nutsaboutnaturecreations

Whilst studying for my degree, I had one serial placement in Early Years Foundation Stage, two teaching practices in Key Stage One (Year 1) and one teaching practice in Key Stage Two (Year 3). After graduating, I completed two of my NQT terms in Year 1, completed a term of supply in Year 2 in an Academy, and then worked in Year 3 for one year and a term. My most recent teaching role was found throughout experience as a supply teacher, where I took on maternity cover which then continued into a class-share position for three days a week. Additionally, I was working with a supply agency the remaining two days of the week, teaching a range of age ranges in a variety of childcare settings (one of these schools turning into a long term position until the end of summer 2019). The following year, I took on a year contract as Year 2 class teacher (age-range: 6-7) with the school where I was previously class-sharing at). During COVID-19 lock down, I ended up teaching an EYFS (age-range: 4-5) bubble group until the end of summer 2020, whilst maintaining good communication with my Year 2 class. Although I have thoroughly enjoyed gaining the experience being a full-time class teacher, part of a class-share team, as well as working in a plethora of childcare provisions within Cambridgeshire, I had initially begun my supply journey to venture into different areas of childcare (with an Early Years focus) and in the knowledge that I would be relocating. Having been working with EYFS from June 2020 until the end of the school term, my fondness of working within the Early Years sector was confirmed and it made me really excited about exploring this area further in a 'nanny' position. Some of these teaching experiences have been in Church of England schools, where I have taught in accordance with the principles and practices of the Church of England, ensuring that worship, spiritual development and religious education are central to the teaching and learning undertaken. This has aided me in teaching RE effectively and recognising its importance within the curriculum. I have had my longest experiences of teaching in both Year 1 and Year 3, where I have recognised the importance of making the transition from either EYFS to KS1 or KS1 to KS2 as smooth as possible, aiding children in settling into new routines and recognising how they have learnt most effectively previously, and gradually adapting approaches to meet the requirements of the next key stage in education. When working within Year 2, I have also ensured that children are both emotionally and academically prepared for the KS1 SATs.