Rachel

Rachel qualified in 1991 and has been teaching for over 25 years. Rachel is a highly skilled primary practitioner. She enjoys reading and writing. Rachel is a published author with Bloomsbury Books - 100 Ideas for Primary Teachers - Differentiation and is currently delivering training for schools on differentiation and emotional well-being. Rachel has delivered training to adults embarking on initial teacher training.

Availability: Rachel is available daytime, evenings and weekends.

Willing to travel: 15 miles

Experience: Rachel has taught every year group across the primary age range.
Rachel has been a deputy head teacher in two large primary schools and also head teacher of two large primary schools.
Rachel has been subject leader for English, Mathematics, IT, Music, Assessment and Initial teacher training.
Rachel has developed and designed curriculum plans within the schools she has worked as well as supporting newly qualified teachers and students on placement.
Rachel has great strengths in the teaching of reading and writing. Rachel has worked with Pie Corbett in her schools and also delivered his approach, Talk 4 Writing to staff in her schools as well as to trainee teachers. Rachel is a keen grammarian and a strong believer in applying grammar rules, spelling and punctuation across the curriculum in an interesting and engaging way.
Rachel has been a leading maths teacher. She has also delivered training for teaching assistants to support them in their work with children in order to upskill themselves in curriculum matters.

Rachel is skilled in delivering lessons to meet the needs of national testing and end of year expectations. Example test questions can be used for analysis, assessment and practice.

Rachel`s approach to tutoring is exciting and engaging. Rachel would be eager to listen to the areas a child needs to focus on. This may come from the school. Rachel likes to use a mixture of interactive, independent and shared working together when tutoring. Questioning is vital in order to ensure the learning has been understood and is embedded. Rachel would also be keen to set a task at the end of a tutoring session which would be used at the start of the next session to ensure continuity and progression. Rachel believes in creative learning so that a child develops a love of learning and a curiosity. Although school`s administer national tests which are either marked in-house or externally, the child`s individual needs always drive the learning and not a test.