javairia akser

I am a reliable, hardworking trainee teacher who is in the process of fulfilling my career ambition. I am currently completing a Primary SCITT course through Shotton Hall Academy, encompassing a PGCE from Durham University. I am highly enthusiastic and passionate, and alongside setting high expectations and standards for all, I aim to create an enjoyable, stimulating, high quality learning environment that allows every child to progress to their full potential. As a teacher I will strive to ensure all children gain enjoyment, knowledge, and a love of learning in the classroom. 

From day one, I have gone above and beyond at my placement schools. My first teaching placement was in a Year 4 class. Throughout my five weeks of teaching, I gained valuable behaviour management strategies which I was praised for in observations and feedback. Following the school’s behaviour management policy, I demonstrated the positive attitudes and high standards of behaviour that was expected of the children. In my final report for my first placement the teacher stated “Pupils respond well to Javairia and her behaviour management skills are excellent. Javairia uses a variety of positive behaviour management and has followed our school policies when implementing these including the use of rewards.”

My strengths were highlighted as behaviour management, planning, reflection, my ethos, and rapport in the classroom and being a part of the school community. I planned effective sequences of learning to meet a diverse range of needs, ensuring goals were stretched and challenged. My planning has been thorough, well sequenced and follows many of Rosenshine’s principles - something I have worked hard to adopt into everyday teaching. I have taken it upon myself to encourage pupils to progress in every subject I have taught. This has been done through excellent formative assessment which has been used to inform future lessons. I have had the opportunity to experiment various styles of teaching and have worked incredibly hard to produce fun, engaging lessons. By the end of the placement, I was comfortable to teach 50%, the desired outcome for placement one.

My current and second placement is in EYFS in Reception. I have been able to collaboratively plan with both reception and nursery teachers and share planning between the team. I have been able to quickly go from teaching 1 lesson per day to comfortably teaching a full week at 80%. I have been able to take a leading role to show my mentor my ability in planning, preparation, leading, organizing and delivering outstanding lessons.  I have been able to develop my own behaviour management strategies that work within my classroom, and I have developed professional relationships with all children. As I have progressed through the increase of teaching hours, I have prioritised my workload as well as managing university assignments, to make sure that I have a home/ work life balance. Marking and assessing during the lesson and providing feedback has had a positive impact on time management, this has been observed and complemented by my mentor on many occasions. I have always prided myself on going that extra mile and making the most of every opportunity. I feel privileged to have been able to attend parents evening meetings, staff meetings, training, and an afterschool club. I have attended team meetings and professional team meetings where all the key workers input is valuable in understanding each child’s learning journey, their successes, and areas of improvement. I have learnt that teaching assistants must know as much as the teachers to benefit the children’s development. Learning from others and observation of subject leads, deputy heads and specialist teachers in different settings has been invaluable in progressing my learning and development.

Through keeping up to date with relevant research, I understand the impact of early childhood intervention. Therefore, in my current EYFS placement, I completed a pupil progress case study on five focus children. I delivered daily 1 to 1 intervention to close the gaps in their phonics knowledge, alongside their daily phonics lessons following the Read Write Inc scheme. The children have made outstanding progress in 3 weeks. I strongly believe in the importance and benefits that the effective teaching of phonics brings to a child’s education and life. Subject Enhancement Delivery Days have enabled me to update my subject knowledge around phonics, as I believe there is always more to learn as a teacher. I am passionate about promoting a love of reading in the classroom. In both my EYFS and Year 4 placements, I took the time to read stories and class novels to my class. I then used these reading books to inform planning and engaging, creative activities. 

Following the Development Matters guidance and reflecting upon research underpinning the new Education Inspection Framework, I have planned and delivered engaging and effective adult-led and child-initiated topics and themed lessons in EYFS. I have provided children with the opportunities to explore, investigate and take ownership of their learning. I fully support engaging children to construct their own learning opportunities through a negotiated curriculum. The new framework has moved away from the reems and reems of evidence. During my placements, I have learnt that the classroom is the evidence and within this environment the children’s voice is heard. I have captured and celebrated the children’s achievement through the settings via learning journeys, wow moments and displays. Learning journeys and wow moments capture new learning. It is a purposeful approach to capturing a child’s learning. Children have Floor Books where key workers record the child’s voice and document it. These Floor Books are considered as their book and the children have ownership. I understand that communication and language run throughout the new framework. Therefore, the examples provided demonstrate that the child’s voice is everywhere.

I am vigilant in safeguarding the needs and welfare of the children I am working with, following safeguarding procedures thoroughly when necessary and staying calm in all circumstances. I am a reliable, trustworthy professional who strongly understands the importance of maintaining confidentiality between professionals and families. I would committedly play a full and active role in the life of your school, promoting your values and ethos in all aspects of school life, while conforming to the policies and practices you have in place.  I am highly motivated and determined to support your vision that every child feels happy and has a passion for learning, as I also strongly believe in offering a safe, inclusive school community where all children should be celebrated for who they are.

Since the commencement of higher education, I have aspired to become a teacher. I thoroughly enjoy and feel great satisfaction, from seeing a child develop and learn. My ability to nurture the children will mirror the ethos of your school. Throughout my life experience I have continued to progress to become the best teacher I can be. I will bring a wealth of knowledge and experience to this role that will ensure the children I teach will attain the best educational outcomes to their own individual ability and based on their own individual needs. This is what makes me stand out from my peers and therefore I would be the perfect candidate for the role in your school.

I am an extremely dedicated and enthusiastic person, with the desire to make a huge difference in the lives of the children I teach. I am a hardworking trainee teacher who is in the process of fulfilling my career ambition. I am currently completing a Primary School Centre Initial Teacher Training (SCITT) course at Shotton Hall. My undergraduate degree is in Law. I graduated with an LLB Hons at Northumbria University in 2016. Since then, I have worked within this sector while working part-time teaching children in the evenings and weekends. Teaching part-time for the past six years has driven my passion to become a fully qualified teacher and the desire to teach full time.

I was successful in October 2020 to be accepted and commenced University training in September 2021. Since starting, I have developed further professionally during the varied experiences I have had, within different school settings. I have been able to manage a great work life balance. Throughout my course I have attended many different curriculum days, which have given me an insight into how specific lessons should be taught and ways the pedological approach is used in the classroom on a day-to-day basis. I’ve had great experiences of working with many different professionals including headteachers, teachers, SENDCO and OFSTED inspectors.

Throughout the SCITT course I have taken part in many different mini placements that have been tailored to specific areas. I was extremely fortunate to access several outstanding schools, where I was able to gain experiences working with children, of which English is not their first spoken language. I have also had the opportunity to work with children who have special educational needs. These experiences allowed me to observe how teachers used an inclusive approach, whilst allowing those children who needed the extra support a free flow process to return to a safe place. Such opportunities helped me to gain greater understanding of what is expected when working in a class that is fully inclusive. It has been a privilege to be able to teach and support children to develop with peers and senior staff. The experience I have had through lifelong learning and education to date has enabled me to experience a huge variation of learning opportunities in education and teaching.