Professional portfolio & background

Alternative provision setting, supporting students with a range of additional needs who may find mainstream education challenging. I deliver a personalised, flexible curriculum — blending primary and secondary content — so I can meet each learner at their level.

My work focuses on strong, trusting relationships to re-engage learners, alongside academic progress, emotional regulation, and personal development. That includes adapting lessons across core subjects, implementing behaviour and wellbeing strategies, and creating a safe, structured environment where students can rebuild confidence and experience success.

Experience in youth and community centres, helping run clubs, activities, and events designed to engage and empower children and young people — including those with SEND.

Close communication with parents and carers, supporting them through key forms, plans, and updates, with safeguarding policies and procedures followed to a high standard. I aim to promote a nurturing environment where every young person feels valued, safe, and encouraged to grow.

Committed to a safe, supportive, and inspiring classroom where every child feels valued and motivated. I design engaging, differentiated lessons across the curriculum, with a strong focus on reading, writing, and maths while nurturing creativity and confidence, within a Catholic ethos.

Experience supporting children with SEND, working with parents, carers, and multi-agency teams so individual needs are met. Safeguarding and wellbeing sit at the heart of my practice, with relationships that help children thrive academically and emotionally.

Supported teaching and learning across key stages by delivering inclusive lessons and interventions aligned with school and curriculum objectives. I worked closely with class teachers to plan, prepare, and assess learning — adapting support for diverse needs, including pupils with SEND.

Led small-group and whole-class sessions, supported behaviour management, and fostered a positive environment where children could thrive academically and emotionally. Strong communication with parents and colleagues for consistency, safeguarding, and collaborative progress.

I volunteered as part of a community initiative in Sri Lanka, supporting both early childhood education and women’s empowerment programmes. In the kindergarten, I helped plan and deliver creative, play-based activities that supported children’s early development, communication, and confidence.

I also contributed to women’s empowerment workshops — building confidence, basic maths and literacy, communication skills, and a greater sense of empowerment and independence among local women. The experience deepened my connection with the community, my ability to adapt to new cultural contexts, and my empathy, leadership, and cross-cultural understanding.

Working in a local community centre running children’s clubs across summer holidays and half terms, with a focus on SEN children and family support. I coordinated activities, helped provide structure and engagement, and worked alongside families so sessions felt supportive and sustainable.

Worked as both a teacher and SEN teaching assistant across local schools, including special school and mainstream supply. Supported children with a wide range of needs — including autism, ADHD, speech and language difficulties, and emotional regulation — through tailored interventions, structured routines, and consistent, compassionate support.

In special school settings, I collaborated with multidisciplinary teams to adapt materials, use sensory approaches, and promote wellbeing and independence. Supply work strengthened my adaptability, behaviour management, and ability to build rapport quickly with pupils and staff.

Across all roles, I prioritise inclusion, safeguarding, and calm, nurturing environments where every child feels understood and supported to achieve their best.

Delivered a broad, engaging mixed-age curriculum for pupils at different developmental stages. Creative, cross-curricular lessons supported the transition from EYFS to Key Stage 1, building foundations in phonics, literacy, and numeracy while encouraging curiosity and confidence.

I led a team of support staff to ensure consistency, effective planning, and targeted interventions. I coordinated routines, delegated tasks, and supported colleagues through modelling best practice, safeguarding awareness, and collaborative communication — strengthening leadership, organisation, and coaching.

Differentiated learning for a range of abilities, including pupils with SEND, within an inclusive classroom where every child felt safe and motivated. Close work with parents, support staff, and senior leaders for progress, consistency, and positive wellbeing.

Supply teacher and SEN teaching assistant experience across varied schools, year groups, and specialist settings — adapting quickly, building rapport, and delivering inclusive lessons for diverse needs.

Skilled in maintaining positive behaviour, supporting pupils with additional needs, and keeping transitions smooth when covering classes. I aim for continuity, strong safeguarding awareness, and high-quality learning in every placement.

Support across early years and primary as a teaching assistant and EYFS TA in mainstream and SEND Hub settings. Worked with children with a range of additional needs — including autism, ADHD, speech and language delays, and SEMH — through structured interventions, play-based learning, and individualised strategies.

In the SEND Hub, I focused on a calm, inclusive environment for communication, sensory regulation, and emotional wellbeing, working with teachers, therapists, and families for consistency and progress, with a strong grasp of safeguarding and child development.

Strengthened skills in early intervention, behaviour support, and trusting relationships — supporting Catholic ethos in line with the trust’s expectations.

Volunteering in Port Elizabeth, I supported teaching and learning in a primary school, working with children from diverse cultural and educational backgrounds. I helped deliver lessons across core subjects, supported classroom management, and created engaging activities that encouraged creativity, confidence, and curiosity.

I supported children with a range of learning needs, using inclusive approaches so every pupil felt supported and valued. The experience deepened my understanding of global education, resilience, and adaptability — and my commitment to helping children thrive through kindness, patience, and positive relationships.

Customer service and teamwork in a fast-paced retail environment: shop-floor support, stock, visual displays, and keeping the store organised and welcoming.

Reliability, adaptability, and a positive approach during busy periods — building communication, time management, and confidence as part of a large, diverse team.

Ran the Miss Selfridge department independently: daily operations, customer service, stock, and visual merchandising as the sole department staff member — including opening/closing, sales targets, deliveries, and a shopping space that reflected the brand.

Strengthened independent working, time management, and high standards under pressure so the department ran smoothly and met performance goals.