Specialist Experience and Skills
I am a highly motivated and experienced specialist teacher with leadership experience ranging from Coordinator of various subjects, Assistant Head and Head Teacher. I have gained experience in working with students with Special Educational Needs (SEN) including Down's Syndrome, autism, ADHD and PDA. I have always maintained a commitment to teaching excellence, something which is corroborated by the positive feedback that I have received from assessments of my lessons over my teaching career. I have especially enjoyed learning about the specialised needs of all my learners, and that Down... Read More
I am a highly motivated and experienced specialist teacher with leadership experience ranging from Coordinator of various subjects, Assistant Head and Head Teacher. I have gained experience in working with students with Special Educational Needs (SEN) including Down's Syndrome, autism, ADHD and PDA. I have always maintained a commitment to teaching excellence, something which is corroborated by the positive feedback that I have received from assessments of my lessons over my teaching career. I have especially enjoyed learning about the specialised needs of all my learners, and that Down Syndrome learners require an approach which matches their medical and emotional needs for them to aspire.
I have a very broad range of teaching experience and have been involved in teaching children at all years within the primary range. My approach to teaching is enthusiastic and involves creating a learning environment that is characterised by a ‘can-do attitude’, empathy, mutual support and, above all, value-added teaching. Wherever possible I have taken on board both the feedback and input of colleagues to help to continually improve my own teaching skills, as well as enthusiastically share my own teaching techniques and experiences with my colleagues. As part of my Head Teacher, Assistant Head role and my co-ordinator positions I have been involved in continual observation and feedback of peers and staff alike and understand the characteristics of an outstanding lesson.
During the course of my position as Head Teacher and Assistant Head, I have been involved with monitoring pupils’ achievements with a view to improving pupil attainment levels in line with curriculum changes and increased standards. Timely intervention, as an outcome of timely tracking, has resulted in the higher achievement of pupils.
In my role of Headteacher and SENDCo, I would oversee the Early Years Foundation Stage and held overall responsibility of the department. I was in charge of monitoring and signing off the EYFS standards and good practice including the staff creche onsite. My role required daily interaction with these young learners, whose academic and emotional needs required a varied approach to support their learning and settling in.
As head of a community school, my role often required covering the Early Years department sessions whilst staff were absent, on training or on PPA. I developed a very strong and emotional bond with these young learners, knowing them all by name and each one feeling very secure in speaking to me and asking for my help in many situations ranging from work-related activities to emotional needs. I developed a link between this department and the upper years by inviting EY learners to the KS1 assemblies, workshops, events and library time. They would especially enjoy their visit to my office for a recognition of their amazing behaviour or work.
As a SENCo I have worked with SEMH children with one to one intervention as well as liaising with a range of agencies for wrap-around care of the individual child’s learning. I am experienced and determined to deliver the high standards of teaching and learning for all pupils including those with barriers to their learning. As the SENCo I am also able to track children with needs and see the progress they attain and where support may be required.
In all my previous roles I thoroughly understand the importance of maintaining a caring, inclusive environment. Ensuring the young person's needs are met and they are motivated to learn from the outset. Keeping in mind the hierarchy of needs according to Maslow's theory.
I have been a motivator with proven leadership skills. I pride myself on have excellent management and interpersonal skills and the ability to lead, challenge and inspire staff and children alike. I have worked with my previous school through three Ofsted inspections. During the shift from the Bridge inspectorate to the Ofsted inspection, I have worked closely with Ofsted and the DfE ensuring the school is making the correct progress towards meeting the Ofsted requirements, as can be seen, reflected in the most recent successful Ofsted monitoring visit.
I have taken the lead on devising the DfE action plan and synchronised this with the School Development Plan making it an effective working document, which is monitored and evaluated at strategic intervals. Effective teaching and raising standards were the foundation of an effective action plan.
I am effective at monitoring the performance of those who report to myself as well as effectively leading by example. I am used to writing and submitting reports of accountability to the Governing Board and working with them for strategic change, and therefore I am very able to work under leadership and meeting targets.
I am motivated to teach according to my own core teaching values; of child-centred teaching, professionalism and continually striving to improve pupils’ learning experience.
As well as attending training I have also delivered training to staff on the following areas: Art training in preparation for an Art Themed Week, Outstanding Safe Guarding, Child Protection Awareness, Social Moral Spiritual and Cultural training, Prevent, Work and Diversity in the workplace, PMVA training.
At the heart of my teaching and leadership style is a focus on professional communication skills. I ensure that my communications with colleagues and parents, whether in spoken or written form, are clear, concise and sensitively written.