Kelly

I am a lively and energetic person with a love for engaging children in fun and purposeful learning experiences. I have a creative ethos with new fresh ideas and holistic approaches, I believe strongly in praising the process of children’s learning rather than the outcome or end product. I have a very calm, kind and patient manner and ensure that I make myself approachable. In turn, it ensures that children have both social and academic skills to become positive members of society. This has been positively commented on in all of my outstanding lesson observations, including in a recent OFSTED inspection which was graded 'Outstanding'. Most importantly, I have found that children are more likely to be motivated and inspired, leading to them achieving their full potential.

Tutoring Experience

My passion to teach in primary education has progressed from gaining over 4 years’ of successful experience in teaching. They consist of; Early Years Foundation Stage, Key Stage 1 , and Key Stage 2. My current role is a Year 4 Class Teacher. Having taught these age ranges in a variety of settings, including challenging inner city and suburban schools, I feel that this has allowed me to work with a diversity of cultures, backgrounds, abilities and gain skills in providing a vibrant, inclusive and creative learning environment. In addition, it has increased my knowledge and improved my practice in closing the gap for all children in primary education through the pupil premium funding.

Tutoring Approach

Providing children with the best start in life drives me in my teaching and I am passionate about playing a significant part in their learning. I have first-hand experience of children developing a ‘can do’ and resilient attitude by reassuring them to ‘keep trying’ and ‘having a go’ during their learning and exploration. I ensure that my practice is enthused with compassion, courage and humour to deliver a high standard of teaching rooted with self-motivation and organisation. It is my view that children should be provided with a safe and secure environment rooted in mutual respect, it is therefore my duty of care to promote children’s social and emotional wellbeing as well as their academic achievement, in turn supporting them to be confident to explore and highly involved learners.

Predominantly working with children who enter significantly below age related expectations in all areas of learning, has allowed me to gain valuable experience and has increased my confidence in working with complex needs such as; social and emotional issues, speech and language concerns, looked after children and those with ASD. As a consequence, I believe, first and foremost it is essential to build positive relationships with the children and their families in order to provide the best quality learning possible. Subsequently, my knowledge of child development positively impacts upon my approach to teaching, learning, observation, assessment, planning and leadership. In turn, this has ensured that I value and respect each child’s uniqueness and individuality as well as being consistently mindful of meeting their needs. Safeguarding and caring for children underpins my practice at all times.