Emma Stokes

As a committed and reflective primary teacher, I strive to provide inclusive, engaging, and meaningful learning experiences that support every child’s academic and personal growth.

In the classroom, I deliver differentiated and interactive lessons using strategies such as flexible groupings and the ‘chilli challenge’ to support and stretch all learners. I use real-life contexts and encourage learners to “think backwards” to deepen conceptual understanding. I embed digital tools like Plickers and Padlet to promote active participation and enable formative assessment. These tools allow all pupils, including those less confident in verbal contributions, to demonstrate their learning in a supportive, pressure-free environment.
I co-construct success criteria with pupils and give clear, in-the-moment feedback using systems such as “tickled pink” and “green for growth.” These strategies have empowered learners to take ownership of their progress and respond constructively to feedback.

An advocate of inclusive practice, I use the CIRCLE framework to build a safe and supportive classroom where all learners feel heard and respected. I employ scaffolding strategies like sentence starters, visuals, and peer support to ensure every child can access and contribute to learning. I regularly celebrate effort, progress, and “marvellous mistakes” to build resilience and growth mindset.

I also recognise the importance of strong home-school partnerships. I communicate regularly with families, keeping parents informed and engaged in their child’s learning journey.

I am a highly organised professional who plans thoroughly to meet the needs of all learners while ensuring smooth, purposeful lessons. I manage resources efficiently and track progress closely to inform next steps. I value learning alongside my pupils—this year I shared learning with our British Sign Language sessions or outdoor fire skills—building mutual respect and modelling lifelong learning.