NQT Class Teacher CV

######### ###########

Address: #####################, #######, #####, ######## Email: ######################### | Telephone: 0##########

PERSONAL STATEMENT

Having worked Early Years and KS1, I have employed the use of RWI scheme of work to raise attainment in listening, reading and writing skills.  In Year 2 classes at different schools, I have used both RWI and Letters and Sounds schemes of work.   The National Curriculum emphasises good  quality phonics teaching and learning as the foundation of accessing reading and writing. Both methods are effective when applied consistently.  I incorporate the use of basic ‘Sign -along’ to increase engagement and understanding, especially for those children with SEND and EAL.  I encourage all children to use these signs with me, to develop expressiveness in other forms, not only with language, but with their bodies as a pre-cursor to role-play and drama.  This practice has been successful across all the year groups and has generated a positive response and rate of engagement from all children, not only those with EAL and SEND, whom I am especially conscious of ensuring that their learning progresses.

My dedication to constantly improve my practice is evidenced in my university teacher’s comment; “listens to advice and applies it immediately, which enables her to see the improvement she is making.”

implemented the use of Colourful Semantics with a great effect on children with SEND and EAL understanding and access to learning. There was greater engagement in writing with this scaffolding. I understand that teaching improves with experience and am keen to try out different methods to enable pupil progress. Furthermore, upon advice, I revised the classroom layout and displays to increase its learning environment efficacy.

Children who are higher attaining have 1:1 conferencing to stretch their progress or after general class input, they will have a brief extension. For example, in one year 2 art lesson, HAs had additional learning input as to what shades and tints were and how to create them.

To develop and support fluency in spoken English, I model clear spoken language, also reinforced with Sign-along where necessary. Using ‘Partner -Talk’ strategies as suggested by Claxton and Clarke, has provided me with concrete experience as to the power of peer-learning. One of my induction learning

employment during every lesson, and children became accustomed to its routine use and knew how to communicate ideas with each other respectfully. Garnering ideas from each other gave children confidence in sharing ideas, thus having things to write about.  It also increased the feeling of security and value, in that their ideas as well as their bodies were protected within the classroom. Whilst working in In EYFS (Eastbury) and KS1 (Woodgrange), I liaised with SENDCo an EAL leads to support planning for learning.  I ensured that I read the school’s key policies, such as those on health and safety, equal opportunities, SEND and safeguarding. I attended CPD and NQT sessions, to reinforce university training. Having recently finished a PGCE and one term of NQT induction, I have had recent training with regards to SEND, Health and Safety, Equal Opportunities and Child Protection.  I have also completed Prevent and Safeguarding Trainings during one placement in 2019. With regards to safeguarding children, I am aware that I have to be cautious in gaining information from children and report information they are giving without feeding them potentially misleading questions. I recognise the importance of recording information down, even if they are small concerns, since this may build a wider picture and be used for the later protection of a child. I would record any concerns immediately and follow up.  Any urgent concerns were brought to the attention to a safeguarding lead immediately. Most importantly, I peruse the policies of my employing school.

I have worked within a year group team to plan for the curriculum, using the National Curriculum as a guideline and schemes of work such as Maths! No Problem, and NCTEM. I have used Active Inspire to

display lessons; visualisers to exemplify pupil work and directed children to access learning using ICT through mediums such as Expresso and Purple Mash.

I have participated in pupil progress meetings to track pupil progress and received guidance in relation to increasing pupil attainment levels. Progress was further reported using school’s chosen applications, such as Tapestry and Insight.  I have also undertaken Parent’s Evenings, where I liaised constructively with parents and carers.   As a result, I have built good relationships with them, evidenced through positive feedback.    A good relationship with a child’s  teacher will be mirrored in attitudes towards supporting the child at home, both academically and in regards to safeguarding.  I have found that parents are more receptive to teacher concerns if they have a positive relationship with the teacher. Parents are stakeholders of a school and a school should be represented in a positive manner; reflected by the demeanour and attitudes of the staff.  Parents have commented on the great relationship I had with their children; their delight in coming to school and their progress in learning  especially at Woodgrange. My university tutors and previous Headteacher have noted the excellent rapport I have with the children. Children realise that I respect and listen to their views, which in turn models desirable behaviour for the benefit of their personal, social, emotional and cultural development.

Furthermore, to gain a general overview of the transitions process and for my own professional development, I observed lessons at Forest Gate Community School, an outstanding secondary school in Newham as well as outstanding practice and provisions of Sheringham Nursery School. The demonstrations of a well-paced lesson include clear and definite instructions, so that children know what is expected of them at all times. Upon trialling this method (being an area to improve upon), I found that my lessons were faster paced and was applicable in EYFS and KS1 stages. As an NQT, I continue to reflect on the effectiveness of lessons and how they can be improved.

KEY ACHIEVEMENTS

Woodgrange Infant School: Planned and delivered lessons for my Year 2 class, including Maths, English and the Wider Curriculum. Created and maintained a playful learning environment. Attended CPD and NQT training sessions. Hosted Parents Evenings and workshops. Monitored and tracked pupil progress following school systems. Collaboration with teachers and support staff.

Redbridge Primary: Planned and delivered lessons for my placement Year 2 class, including Maths, English, Art, D and T, Geography, Science and Philosophy for Children. Created school, classroom and outdoor area displays.

