Anna

Being self-motivated, I have always endeavoured to become the best that I can be. With the right guidance, I believe anyone can achieve this, no matter what their circumstances. Furthermore, I believe there is no time limit on when this can be achieved. I consider myself a prime example of this aspiration; having come from a non-English speaking, lower working-class background, I married young and had a family, but worked hard to achieve my dream of becoming a teacher.
My ability to communicate with parents and other professionals is excellent, as I have been responsible for children with varied needs; some quite substantial. This has necessitated regular conferencing with professionals such as the Inclusion Team, Learning Mentors and external agencies such as Educational Psychologists, medical experts and Place 2 Be, for the purpose of supporting these children so that above all, they feel safe, cared for and involved. I recognise that it is crucial to the well-being of all pupils to observe models of positive professional relationships.

As well as regular discussions with professionals, parents are also consulted so that a good partnership is fostered. This is particularly crucial when it involves medical needs, as understandably the parents are often more concerned about their child’s health before their education. In these cases, I have demonstrated great sensitivity to the parents’ concerns whilst at the same time, impressing the importance of their education. By building good relationships with all adults involved in a child’s care, students in my care are able to flourish and achieve their potential not just academically but socially and emotionally.

Teaching children with such diverse needs including severe SEND, EAL, children working on a curriculum of more than two years below their age, SEBD and extreme medical needs alongside all other children, has presented me with the challenge of ensuring all children make good progress. I have achieved this through the rigorous monitoring and evaluation of children’s learning and careful reflection which has enabled me to plan and deliver high- quality lessons using a range of strategies to suit all types of learners with differing abilities. The children are appropriately challenged and the evidence for this are lesson observations and scrutiny of children’s books, which are consistently, ‘Good’ and ‘Good with Outstanding features’, positive feedback on Inclusion meetings and successful appraisals at the end of the year.

Keeping children safe is our number one priority so I take the time to get to know my children well. I am kind and we laugh together. This helps me to build a great rapport with the children which promotes a trusting environment. I am quick to notice any changes in demeanour and behaviour and over the years and have dutifully recorded them as per on-going safeguarding training.
I am committed to the safety of pupils within the whole school and diligently follow school protocol at all times.

Just as I get to know the children well, they also get to know me and what I expect from them. I have high expectations for them academically and believe that there is always room for continued growth. Children soon learn that ‘cruising’ is not acceptable so they know they are expected to review and improve work. Most importantly, I work very hard to promote a love of learning within my students and often use myself and other famous people as the model to inspire the children to become positive, independent learners, where the love of learning is intrinsically embedded within their psyche.

I left my full time time teaching career in August 2023 to care for my mother. To enable me to continue helping and hopefully inspiring children, I am now offering English, Math and Science lessons.

Tutoring Experience

Primary School Class Teacher, London
September 2008 – Present
• March 2024-current: ZEN Educate -Daily supply teacher.
• September 2021-August 2023: St Peter’s &St Paul’s Catholic Primary School Year 3 and Year 1. Art Lead 2022-2023
• September 2020 – July 2021 St James’ CE Primary School, Enfield– Years 5
• November 2016 – August 2020: Edinburgh Primary School, Walthamstow-Years 4 & 5
Science Lead and Year 5 Group Leader
• September 2014 – April 2016: Supply teacher across all year groups through DJM Personnel
• September 2010 – August 2014: Woodside Primary School, Croydon – Years 3 & 4
• September 2009 – August 2010: Supply across all year groups through Protocol Agency

Teaching Assistant-All Year Groups
• September 2006 – August 2008: St Cyprian’s Primary School, Thornton Heath

Tutoring Approach

A combination of child centred approach and Teacher led.
I will get to know the child and build up a rapport; that way I can tailor the resources and teaching style to get the most from the pupil.