Anna
Primary-EYFS and KS1 only
Colliers Wood, Wimbledon, Earlsfield, Balham, Fulham, High Street Kensington
I have always wanted to teach and after a few years I was fortunate to gain QTS. I worked within the EYFS in Reception for 5 years as a teaching assistant, before moving into another school to work as reception class teacher. After 4 years, I became a Year 1 teacher and I really enjoy working in KS1 at the moment. I'm a science leader and pupil voice groups leader.
I'm an enthusiastic teacher with excellent leadership and interpersonal skills. I'm committed to creating a challenging yet nurturing learning environment. I have a passion for inspiring pupils to achieve and go beyond their current capabilities. Strong knowledge of teaching standards, assessment design and curriculum elements for primary education. Observant, hardworking and diligent about using proven and diverse teaching techniques to connect with students and share knowledge of important concepts.
"My child really enjoys the fun lessons that Anna prepares especially when it came down to learning Phonics. I was extremely happy when my son passed the phonics screening."
Lorna
Availability
Online & Face-to-face Sessions
Weekdays – Wednesdays from 5:30pm and Fridays from 5:00pm
Weekends – Saturday from 13:00 and some Sundays 9-12.
£110 per hour
Teaching students with Autism
Throughout my teaching career I have worked with many pupils with autism in EYFS and KS1. Teaching students with autism requires a combination of patience, creativity, and a commitment to individualised support. By embracing flexibility, communication, sensory awareness, collaboration, differentiated instruction, and celebrating achievements, I was able to create a positive and inclusive learning environment for all of my students, setting the foundation for their future success. I have attended many SEN meetings during which we discussed pupils progress and we looked at their EHCP targets.
Teaching Maths
Teaching Functional Skills Maths can be a fulfilling yet challenging experience as it involves equipping students with the practical numeracy and problem-solving skills they need for everyday life. These skills are not only essential for academic success but are also directly applicable to various real-world situations. When I plan maths lessons I always address the diverse needs and backgrounds of my students and recognise these differences and implement differentiated teaching strategies. I think it is essential to ensure that each student can access and benefit from the curriculum.
Teaching English
Phonics is my passion and I always promote love of reading in my class. I have successfully prepared my year groups for a phonics screening test with more than %90 pupils passing the test.
When planning and preparing English/phonics sessions I recognise the diverse needs and abilities of pupils. They often come from varied backgrounds and have different levels of proficiency in reading, writing, and communication. Assessing individual strengths and areas for improvement is crucial to providing targeted and effective instruction. To support SEN children in my class I use lots of visuals, widget pictures as well as colourful semantics. Moreover I often use talking tins to support the children when writing sentences.
Teaching students with focus and concentration difficulties
I always establish a predictable routine with clear transitions between activities. When teaching I use visual schedules or cues to help students anticipate what will happen next. I clearly define and communicate expectations for behaviour and tasks. Dividing lessons into smaller, more manageable steps is crucial in my teaching practice. I Provide clear instructions and repeat key information to reinforce understanding. Offering regular breaks to prevent information overload and fatigue is very important. Thanks to my EYFS experience I understand how important it is to engage children through multiple senses to enhance learning and retention, using hands-on activities, visual aids, and interactive lessons to make concepts more tangible. I often allow for movement breaks or fidget tools to help release excess energy and maintain focus.
How I support a child’s confidence and self-esteem
Boosting confidence and self-esteem is crucial for the overall development and well-being of pupils. I use numbers strategies to foster a positive and supportive environment, promoting confidence and self-esteem among the children such as:
- Acknowledging and celebrate students' achievements, both big and small
-Setting Realistic Goals
-Encouraging Positive Self-Talk
-Fostering a Growth Mindset
-Creating a Safe Space for Mistakes