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I've been working as a teacher and Deputy HT for 20 years. Maths is a subject I didn't enjoy at school but which I now love teaching and specialise in. In my school role, I support lots of groups of children and teach maths across the primary phase. I am also employed by the NCETM (National centre for excellence in teaching maths) and work with many other local schools, in Winchester, Romsey and the surrounding areas, developing their maths curriculum and supporting teachers to develop their maths subject knowledge and teaching. As a tutor I've supported children across KS2 and also supported one young person to successfully retake his GCSE maths at foundation level. I work four days per week in school so have some flexibility in when I'm able to tutor. As I work in a mainstream school, I have also experience or working 1:1 with children with a range of learning needs.
/ Hayley H.
Mathematics lessons in Southampton, UK.
English, Maths, Science, and Social Sciences lessons in Southampton, UK.
My specialist subjects are Maths and Science but I can tutor any subject and have a wide range of knowledge due to my teaching experience.
Are you worried about your child falling behind in maths? Are they concerned about not being able to reach their target grade? Do you want them to get off to a flying start come September? Then 1:1 tutoring is the answer.
Being involved in education for 10+ years, I have supported many students (children and adults), make tremendous progress in their studies and even exceed their target grade.
I am conversant with both AQA and Edexcel boards, and remote teaching via zoom and MS Teams.
No minimum sessions required and for your peace of mind, the first session is always free!
Limited slots are now available. For more info, drop me a message.
I offer online/f2f learner tutoring and support in GCSE/A level Maths, Computing, Business, Economics, Sociology, and Psychology. I am also an accredited performance coach
My approach to tutoring students is to engage and guide empathetically. By encouraging learners to think critically and navigate problem solving as an interactive, supported and mentored activity, they can build confidence, step up, and reach their full potential
Maths, Accounts, Hindi, Urdu, and Arabic lessons in Southampton, UK.
The most powerful tool of advocating, protecting, supporting and educating children is to continuously have an affirmative impact on children’s lives. I believe education is something which everyone, despite cultural, societal or religious barriers, have the right to obtain whilst offered equal life chances and outcomes. Every single individual has the right to the freedom which education allows; teaching facilitates me to empower, support and be an ambassador for all children to reach their full potential. Through teaching I hope to facilitate children to be agents of change, positively shaping their future by equipping them with life-long tools aiding emotional, mental and physical www.*** want to provide children with sound foundations through giving them the building blocks of education to allow them to flourish in their personal and educational development. Similarly, applying my learning from a wide variety of teaching opportunities and placements, I want to further develop children’s thirst for knowledge and set their educational compass in the right direction. I am passionate and committed to providing accessible and equal opportunities for all children focussing on and celebrating every child as an individual. I strongly believe in educating children about the wider world to encourage compassion, empathy, inclusivity and a sense of belonging. It is this enthusiasm and passion to inspire, empower and support all children through education.
I have a clear vision for the type of school and classroom I would like to create and below I have outlined the most integral elements of this.
Building Enriching Experiences
I believe it is extremely important for children to have enriching experiences whilst learning. I think very carefully about the lessons and topics I have planned to create moments of interest and ensure learning is fun as well as rigorous. An example of this is the medium term planning of the Stone Age Topic I implemented. I enjoyed this as I could practically apply knowledge from my degree. Planning and implementation of the topic was covered through a cross-curricular approach to secure the children’s learning process in a multi-faceted way. I have also made use of carousels within all Creative Me Topics and taken a ‘child as teacher’ approach within these. Through this, children were engaged in their learning and developed their skills as independent learners. One significant example the children seemed to enjoy the most was an afternoon to introduce the topic (a WOW day), I placed the learning motivation on the children by encouraging them to teach me and detailing how I had not taught them anything, they taught themselves through facilitating an accessible carousel of activities for all. These encompassed creating a fact file; finding 5 facts in fact books; caveman experience (drawing under the table of what potentially could be found in a cave); reading ‘The Stone Age Boy’ and observing tools, rocks and fossils from this era. This was a great hook into the topic and a fundamental means to ensure a learning experience with lasting impact. In observations and reviews a strength of mine is to build experiences such as these, which intuitively engage children and achieve fulfilment of potential. The curriculum pathway needs to be designed to be motivational and I believe that I can ensure this is continuously built and incorporated into your school.
