•Worked as part of the leadership team in developing the direction of Jubilee by creating and rolling out initiatives and liaising with other leadership staff to maintain consistency throughout the school.•Attended the Ofsted education inspection roadshow to develop my understanding of how skills and knowledge are developed effectively through a coherently and robustly planned curriculum.•Led a curriculum development working party to develop schemes of work into a coherent progression of skills and knowledge in line with the new Ofsted inspection framework.•Led a team of teachers and teaching assistants in my phase, monitoring the quality of teaching, planning and feedback through learning walks, book monitoring, team meetings and individual appraisals.•Guided the school through the challenging process of setting up Google Classroom as a remote learning platform for children to learn effectively over the lockdown periods.•Developed detailed and tailored staff trainings with accompanying step-by-step guides to enable all staff to adapt to teaching remotely, providing feedback online and maintaining contact with pupils.•Created detailed parent guides to allow them to access their child’s learning effectively. Assisted families with specific needs, such as EAL, in accessing remote learning through 1-1 support and modified guides.•Provided technical guidance and support for all staff, developing their skills and understanding of using information technology to enhance their teaching and planning practice.•Planned and presented many staff training and development sessions. These included online safeguarding, Google Classroom, using board/card games to develop social and team-building skills and bringing technology into the classroom.•Fulfilled the role of the school’s Online Safety Officer, taking a lead on online safeguarding issues and keeping parents up to date with the latest information regarding potential threats online.

•Completed a lead practitioners course run by Ark. This primarily involves coaching other teachers using the ‘See it, Name it, Do it’ coaching model derived from ‘Get Better Faster’.•Coached an NQT who experienced accelerated progress due to weekly coaching sessions and in- depth action steps developed from the ‘Get Better Faster Scope & Sequence’ document.•Created ‘knowledge mats’ for every humanities topic across KS1 & KS2. These are documents which; concisely depict the outcomes for a specific topic, can be used as a revision tool by students, can be applied as an assessment tool, guide teacher’s planning and help to draw a thread of leaning across all year groups.•Led multiple all-staff trainings on best practice for humanities planning and teaching.•Designed documents that highlight the links between humanities themes and vocabulary across the school in line with Ofsted’s focus on the ‘broad curriculum’.•Half-termly appearance at SLT; giving feedback on book looks, suggestions on subject development and reporting about the growth of the coaching model used across the school.•Created targeted interventions based on data, in order to close gaps and raise children to age related expectation in areas of need.•Led KS2 singing assemblies and house assemblies.•Took a lead on planning literacy lessons for the year group, with a focus on teaching children specific techniques in order to write for a certain purpose.•Half termly meeting with humanities lead to develop subject action plan.•Supported monitoring of books and pupil conferencing.•Termly appearance at SLT to give updates and suggestions on the progression of humanities teaching and planning across the school. •Developed experience of analysis of subject-specific data and subject leadership.•Ran all team-building staff training sessions using innovative activities based on problem-solving inspired by board and card games.

•Teaching literacy lessons, including ‘Talk for Writing’, involving modelling and assessing.•Teaching mathematic lessons, developed from ‘Maths Mastery’.•Analysing data across all subjects to inform planning and interventions.•Acting on formal feedback in order to develop my practice and consistently improving my teaching.•Planning four-way differentiation to meet the individual needs of all pupils, including SEN/EAL pupils.•Developed a range of strategies to assess for learning in the classroom to ensure progress.•Using target tracking, to monitor and assess pupil progress and respond accordingly.•Dealing with challenging behaviour calmly and fairly to ensure a consistent climate for learning.

•Supporting and developing pupils (12-18) through mentoring sessions and providing 1:1 pastoral support.•Working with a range of SEN students to ensure lessons are differentiated and all students achieve.•Developing functional skills through tailored planning and differentiated delivery. •Building a rapport through mentoring, which has had a profound effect on students.•Working 1-1 with SEN students to guarantee there are no gaps in their knowledge between lessons.•Working in small revision groups to provide an accessible recap of subject knowledge prior to assessments.•During the first year of employment, worked consistently for one day a week in Year 4, helping to plan and deliver engaging science lessons.•During the second year, arranged to plan, teach and receive feedback on 3 lessons of primary a week, with year 3, 4 and 5 respectively in order to give a broader understanding of teaching KS2.

Teaching English for Speakers of Other Languages (ESOL).Prioritising, working on the students’ weakest elements first.Working with individual students to help improve grammar, writing and spelling.Explaining complex linguistic concepts in simple, basic and comprehendible language.Using Callan Method to deliver high quality English lessons.Helping students learn the language quickly and effectively.Leading at least 3 classes a week and working with a diverse range of students.Marking examinations and class work to assist students in their overall progress.Supporting those who struggle with encouragement and working on language and spelling techniques in order to boost their self-esteem and progress.

Established initial contact over the telephone with UK businesses, assisting them in a professional manner.Built rapports with businesses in order to ensure their needs are met.Assisted in marketing, recruitment and training of new Funding Assistants.

Responsible for co-ordinating and approving all charitable activity within the union. Increased student fundraising total from £50,000 to £65,000Chair of the RAG committee, holding regular meetings and setting agendas. Sets out RAG’s short and long-term goals, creating a training session for the handover period.Building creative and original ideas to engage students and ensure maximum efficiency when fundraising.Communicating with local, national and international charities to arrange mutual beneficial arrangements.Liaising with businesses to arrange corporate sponsorship to enable a profitable yield for our charities.

Retail experience including significant customer contact.Regular deliveries and installations of both furniture and soft tubs – acting as a representative.Working efficiently with other members of staff to reach goals effectively.

Working creatively in a team to improve company standards.Dealing with customers over the phone and face to face - Meeting and going beyond their expectations.Delivering a high standard of service to various customers swiftly and efficiently