Anya

My Summary

My Experience

Since qualifying, I have worked across KS2, and I am currently a full-time teacher in Year 5, implementing a range of intervention and teaching strategies to identify and meet the learning gaps children have missed due to covid restrictions. I have abundant experience teaching all areas of the curriculum, including preparing children for Key Stage 2 SATs and 11+ entrance exams, Y4 times table tests and phonics screening tests. I have abundant experience teaching all areas of the curriculum and in preparing children for Year 6 SATS (with a particular focus on reasoning and problem-solving in Mathematics) Year 4 times table tests and phonics screening tests. I also have extensive experience privately and successfully tutoring children from KS1 to KS2 for the 9 and 11+ entrance exams for the local independent schools, focusing on verbal and non-verbal reasoning, comprehension and creative writing. I have taught phonics following both the Letters and Sounds and Read, Write Inc schemes alongside Talk for Writing. In addition, I have several years of experience using White Rose Maths which enables children to effectively develop mastery and 2 years’ experience of international teaching and have developed a great understanding of how to effectively support children with EAL (English as an Additional Language).

As an educator, I am highly professional, committed and constantly striving to improve. I firmly believe in the power of collaboration and consensus-building among colleagues to enhance students’ learning experiences. As a highly proactive, self-motivated and reflective practitioner, I have cultivated a strong and evidence-informed pedagogy where I continually improve the quality of education I provide. Employing a keen sense of humour, creativity, enthusiasm, and high expectations of pupils and staff has enabled me to motivate and inspire the children I teach and successfully foster a culture of success and pride within the classroom. I deem myself a highly professional and committed teacher who always strives to improve and do her best, constantly seeking to enhance children's learning experiences. I have a drive for excellence in my personal growth and the learning of the children in my care, therefore, I am committed to ongoing relevant professional self-development to provide a high-quality education for all children and continuously seek opportunities for professional development to remain up-to-date with current theories and practices in teaching and learning. I am a passionate, highly motivated, enthusiastic teacher, committed to using new and exciting cross-curricular methods to deliver a curriculum that enthuses and excites children. As a very creative person, I can promote effective thinking and problem-solving skills which I have seen positively contribute to the development of children I have worked with previously. I am committed to working with children to ensure that the children never lose their sense of wonder, confront their fears and take chances, never stop asking questions and become the explorers of tomorrow. The experience and insight I have gained through my teaching career have shaped the teacher I currently am and the teacher I aspire to be. I am sincere, personable, approachable, and able to communicate effectively with diverse people.

My philosophy stems from a desire for children to achieve their full potential while developing a lifelong love of learning, and I am passionate about facilitating this. I am a passionate and creative teacher who embraces cross-curricular methods to engage and excite students. I believe in promoting effective thinking and problem-solving skills, which I have witnessed positively impacting the development of students in my previous roles. I embrace a holistic, child-centred approach that places well-being and the individual needs of each student at the forefront of everything, which empowers children to unlock their potential. I believe in fostering an enquiry-based environment where children are encouraged to explore, question and discover, nurturing their natural curiosity and developing critical thinking skills. I strive to create a classroom culture that fosters a growth mindset by giving children ownership of their learning and encouraging them to be self-reflective, fostering resilience and equipping them with the skills necessary to succeed and reach their full potential. I am an extremely driven, proactive, and reflective teacher and I am always looking for new ways to adapt and improve my teaching styles, to fit the needs of the children I am working with. I firmly believe that the relationship between the teacher and pupil is fundamental in the learning process, so I aim to get to know my pupils, their interests, their learning styles and what motivates them to learn to plan fun, engaging lessons with clear learning outcomes. This enables me to work more effectively with my pupils to build self-confidence, and it encourages the children I work with to develop academically, socially and emotionally and contributes to them becoming confident and ambitious lifelong learners

In my current role as a Year 5 teacher, I am responsible for instructing the lower-ability Maths set, which has a high percentage of children with SEN and EAL. To ensure the progress of all children, I have become adept at planning lessons that cater to their diverse needs. Collaborating closely with the SENCo, I set realistic and challenging targets for children with EHCPS ensuring they receive the appropriate support to access the curriculum and make significant strides in their learning journey. In addition, I ensure that progress and attainment are shared with parents effectively and appropriately, which has involved working closely with parents to develop individualised plans that address their child’s unique needs and goals. Recognising the importance of language acquisition, I prioritise pre-teaching new vocabulary to children with EAL, which significantly enhances their understanding of new concepts and contributes to the overall success of the lessons. I employ various strategies to ensure that all children are challenged, resources are readily available, and support staff are deployed effectively. This includes implementing a daily review process where we revisit prior learning before introducing new concepts and breaking down learning into small, manageable steps, allowing children ample time to practice and consolidate their understanding at each stage. I utilise whiteboards as a scaffold and provide concrete and pictorial resources, ensuring that the learning experience is accessible to all students, regardless of their individual learning needs. By adopting these approaches, I create an inclusive environment where every child can succeed and achieve their full potential.

In my previous role, I taught in lower KS2 with children with English as an Additional Language and 30% SEN where I ensured that more than 75% of children met their age-related expectations (ARE). I delivered targeted interventions in mastery in maths, oracy, repeated reading and language skills which closed the gaps in learning and enabled children to work more effectively and collaboratively with their peers. I also delivered pre-teaching opportunities for children for science and topic, which enabled them to identify key vocabulary and language and make effective visual links to their learning, enabling them to access the curriculum successfully. The role provided me with much experience of working with children with learning difficulties (particularly those with low levels of concentration, low self-esteem, and ADHD). The children were confidently able to articulate their ideas in a small group with structured questioning to enhance discussion, which significantly impacted the attainment across the curriculum (especially on the core subjects where the vocabulary is more challenging). This increased the self-esteem and resilience of the children (as it enhanced their strengths) and helped to close the gaps in learning by ensuring children knew how to improve their work and self-assess, it made them accountable for their own learning which encouraged them to become more independent.

I regularly undertake CPD to make sure my understanding and teaching is always up to the highest possible standard. I have recently completed courses on Supporting Children’s Mental Health and Wellbeing (which has further equipped me to deal with the current challenges that children are facing) and how to spot and support Autism and ADHD in achieving children.

My Qualifications

PGCE Primary Education with QTS
BA Hons Degree - Graphic Arts and Design
4 A Levels - English Language and Literature, Graphic Design, Photography and EPQ
7 A* - C GCSE's including English Language and Maths
Diplomas - Autism, ADHD, Dyslexia, SEN
Level 2 - Teaching Assistant Qualification
120 TEFL (Teach English as a Foreign Language) Course Certificate
Level 3 Paediatric First Aid Trained

My Availability

My Fees

• Babysitting from £15.00 per hour
• Tutoring from £35.00 per hour