Ensuring Impact, Pupil Progress and Recognising Individual Needs
During teaching I utilise AfL to continually adapt planning as needed to inform proceeding lessons, to address misconceptions and support learning. It is particularly interesting to note the vital need to root a topic in all subjects and see the greater progress children make and the ‘sticky knowledge’ concept at play. From teaching, studies and various opportunities of placements, my significant awareness of individual children’s metacognition needs and my capability to always strive and deliver inclusive and child-centred lessons was noted. I have been lucky enough to have a wide range of diverse teaching opportunities in both specialist and mainstream provision. In all settings I was aware of safeguarding and followed school guidelines. I have experience of pupil premium, SEN and SEMH needs and children with EAL, high achieving students and a mixed age class. While teaching in specialist provision I worked with students with PMLD and SLD needs; I planned and implemented tasks through a small steps approach, to create inclusive learning and holistic measures to meets their needs. I was then able to transfer these skills to a mainstream classroom practice, to incorporate various stimuli: creative and sensory-driven activities which are visually, auditory and kinaesthetically stimulating to actively engage each individual child. My colleagues have recognised my ability to adapt to individual needs and my analytical approach as a strength.
My degree has reinforced my knowledge and awareness of a holistic approach towards children’s education, when teaching the ability to adapt, plan, and deliver the curriculum as far as possible to the child’s individual needs and abilities is essential. Through appropriate deployment of support staff and differentiation in resourcing and approach, this allows me to anticipate potential barriers to learning, but also to challenge and advance the higher attaining pupils. I recognise it is essential for all children to be appropriately challenged and accomplish maximum progress. I consistently make use of assessment to advance progress. During teaching I observe and employ questioning, live-marking, written feedback and peer assessment as strategies to address a child’s understanding of a method or concept. I utilise specific positive and constructive oral feedback throughout all of my lessons, this offers in-the-moment feedback which provides the chance to address misconceptions that may inhibit learning. It has been observed that I consistently deploy a range of AfL strategies such as the use of highly effective open-ended questions to enable and promote a high proportion of pupil talk to assess and address knowledge, understanding and misconceptions during input to ensure misconception are minimised prior to task completion. Employing the use of AfL I have implemented various provisions, support strategies and various medium-term plans to accommodate the needs of students who struggle with reading comprehension, and maths. Here I recognised the essential need to adapt planned content, even if this means taking a step back, to simplify and embed subject knowledge in a small-step-by-step approach. During teaching I recognise that Enhancement is a crucial tool to utilise to maximise learning potential for all, whether it be to address previous misconceptions, or provide an enhancement of knowledge prior to lesson to be able to deploy cutaway groups to ensure optimum progress is consistently facilitated.
Through effective assessment/planning, it was imperative to ensure a student-voice and child-led approach was prevalent to encourage participation. For example, peer-learning, where understanding can be increased. I consistently instil a collaborative approach between me as the practitioner and the child/children where all voices and ideas are equal. I am aware of the need for Pace within a lesson that is appropriate to children’s needs to ensure consistent engagement.
Creating a Positive Culture with High Expectations and Outstanding Relationships
I consistently model and encourage the positive attitudes, choices and values expected from the children. My compassionate, empathetic and encouraging character ensues a learning environment where children are equal, have a voice and feel safe and supported in both aspects of educational and wellbeing development. This enables achievement of positive learning outcomes and growth socially, emotionally and academically. An in-depth understanding of the whole child is crucial. A knowledge of the child’s educational, social, emotional and mental health need and their family life is fundamental to minimise behavioural challenges. My responsibility is to consistently maintain a proactive approach that strives always to build and maintain a positive and inclusive environment, which takes into consideration the reasons for a child’s behaviour. I work to build respectful, positive and meaningful relationships with the children and their families. My belief is that behaviour management should be a restorative process, of moral reasoning and conflict resolution, and not a blanket approach. It is imperative that a child should be treated as an individual and teaching and behaviour strategies should, as far as possible, be flexible to ensure a positive outcome is achieved for each child. For example, I have written and implemented numerous EHCP's, individual behaviour management plans and strategies to support children who are struggling with certain aspects of the school environment. Emphasising my belief to take measures to reduce the possibility of challenging behaviour through establishing a stimulating, engaging, participatory, fun, and creative learning environment that encompasses all learning styles. Encouraging positive behaviour through praise and reward which will promote a growth mindset and a positive atmosphere.
Inclusion
Inclusion is of utmost importance and something I employ in my practice every day to ensure all are supported and have an understanding of the wider world. Practice, research and literature has emphasised the broad definition of inclusion and the need for it to be a person-centred approach and what may be acceptable and inclusive for one human may not be for another. Ergo communication, positive relationships is crucial to the overwhelming notion that the child is at the centre. Inclusion appears to be the social transformation of education and practice. The view and vision of the ideal concept of inclusion is to recognise the salient active-involvement to pursue common-place values. Ergo the trajectory for responsible inclusion is to recognise the multidiscipline of needs, whilst seated in practice, pedagogy, curriculum and access. Thus in practice I endeavour to recreate societal norms and educational commodification and pressures. Thereafter, identifying if strategies are feasible, funding is implemented, and necessary resources provided to accommodate all needs, regardless of disability, placement and provision. For example implementing emotional regulatory provisions with an Occupational Therapist and emotional support worker. Conducting a weekly social skills group and a safe space to converse and share problems through a variety of methods has also proved to promote inclusion in my classroom.
