Anthony Purvis Email & Phone Number

Sunderland, Gb

Sunderland, Gb

Linton Colliery

Newcastle-Upon-Tyne, England, United Kingdom

In my role as a teacher for children with Special Educational Needs and Disabilities (SEND) and Social, Emotional, and Mental Health (SEMH) challenges at Aspire Kenton, I had the privilege of working closely with a class of 10 children with diverse needs. My primary focus was on creating a nurturing and inclusive learning environment tailored to meet the specific requirements of each student.I developed and implemented individualised education plans, carefully considering the unique strengths and challenges of each child in the class. My teaching strategies prioritised differentiation to ensure that all students could access the curriculum and make progress according to their abilities.Collaboration was key in supporting the social, emotional, and mental well-being of my students. I worked closely with support staff, parents, and external agencies, conducting regular assessments to track progress and implementing targeted interventions to address SEMH needs.Furthermore, I actively engaged in sharing best practices and strategies with my colleagues, fostering a collaborative approach to supporting students with SEND and SEMH challenges across the school.Through my dedication and commitment, I aimed to create a supportive and empowering learning environment where every child had the opportunity to thrive and reach their full potential.

Tyne & Wear, England, United Kingdom

As a teacher specialising in excluded children, I educate and support young individuals who, for various reasons, find it challenging or impossible to participate in traditional classroom settings. Each child under my guidance benefits from a highly personalised education plan meticulously designed to address their specific strengths, challenges, and learning styles. I create and deliver tailored lessons that cater to their individual needs, ensuring that their educational journey is both engaging and effective. My role involves creating these customised learning experiences that cater to the unique needs and circumstances of each student. I provide education outside of the conventional school environment, whether due to behavioural issues, personal circumstances, or other factors that hinder their attendance. With a strong focus on empathy and understanding, I foster a positive and inclusive learning atmosphere where these children can flourish academically, emotionally, and socially. Through patient guidance and innovative teaching methods, I strive to empower my students to overcome barriers, develop essential skills, and unlock their full potential, ultimately preparing them for a more promising future.

England, United Kingdom

As a Civil Servant in the Retirement Services of the Department for Work and Pensions (DWP) for HM Government, I was involved in the administration and management of government-funded retirement and pension programs. My responsibilities included processing claims, providing customer service and support to pensioners, interpreting and implementing government policies and regulations related to retirement and pensions, and development of new policies and programs.

Sunderland, England, United Kingdom

As a Year 3 teacher at Northern Saints Primary School during the 2019-2020 academic year, I was responsible for creating and implementing engaging and comprehensive lesson plans in an area of high social deprivation. The school serves families in need, many of whom face challenges such as poverty, unemployment, and limited access to resources and support. Despite this, my focus was to create a positive learning environment for my students and establish strong classroom management routines. I used different teaching strategies that cater to different learning styles, and incorporated opportunities for independent work to help students take ownership of their learning.Throughout the year, I placed emphasis on fostering respectful relationships based on mutual respect in my classroom. I made a point to get to know each of my students as individuals, and took an interest in their lives and families, which helped me to build trust and understanding, and enabled me to better support their learning and development.In addition, My most recent lesson observation by a lead Ofsted inspector noted significant changes in classroom behaviour, particularly the efficiency in which my students moved from carpet to tables on the count of three, and the use of independent strategy reminders. This helped to create a more focused and productive learning environment. I also payed attention to detail in lesson planning and creating engaging and interactive lessons that align with the curriculum.

Sunderland, England, United Kingdom

As a PPA teacher at St. Leonards Primary School, I was responsible for planning, preparing and delivering engaging and effective lessons to students across multiple year groups. I had experience working with a diverse group of learners, including students with special educational needs (SEN). In addition, I was responsible for teaching the Catholic Religious syllabus, providing lessons that aligned with the school's Catholic values and beliefs and helping students to develop their understanding of the Catholic faith.I collaborated with classroom teachers to align my lessons with the school's curriculum and ensure that all students were making progress. I also assessed the students' learning and provided feedback to the classroom teachers. To support students with SEN, I created differentiated lesson plans and worked closely with the SENCo and other support staff to ensure that these students received the necessary accommodations and support to be successful in their learning. I also worked with small groups or one-on-one with these students, providing additional support and guidance and adapting the curriculum to meet their unique needs and abilities.I provided a safe and supportive environment in my Catholic Religious classes where students felt comfortable asking questions and discussing their thoughts and beliefs. I incorporated various teaching methods and used different materials such as Bible stories, hymns, and prayers to help the students understand and appreciate the Catholic faith. Overall, my role was to play a vital part in ensuring all students had access to high-quality education and help them to achieve their full potential, regardless of their background or abilities.

Newcastle Upon Tyne, England, United Kingdom

As a Year 3 Class teacher at Atkinson Road Academy, I was responsible for educating and guiding a diverse group of students, many of whom came from different ethnic backgrounds and had refugee status. I implemented a curriculum that was inclusive and culturally responsive, ensuring that all students were able to connect with the material and see themselves represented in the classroom. I also ran after-school clubs in art and computing, providing students with opportunities to explore their interests and develop new skills. I organized a visit from local police, which was an excellent opportunity for students to learn about the role of police in their community, ask questions and also to build a positive relationship with local authorities.I was responsible for creating lesson plans, assessing student progress, and providing feedback to students and their parents. I also provided a safe and nurturing environment, where all students feel comfortable and respected. I connected with families, understood their background and cultures, and addressed their specific needs and concerns. I worked with other teachers, support staff, and the school administration to ensure that all students were receiving the best possible education and support services. It was a challenging but rewarding role, and I played an important role in shaping the lives of my students.

