Experienced TA | Phonics Specialist | Aspiring Teacher
Lily is a warm, dedicated, and highly capable Graduate Teaching Assistant with rich experience supporting pupils across the primary age range. With a background in Philosophy from the University of Leeds and a strong focus on wellbeing and inclusion, she brings a mature, trauma-informed approach to every classroom she supports. Lily has worked closely with SENDCOs, Educational Psychologists, and Pastoral Teams to provide targeted interventions and whole-class support, helping children with SEMH needs develop emotional regulation, confidence, and resilience.
Now seeking a new role in a nurturing primary setting, Lily is committed to progressing toward qualified teacher status and making a meaningful difference in young lives through care, creativity, and consistent support.
Education & Qualifications
- BA (Hons) Philosophy: University of Leeds (2:1)
- A Levels: Religious Studies (A*), English Literature (A), History (B)
- GCSEs: 9 including English, Maths and Science (Grades 9–5)
Experience Summary
Lily is a skilled and compassionate education professional who thrives in inclusive, pupil-centred environments. Her experience spans Nursery to Year 6, with a particular strength in wellbeing support and SEMH intervention.
- Delivered engaging phonics and Fresh Start sessions across EYFS–KS2, including PPA cover teaching.
- Provided 1:1 and small-group interventions focused on emotional regulation, resilience, and social skills.
- Contributed to ISPs and behaviour strategies through close collaboration with SENDCOs and support teams.
- Built trust-based relationships with vulnerable pupils using trauma-informed, person-centred practices.
- Actively contributed to classroom learning through scaffolding and differentiated support strategies.
- Trained and currently volunteering as a Childline counsellor, developing crisis intervention and safeguarding expertise.
Key Strengths
- Experienced across EYFS to KS2, including SEMH and SEND support
- Trauma-informed and wellbeing-focused approach
- Skilled in building therapeutic relationships and emotional trust
- Strong communication and active listening skills
- Confident delivering phonics and structured interventions
- Committed to inclusive, reflective, and emotionally intelligent practice