A specific example would be the diverse needs of children in my class who require different types of inclusion through differentiation of need, emotionally, academically and physically. Whether this be through seating, reward system, chill-time, voice utilised, mannerisms around the class and work given. For example I have two children in my class who have Autism with and EHCP and their needs are starkly different therefore I alter my approach with each of them through understanding their likes and dislikes, to ensure they make rapid academic progress.
Inclusion happens in my every day practice as a teacher not just with children but also parents. Dependent on parents background, language needs, and personality my approach differs to ensure they feel their voice is heard and that I have a strong understanding of their backgrounds. Refuting stereotypes is significant also therefore every day I promote to all my children they are capable of anything and everything in this world. I do this by educating them on Women's rights, Black History, and current affairs through watching the news and having regular open conversations. Alike the children within my class are from a variety of backgrounds therefore we do regular presentations, festival celebrations and show and tell to promote a further learning of diversity. Inclusion and diversity is of utmost importance to ensure we learn, share and enhance our knowledge of all people in the world.
In the education profession, I want children to receive a well-rounded education. By volunteering I developed personal attributes such as patience, enhanced knowledge of children’s needs, diligence and a positive conscientious attitude. I understood the huge impact a child’s background has on their development in all broad areas of need; therefore, the necessity to develop strong and trusting relationships with the children and be sensitive to their individual needs. Throughout volunteering experience and teaching opportunities, I have been complimented on my interaction and rapport with all children many of whom had a high level of additional needs and my ability to engage hard to reach children through appropriate implementation of strategies and support.
Thank you for considering my application. I would value the opportunity to share more with you at an interview about how I can contribute towards educational visions and ethos to create a positive, happy, welcoming and inclusive learning environment.
With over 10 years experience of working within Key stage One, I am currently Year two teacher in a small village school. Prior to that, I was year lead of a large three-form infants school managing a team of 6 teaching staff. During my teaching career I have experienced working within the curriculums of the EYFS and Key Stage One. I have taught a wide range of children with a varying degree of additional needs and have seen them succeed in their educational journey.
Rising to the challenge of the pandemic, I successfully transitioned a team to online learning where I oversaw the provision of engaging lessons that allowed the children to continue to excel at home. As an individual I have always been celebrated for my hardworking, conscientious and professional attitude towards my role, both as a teacher and as a leader. During my teaching career I have dedicated myself to being fully embedded within the school community where I acted as a School Governor and have trained many student teachers. Combined, these experiences have strengthened my organisational skills and have helped me become a patient and approachable practitioner. My passion for teaching and learning is deep rooted and I have always strived to ensure that I deliver inspiring and creative lessons, which allow all children to succeed regardless of educational needs.
With confidentiality in mind, I have excellent communication skills, and I am able to convey relevant information to both children and adults. Working closely with the school SENDco and ELSAs, I have held many honest meetings with parents conversing on a wide range of issues. In close conjunction to this I monitor and record any and all safeguarding issues. It is my responsibility to provide equal opportunities to all learners, including those with neurodiversity, to ensure all learners can reach their full potential. As part of my role as Maths Coordinator, I have led, coached and mentored many members of staff through workshops, initiatives and classroom strategies. On a weekly basis I work collaboratively with my team to plan engaging, high quality lessons which reflect the interests and needs of the children within the cohort. With differentiation and individual needs in mind, I have assisted many colleagues with the planning and implementing of personalised plans that are tailored to individual needs. Using my creativity as an Art Coordinator and through my strong links with the community, I have overseen many art projects which have been displayed to the public. Through my subject leadership and Year Leader roles, I have been responsible for the tracking of the children’s attainment and plugging gaps when identified, as well as supporting all teaching staff. Working within Senior Leadership it has been my responsibility to mentor trainee teachers and to oversee their planning, teaching and learning. During their placement I would also complete end of week reviews, end of placement reports all while acting as the link between the school and their College or University. As part of my continuous professional development, I have attended many professional training courses, undertaken my own research and completed annual Prevent and Safeguarding training. With these accumulated skills, I am able to provide a safe learning environment, in which all children have a person to trust and are free to express themselves and grow as individuals.
I am a SENCo in an independent school, teaching children between the ages of 7-13 years. I am used to working individually with children who have dyslexia, dyspraxia, dyscalculia. I have taught English, Maths, Science, Geography and History to children with learning difficulties. I have a degree in Economic History and a PGCE qualification and I am in the process of completing the NASENCO award. I work in a school in East Dorset, near Wimborne.