Durham, England, United Kingdom

As a Year 5 and 6 class teacher at Ferryhill Station Primary School, I was responsible for educating and nurturing a group of students between the ages of 9 and 11. I taught subjects such as mathematics, English, science, and social studies, and was responsible for planning and delivering lessons, assessing student progress, and communicating with parents and guardians.Additionally, the school is located in an area of high social deprivation and it presented some additional challenges such as high levels of poverty and limited resources. Social issues such as absent parents or low parental involvement and dealing with challenging behavior were also part of this. It required me to use positive reinforcement and behavior management strategies to help students stay on track.I also mentored an NQT, I had to guide and support him as he navigated the challenges of teaching. This included providing feedback on lesson planning and delivery, helping him develop strategies for dealing with challenging behaviour.I took responsibility for creating a new history and geography curriculum. I researched best practices and collaborated with other teachers to design a curriculum that was engaging, relevant and met the needs of our diverse student population.The school had low numbers of children on roll, which meant class sizes were small, this allowed for a more personalised approach with each child. Having smaller class sizes meant that I had more one-on-one time with each student, allowing for more focused attention and instruction.Overall, being a teacher at Ferryhill Station Primary School was a challenging but rewarding experience. I had the opportunity to make a real difference in the lives of my students and help them to overcome the challenges they faced. Despite the difficult environment, I was able to use various strategies to support them in their learning, deal with their challenging behavior and mentoring my NQT and creating a new curriculum.

Blyth, England, United Kingdom

As a Year 3 Class Teacher at Croftway Academy, I was responsible for the educational development of a class of students in their third year of primary school. I had to plan and deliver engaging and effective lessons that aligned with the curriculum and met the needs of all students in my class, including a wide range of abilities. I had 5 children with complex Special Educational Needs (SEN) and 3 children who were working below age related expectations.To meet these challenges, I needed to plan differentiated activities and use appropriate teaching strategies to support the children with SEN and those who were working below age related expectations. It was a big challenge but also a huge rewarding experience, I had the chance to work with a wonderful set of kids who had different strengths and abilities, and I was able to make a positive impact on their lives, by providing them with the appropriate support they needed.Additionally, the school was located in an area of high social deprivation, which presented additional challenges such as dealing with students from disadvantaged backgrounds. I had to be sensitive to these issues and worked to create a supportive and inclusive classroom environment that promoted learning and positive interactions.Furthermore, the school was under HMI (Her Majesty's Inspectors) inspection, I had to make sure that the school was meeting the HMI expectations and reported any progress or concerns to the management or HMI inspector. I collaborated closely with other teachers and staff members, to develop and implement strategies to improve student outcomes and support their overall development. This required good communication and teamwork skills, as well as the ability to be adaptable and responsive to the needs of the students and school.Overall, being a Year 3 Class Teacher at Croftway Academy was a challenging but rewarding role. The ability to make a positive impact on the lives of young students is what made it fulfilling.

Durham, England, United Kingdom

As a Year 3 and 4 Class Teacher at Bournmoor Primary School, I was responsible for teaching a mixed-year group of students in an area of high social deprivation. The School had a focus on STEM (science, technology, engineering, and maths) education, and I made sure to incorporate hands-on and project-based learning activities to engage and excite my students.In addition to teaching the core curriculum, I also held the position of subject leader for RE (religious education) and Geography. This involved planning and delivering lessons, developing and updating curriculum materials, and providing support and guidance to other teachers within the school who were teaching these subjects.One of the main challenges of teaching in an area of high social deprivation was ensuring that all of my students had access to the same educational opportunities, despite facing significant barriers to learning, such as poverty, lack of support at home, and limited access to resources. I worked closely with the school's support staff to provide additional help and support to students who needed it, such as through one-to-one tutoring and small group interventions.Despite the challenges, I found my role as a teacher at Bournmoor Primary School to be incredibly rewarding, as I was able to make a real difference in the lives of my students, watching them grow and develop, and encouraging their natural curiosity and love for learning.

Gateshead, England, United Kingdom

As a Year 1 teacher at St Oswald's RC Primary School, I was responsible for planning and delivering lessons. This included teaching subjects such as mathematics, reading, writing, science and Phonics. I used a variety of techniques to engage students in learning Phonics and ensure they understood the material. I also completed Delivering Phonics Screening Training to enhance my knowledge and skills on teaching Phonics.In addition to my day-to-day teaching responsibilities, I was also tasked with developing a new creative curriculum for the school, which incorporated the school's Catholic mission and values, and was designed to engage and inspire students.As part of my role, I was responsible for assessing the progress of my students and providing feedback to their parents and the school leadership. I also supported the school's Catholic mission and values by integrating Catholic teachings and principles into my lessons.I completed my NQT year and took part in The Introduction to Catholic Teaching course which provided me with an in-depth understanding of the Catholic faith and how to incorporate it into my teaching

Primary Pgce With Qts, Education, Primary Pgce With Qts

The PGCE program at Newcastle University provided me with valuable knowledge and skills in classroom management, including creating a safe.

Ba (Hons) Politics And Journalism 2.2, Communication And Media Studies, 2.2

Studying Politics and Journalism at the University of Sunderland provided me with a broad understanding of politics, media, and their.