their confidence and strengthens our bond.
o My experience across a wide range of schools, encompassing diverse socio-economic backgrounds, has equipped me with the knowledge, skills, and sensitivity to connect with children from all walks of life. These meaningful relationships are not one-sided; they thrive when both teacher and student feel comfortable and secure, creating the foundation for real progress and personal growth.
