Holly

My Summary

My Experience

Before attending university to study Primary Education with SEND Inclusion, I trained as an Early Years Practitioner (Level 3), allowing me to gain over 1000 hours of EYFS placement experience, ranging from birth to 5 years. This specific pathway provides me with a unique set of skills and understanding to use this to effectively promote teaching and learning in any EYFS/KS1 classroom. Having this comprehensive understanding of the EYFS and Development Matters alongside the NC provides me with the opportunity to fully understand learning processes and development, not only academically, but socially, emotionally, and personally as well. This allows me to effectively engage pupils to ensure that they are able to access equal opportunities to their fullest potential.

At university, I have specialised in SEND and Inclusion, providing me with a distinctive set of skills, knowledge and understanding (through experiencing 4 placements) in SEND provision and support that can be implemented both within classrooms and wider school life, regardless of labels and EHCPs. A fantastic example of this was during my final placement. A pupil found concentrating on and remembering information during input particularly challenging, therefore at the beginning of each input, I provided the whole-class with the option to make notes on their tables if they would find it useful. I did, however, ensure to outline the expectations alongside this (i.e. no drawing on the tables) to ensure that each pupil understood the purpose of doing so. This was an example of how a slight adjustment to teaching and learning practices was effective, simple to implement, and benefited more than the singular pupil. I am an advocate for accessibility and inclusion to enable equity in the opportunities pupils and their families can access, and will always be willing to engage in conversations surrounding this.

As part of my degree, I had the opportunity to not only plan, deliver and assess every aspect of the primary curriculum, but also to study the pedagogical and theoretical perspectives behind each subject. This has provided me with a deeper insight and understanding of each strand of the curriculum and how to promote cross-curricular learning within the classroom. Each year we study the core subjects and further build upon our understanding of aspects such as mastery approaches in maths and supporting EAL learners in English. I understand that in the current reception class, there is a Ukrainian refugee, who has very little understanding of English, and is believed to be non-verbal. My in-depth pedagogical insight of EAL, and my experience in a specialist provision, provides me with a skillset that could further support this pupils’ learning and development both within the classroom and in wider-school life.

I believe that assessment should be accessible and inclusive to all pupils, therefore I strive to ensure that each pupil within my classroom is given the opportunities to engage with an assessment technique that suits their individual needs. I am familiar with and understand the statutory assessments outline in the NC, including the KS2 SATs and Phonics Screening, and I understand the importance of ensuring pupils are best equipped to take these assessments. I have had experience in each statutory assessment area which has provided me with a vast and dynamic level of understanding in this particular area.

Similarly to every member of staff working with children and their families, I strive to promote their social, emotional and mental health. Safeguarding pupils and their families is paramount to their own learning and progression, and I have had significant training resulting in a comprehensive understanding in a wide range of safeguarding areas. I have engaged with a variety of safeguarding course and CPD, including my Level 1 & 2 Safeguarding, Prevent, FGM, CEOP Training and Paediatric First Aid. I understand the procedures followed, including using online recording systems such as CPOMS.

Before college, I volunteered with a new charity called Girls in Sport UK & SL as an Activities Coach and Educational Researcher. The charity worked with children in Sierra Leone to promote education, sports and equality. Girls in Sport provided an after school club where children can engage in sports and fun, engaging sessions with a learning outcomes. We provided equal chances for both boys and girls and promoted equality within and outside the charity. It was my role to plan and create activity plans for our volunteers in0country to implement with our beneficiaries. I also took care of admin, website building and writing some of our policies and procedures.

I have also had the opportunity to manage various holiday clubs, running healthy eating and active schemes, including supporting the needs of SEND pupils.

My Qualifications

University of Cumbria
BA (Hons) Primary Education: Inclusion with SEND with QTS (5-11 Years): First Degree & QTS

Colchester Institute
BTEC Level 3 National Extended Diploma in Children’s Play, Learning and Development (Early Years Educator): Awarded Triple Grade Distinction

Honywood Community Science School
GCSEs Awarded in: Mathematics (4), English Language (4), Combined Science (5, 4), Computer Science (5), Geography (4), Media Studies (B), French (4)

My Availability

My availability changes weekly, depending on when I am scheduled in a school to teach.

My Fees

• Babysitting from £15.00 per hour
• Tutoring from £20.00 per hour

I have no set fees, however a minimum of £15 per hour for Babysitting, and a minimum of £20 per hour for School Help and Tutoring. However, please bare in mind that these fees are negotiable as I am fully aware that family situations differ and I want to be of support for children and their families, not a burden.