Obafolajimi Gideon Obasola

I am an experienced and passionate educator with over three years of specialist experience supporting secondary school students with special educational needs, particularly those who traditionally feel disconnected from core subjects such as science. Holding a Master’s degree in Biotechnology from the University of Greenwich and a Master’s in Organic Chemistry from the University of Ibadan, I bring deep subject knowledge that equips me to deliver a high-quality, bespoke curriculum tailored to the diverse learning pathways. My current role as Science Teacher/Tutor (SEND) at Josben International College has honed my ability to plan, implement, assess, and review learning opportunities for class groups and small intervention cohorts, ensuring that pupils with moderate to severe learning difficulties, autism, ADHD, and communication challenges make consistent, measurable progress. I fully embrace the professional responsibilities outlined in the School Teachers’ Pay and Conditions Document and the Teachers’ Standards, committing to excellence in teaching that promotes pupil independence and prepares young people for adulthood. I am eager to contribute my expertise in creating engaging, relevant, and exciting lessons that place pupils at the heart of every decision. My hands-on experience in fostering curiosity, building trust, and providing emotional support aligns seamlessly with the school’s cooperative values of honesty, openness, social responsibility, and caring for others. I have consistently demonstrated the capacity to work with pupils who have complex and severe needs by adapting teaching strategies, using Positive Behaviour Support approaches, and leveraging technology that can help the students in visualisation, such as Visual Teaching Aids and MS Office for resource creation, all while maintaining rigorous safeguarding procedures and promoting an inclusive environment that prepares students for the fullest possible independence.

In my current position at Josben International College since December 2025, I have taken full responsibility for planning, implementing, assessing, and reviewing learning opportunities that directly address the varied needs of secondary students with special educational needs and align with the curriculum demands. The situation often involves mixed-ability classes in which many pupils face barriers similar to those described in your school, including difficulties with engagement, communication, and foundational skills in literacy and numeracy, all of which are needed for student success. My task as a teacher is to design and deliver targeted interventions that close attainment gaps while respecting individual differences, their individual lesson plans and promoting full access to inclusive learning. I begin by analysing assessment data against Individual Learning Plan targets to create well-structured, multi-sensory lessons that incorporate practical science experiments, visual aids, and real-world applications drawn from my laboratory background in molecular biology techniques such as bioinformatics. The implementation of these analyses involves 1:1 and small-group sessions where I apply effective behaviour strategies and learning adaptations, including Positive Behaviour Support, to manage emotional regulation and encourage participation.
For instance, I facilitate small-group interventions in literacy, numeracy, and study skills, using differentiated resources to track progress visually and make data-driven adjustments in real time. This personally designed teaching method has really yielded encouraging results. I regularly assess pupil outcomes through formative observations, summative tests, and Individual Learning Plans reviews, reporting impact transparently to teachers and parents while adapting teaching dynamically to respond to strengths and emerging needs. This process has resulted in enhanced pupil engagement, narrowed attainment gaps, and tangible progress in confidence and independence, with students reporting greater motivation in science subjects and demonstrating improved social interactions during organised activities. My approach ensures high expectations that inspire and challenge pupils, while fostering positive relationships that build resilience and prepare them for adult life, directly supporting schools' emphasis on preparing for adulthood through personalised pathways.

Building on this foundation, my earlier experience as Science Subjects Teacher and Mentor at Ilobu High School from September 2014 to March 2017 provided me with three years of proven classroom practice in delivering captivating, accessible science education to heterogeneous groups of senior secondary students, many of whom displayed disengagement, low motivation, or fundamental skill deficits akin to severe learning difficulties and different spectrums. In that context, I was tasked with instructing Physics, Chemistry, and Biology to classes of up to thirty-nine students across Grades 1 to 3, while simultaneously offering personalised mentorship to underperforming individuals to enhance both academic outcomes and behaviour. I planned and taught well-structured lessons by adapting the national curriculum into practical, hands-on activities that made abstract concepts concrete and relevant to pupils’ lives. I built effective working relationships through empathetic one-to-one support, clear expectations, and positive reinforcement to motivate those with diminished academic confidence. I monitored progress against individual targets using detailed records, adjusted schemes of work accordingly, and collaborated with colleagues to review outcomes, ensuring accurate reporting that informed future planning, making sure they all have assignments after every class. This led to measurable results, including rising grades, improved classroom behaviour, and a positive shift in attitudes towards science, with several mentees achieving enhanced independence in study habits and social settings.
My laboratory assistant roles at Extreme Manufacturing Nigeria Limited and Covenant University Hospital further strengthened my subject and curriculum knowledge, where I conducted quality control tests, calibrated instrumentation, and implemented KPIs to maximise outcomes, skills I translate into using data to analyse pupil progress. These experiences have equipped me with the emotional maturity, resilience, and consistency under pressure required to maintain high standards while promoting good progress and outcomes for pupils with complex needs. Throughout my career, I have cultivated a comprehensive skill set that aligns precisely with the United Kingdom educational requirements for an excellent teacher who can use technology to support learning, demonstrate awareness of strategies for early literacy, numeracy, and personal development, and work collaboratively within a multidisciplinary team. I possess strong evidence of effective classroom practice with pupils who have profound, severe, and complex needs. My empathetic and observing nature enables me to identify when colleagues or pupils need discreet support. At the same time, my organisational skills ensure I meet the varied demands of planning, assessment, and reporting without compromising on quality. I am adept at building and managing constructive relationships with pupils, parents, teaching assistants, therapists, and external professionals, always setting clear expectations and holding others accountable through collaborative teamwork. Committed to school development and inclusive practice, I actively contribute to improvement initiatives, such as training new staff on quality assurance and behaviour strategies in my previous roles, and I maintain emotional resilience and the ability to respond appropriately under pressure. Fully eligible to work in the UK and holding an enhanced DBS, I am excited by the opportunity to join FindTutors’ highly skilled teaching team. I am dedicated to upholding safeguarding standards, promoting the welfare of children and young people, and delivering a curriculum that empowers every pupil to achieve their best and live as independently as possible. I would welcome the chance to discuss how my expertise can further enhance outcomes for your pupils and contribute to the school’s vision of excellence in specialist education.