My teaching method would follow the National Curriculum and the syllabus for the Level 1, 2 and 3 Certificate in Early Years Education or Health and Social Care. I create varied and engaging lessons that will keep you motivated and inspire you to be the best that you can be!
I have a degree in Education Studies and a PGDiPEd in Primary. I have taught and supported children and young people between the ages of 5-25 for the last 5 years. Primary students have made good progress in all curriculum areas.
Early Years and Health and Social Care Level 1- £12 per hour
Early Years and Health and Social Care Level 2- £15 per hour
Early Years and Health and Social Care Level 3- £20 per hour
Primary National Curriculum Year Group 1-4- £20 per hour
Primary National Curriculum Year Group 5-6- £25 per hour
48 hour cancelation policy entitles you to a full refund if cancelled within 48 hours of when your lesson is due to begin.
Post-Graduate Diploma (PGDipEd) General Primary. (Qualified Teaching Status).
2:1 Classification: BA Honours Degree in Education Studies. (modules included ‘The Psychology of Teaching & Learning’, ‘Critical perspectives of Special Educational Needs and Disabilities’ and ‘Disaffection in Education’ to name a few.)
3 ‘A’ Levels: English Literature, Health & Social Care & ICT.
Student Support Advisor at Halesowen College: This role consisted of working as part of the safeguarding and well-being team to provide support, advice and guidance to our vulnerable learners who may have mental health problems, family problems, sexual health needs or other vulnerabilities or adversities. This also included motivating students with their studies. Many of the students were under a Child Protection, Child In Need, Early Help or Education, Health and Care Plan. We used a solution- focused approach alongside a preventative approach to enable students to work on their resilience and self-esteem to give them the tools they need to manage in the face of challenges in their lives and achieve academic success. I usually worked on-to-one with students and managed my own case load. We liaised closely with other staff within the college, social workers, the NEET team, the NHS and specialist support services within the borough to ensure that our young people are protected and can access the support they need, Additionally, I was responsible for promoting mental health throughout the college including developing new strategies, planning and delivering training programs and creating a bank of resources regarding to well-being.
Project Worker for the Mental Health and Well-being Team at Barnardos: In my previous role I worked as part of the Mental Health and Well-being Team for the My Space My Time service, which is a therapeutic service for vulnerable children, young people and families who have been exposed to domestic abuse. The aim of the service is to support children and young people to express their thoughts and feelings in regards to the domestic abuse they have been exposed to. This includes building upon confidence, self-esteem and resilience through a variety of needs led therapeutic activities. Building healthy relationships and taking a trauma-informed approach is key. Any safeguarding concerns are to be reported immediately in line with Barnardo’s policy, and I work closely with the social care system in order to maintain the safety and well-being of our young people and families. Managing my own case load includes carrying out assessments with parents about their family circumstances, planning creative activities for direct sessions with children, making formative and summative assessments of service users, delivering training programs for the My Space My Time project, managing my diary, keeping detailed and accurate recording of all contact in line with confidentiality, vigilance around safeguarding, liaising with social workers, teachers and other professionals, signposting and attending regular training opportunities for Continuing Professional Development.
Learning Support Assistant at Halesbury Special School: This role consisted of supporting children with complex learning difficulties and disabilities in a year 7 and 8 classroom. Children’s needs included moderate learning difficulties, Autistic Spectrum Conditions, Attention Deficit Hyperactivity Disorder (ADHD) and Oppositional Defiant Disorder (ODD). Support included assisting children on a one-to-one basis with their individual learning needs in line with their EHCP’s to support their understanding, communication, peer relationships, behaviour, life skills and community participation.
Trainee Teacher: During my time as a trainee teacher I received exceptional training from the University of Birmingham and carried out placements at Meadow Green Primary School, Lickey Hills Primary School & Nursery and West Heath Primary School. During this academic year, I developed into an innovative and dedicated practitioner and learned valuable transferable skills such as building strong and trusting relationships with pupils, classroom and behaviour management, formative and summative assessment, targeting setting, recording progress, planning and delivering interesting lessons, developing my subject knowledge across the national curriculum, adhering to safeguarding policies and procedures, attending meetings and continuing professional development, supporting children with English as an Additional Language and children with Special Educational Needs and Disabilities and harnessing children’s social, emotional and spiritual well-being. I was able to put my passion for education and well-being into practice and develop into a nurturing teacher who always has each child’s best interests at heart.
Learning Support at Chadsgrove School: This role consisted of assisting learning, care and communication with children with profound and multiple learning difficulties (PMLD), for example encouraging them to engage in sensory experiences. This was an interesting and enriching experience which introduced me to communicative-supportive practice and alternative teaching strategies such as sensory learning.
Early Years Practitioner at Home from Home Preschool: This role consisted of supervising early years children in learning through play as well as taking care of them. It requires adherence to the Early Years Foundation Stage Curriculum (EYFS), safeguarding and a responsibility for treating children as individuals and identifying their needs to enhance their learning experiences.
A variety of Continuing Professional Development and training including managing mood in children and young people, trauma informed practice & Adverse Childhood Experiences, safeguarding, theory, recording, thresholds and equality and diversity (2021).
TQUK Level 2 Certificate in Behaviour that Challenges in Children. (2019)
Co-leading the mindfulness club during teaching practice (2019).
TQUK Level 2 Certificate in Understanding Autism (2018).
Enhanced DBS certified (2021).
Youth Mental Health First Aid trained (2017).
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