As a Year 6 teacher, I consistently taught exciting and engaging lessons that stimulated all children’s curiosity and enable them to make progress, regardless of children’s individual needs and cultural backgrounds. I worked tirelessly to ensure that all pupils achieved their full potential in every lesson , ensuring that all children were engaged, challenged and able to make progress. I consistently used a variety of assessment for learning techniques to monitor children’s current understanding and I planned appropriately to extend their learning. I am a reflective practitioner as I utilise the assessment for learning cycle after lessons to reflect upon children’s progress and my own teaching practice.In my role as a Maths lead for the Trust, I was responsible for a number of key areas:- Leading two subject areas across four schools.- Liaising with other Maths co-ordinators in the Trust, to deliver the Trust’s vision, ethos and reduce variation.- Creating strategic plans in different subject areas, identifying areas for improvement, implementing new strategies and monitoring their progress.- Building business cases and managing a budget, ensuring that money was spent appropriately and effectively.- Creating and reviewing risk management plans to assess, monitor and mitigate any potential risks to different projects.- Analysing quantitative and qualitative data to evaluate project successes and to inform areas for further improvement.- Performing staff CPD opportunities to maintain high standards of teaching and improve practice.- Mentoring and coaching trainee teachers, identifying strengths and offering valuable feedback to develop their teaching.- Being accountable for project progress to the headteacher and CEO, as well as outside agencies such as Ofsted.- Establish and sustain partnerships across the school with external partners and stakeholders to build capability and improve overall school performance.

As the music-coordinator, I was able to instil my passion for music to other teaching staff and pupils. I introduced a new scheme and assessment framework for the subject, which wascontinually developed through regular discussions with staff, pupil voice surveys and in-school training. I frequently monitored and assessed progress across all year groups, supporting staff with their teaching and assessment strategies. As part of the role as music co-ordinator, I was responsible for organising some key musical events in the school calendar, such as a whole school music day, the Christmas carol concert and school talent show.Away from the classroom environment, I lead a school choir, which won both the ‘Artstic Award’ and regional heat at the Last Choir Singing competition. I also recognised the importance that music had on the local community. The choir nominated local charities, Derian House and GoKidsGo, with any money raised through ticket and refreshment sales being given directly to the charity. The choir raised over £1000. Singing sessions and performances were organised at local care homes, supermarkets and for the local Women’s Institute, providing unique experiences and opportunities for pupils.

This job role involved teaching piano to nine students aged seven to seventeen. I utilised a range of educational resources to support new piano players or experienced pupils towards their exams, including Pauline Hall's 'Piano Time' for beginners and the ABRSM and Trinity exam boards from grades one to eight. I have also taught away from music exam syllabuses, priding myself in understanding a variety of musical styles and genres, such as pop, jazz and piano accompaniment. Additionally, I have invaluable experience in instrumental teaching for pupils with special educational needs, something that I continued to study during my music degree at The University of Huddersfield. Unfortunately, I had to leave the role due to starting university.

This role involved teaching a group of around fifteen students once a week covering all aspects of music theory, from beginners to experienced musicians. I have a good understanding of the ABRSM syllabus from grades one to eight, which provided many learners a strong foundation of knowledge towards GCSE and A Level music studies. As a result of my music theory teaching, I have seen many students progress with exceptional music theory results in order to continue with their instrumental study and other musical endeavors.