Eastbury Primary: Planned and delivered lessons for my placement Reception class. This included RWI phonics, Maths, C and L, and free flow activities. I also provided support for Nursery sessions and attended all training and inset days. Safeguarding, Prevent and Channel trainings were undertaken during my placement here.

Elmhurst Primary: Group teaching for year one RML scheme.   Most children passed the phonics

colleagues, including the Head-teacher, as an excellent TA and good worker.

Somali Integration Team: Chief operative in achieving accreditation of Quality in Play and Matrix Standards.

EMPLOYMENT HISTORY
09/2019 – 03/2020

Year 2 NQT Class Teacher

•  Teaching practices include high visual support.  Use of some 'Sign-along' to ensure full inclusivity of EAL and SEND children.  Standard use of colourful semantics with the classroom to

support children's learning.  Use of positive praise throughout the day, not restricted to phonics

lessons.  Role-modelling expected behaviour and use of language (recasting).  Build a strong feeling of trust and rapport with children to support reception towards learning and teaching.

•  Planning and delivering stimulating lessons within a play-based curriculum.

•  Creation and maintenance of a dynamic classroom environment following the LPA (Learning Powers Approach).

•  Track and improve pupils' progress.

•  Attend CPD sessions and any other school meetings.

•  Attend NQT training sessions and take responsibility for own professional development. •  Plan and delegate duties and tasks for supporting adults; for the mechanism of class

management.
•  Manage pupil behaviour.

•  Communicate with pupils, parents and carers.

•  Promote and facilitate parental involvement in teaching and learning through workshops and meetings.

•  Plan for school trips, ensuring that children are safeguarded during every stage.

•  Collaborate with colleagues to ensure good planning and to monitor pupils' progress. 09/2018 – 07/2019

PGCE Student with Early Years Route at University of East London

•  Development and improvement of subject knowledge through lecture and seminar participation

•  Completion of assignments to demonstrate understanding of how to support children’s learning

•  Attendance of school placed placements to gain further experience and expertise in teaching, management of classrooms and teacher workload.

•  Attendance of three-day outdoor excursion to increase awareness of outdoor learning and activities and its role in supporting cross-curricular learning.

•  Completion of FA Coaching Day training to deepen experience of physical activities, differentiation within sport and it’s cross-curricular potential.

10/2012 – 08/2017

Teaching Assistant, Elmhurst Primary School

l   Successfully taught phonics, reading, comprehension, handwriting and spelling of Y1 children using the RML scheme

l   Attended CPD for RML, Maths No Problem and SEND support l   Maths intervention groups of Y1 children l   Maths classroom support of Y1

l   Creation and marking of homework activities l   Creating classroom displays

l   1:1 SEND support; including those with Down’s Syndrome and ASD 03/2007 – 10/2012

Projects Manager and Administrator, Somali Integration Team

” Created, managed and maintained a professional working environment l   Responsible for organisation operations and administration

l   Arrange staff and clients personal and professional development

l   Responsible for achieving and maintaining Quality Standards for the organisation and playgroup

l   Monitor, improve and report outputs and goals of projects

01/2006 – 09/2007

Teaching Assistant, Al Ma’ruf education Centre

l   Assisted the development of lesson plans for KS1 pupils l   Personalised lesson plans

l Taught small group of Y1 children, which observers recommended teaching as a profession l Set up teaching environment and activities, in accordance to Health and Safety guidelines

04/1997 – 05/1998

Floor Assistant, John Lewis
l   Front-line customer contract

l   Worked in Silverware department, requiring in-depth knowledge of the production of quality of silverware

l   Dealt with queries, orders and product locations

l   Responsible for cash register transactions and cash float relocation

EDUCATION AND SKILLS
01/2019

FA Coaching Training

10/2018
Safeguarding Training

10/2018
Channel Training

10/2018
Prevent Training

09/2018
CEOP Training

10/2016

Numeracy Professional Skills Test: DoE
07/2016

Literacy Professional Skills Test: DoE
04/2006 – 07/2016

BA (Hons): Open Degree in Business and Education
10/2014-10/2017

Emergency First Aid at Work: Walkers Training Service/Newco 01/2012

Domestic Abuse; An Introduction: London Borough of Tower Hamlets 02/2012

Developing Safeguarding Policy and Practices: Volunteer Centre Tower Hamlets 10/2011 – 12/2012

Certificate in Business Studies
Open University, Milton Keynes, UK

11/2011

Introduction to Volunteer Management: Volunteer Centre Tower Hamlets

10/2007 – 08/2010

Certificate in Early Years Practice
Open University, Milton Keynes, UK

05/2008

The Play Concepts Training Session: Play Association Tower Hamlets 04/2006 – 11/2006

Diploma: Preschool/Kindergarten Montessori Teaching NAMC, North America, US 09/1997 – 05/1998

Law Student, Queen Mary and Westfield University
l   Studied one year of law degree

l   Studied Contract, Criminal and Property law 09/1995 – 07/1997

A Level: Sociology (B), English Literature (B), History (D) NewVic, London, UK

09/1990 – 07/1995

GCSEs: 5As, 4Bs, 2Cs including English Literature (A), English (B), Maths (C) and Double Science (AA) Sir Blessed John Roche RC School, Poplar, UK

SOFTWARE

Microsoft Office (Excel, PowerPoint, Word); ActivInspire PERSONAL INTERESTS

Enjoyment of interval training and calisthenics to keep fit; gardening and reading. REFERENCES AVAILABLE ON REQUEST