Dakmo – Primary ECT | Available from September 2026
Dakmo is a warm, reflective and committed Early Career Teacher completing her PGCE at University College London. With a calm, encouraging approach and strong foundation in KS2 one-to-one tutoring, she is now seeking a primary teaching role where she can help every child thrive academically and emotionally. Dakmo thrives in nurturing environments and brings a clear passion for inclusion, progress, and pastoral care.
Her confident grasp of core subjects, ability to build trust with pupils and families, and commitment to professional development make her a fantastic addition to any school team.
Education & Qualifications
- PGCE Primary: University College London (UCL)
- BSc (Hons) Business Information Systems, 2.1: The University of Westminster
- BTEC Level 3 National Diploma in Business, Distinction, Distinction: Uxbridge High School
- BTEC Level 3 National Diploma in Finance: Uxbridge High School
- GCSEs Graded (A–C) including Mathematics and English: Uxbridge High School
Experience Summary
Dakmo’s educational experience centres on personalised, responsive support for KS2 learners through private tuition, which she has balanced alongside her PGCE training. Her tutoring reflects a thoughtful, progress-focused style and a belief in building confidence as a foundation for learning.
- Provided targeted one-to-one tutoring in KS2 literacy and numeracy, identifying and addressing learning gaps
- Designed structured, personalised learning plans and adapted approaches to support pupil progress
- Maintained close communication with parents, sharing updates on attainment and development
- Managed lesson planning, scheduling, and progress monitoring independently
- Fostered supportive, trust-based relationships with pupils, encouraging motivation and resilience
Key Strengths
- Passionate about primary education, pupil wellbeing, and inclusive practice
- Skilled in one-to-one teaching, progress tracking, and parental engagement
- Calm and approachable communicator who creates safe, supportive learning spaces
- Organised, reflective, and committed to ongoing professional growth
- Strong grasp of core curriculum and differentiated teaching strategies