Passionate Early Years, SEND, health and social care and travel and tourism professional

I am a qualified teacher with a BA (Hons) in Early Childhood Education and Care and a PGCE in Education. I have extensive experience working with children and young people across a wide range of ages and abilities, both within schools and further education. Prior to becoming a college lecturer, I worked for eight years as a Higher Level Teaching Assistant across EYFS, Key Stage 1 and Key Stage 2, including extensive experience supporting learners with SEND and social, emotional and mental health needs.
I currently teach within Further Education, delivering subjects including Education and Early Years, Health and Social Care, and Travel and Tourism. My experience means I am confident adapting my teaching to meet individual learning needs, whether a learner requires additional challenge, confidence-building, reinforcement of core knowledge or a completely different way of approaching a concept.
SEND and inclusive education are particular areas of strength. Throughout my career, I have provided 1:1 support, differentiated learning and developed targeted interventions for children and young people. I understand that learners do not all process information in the same way and that difficulties with learning can significantly affect confidence and motivation. My approach is therefore supportive, patient and encouraging while maintaining high expectations.
My teaching style is highly interactive and learner-centred. I believe students learn most effectively when they are actively involved rather than simply listening to information being delivered. In online tutoring sessions, I would establish the learner's starting point, identify any gaps in knowledge and agree clear, achievable goals. Sessions would then be tailored around the individual rather than following a generic programme.
I would use a range of approaches including questioning, modelling, worked examples, visual resources, retrieval activities, scenarios, discussion, quizzes and short independent tasks. I would regularly check understanding throughout the session and adapt my teaching immediately if a learner was struggling with a particular concept. I would also use regular retrieval and recap activities so that learning is transferred into long-term memory rather than simply understood during the session.
Building positive relationships is central to my practice.