Sandy

Creative Spelling & Literacy Support (KS1 & KS2) 

As an experienced primary teacher and dyslexia-trained practitioner within an independent prep school, I provided spelling and literacy support across both KS1 and KS2 through a creative, multisensory teaching approach. My teaching focused on developing spelling confidence, phonological awareness, reading reinforcement, and written independence for pupils with a wide range of abilities and learning styles. Many pupils entered lessons with differing levels of spelling confidence, phonological awareness, literacy engagement, and written independence. Some pupils required additional processing support or lacked confidence within reading and writing tasks, whilst others required greater challenge and extension opportunities. One of the key challenges was ensuring learning remained accessible, engaging, and appropriately differentiated whilst still maintaining high expectations and challenge across all ability levels. Supporting pupil confidence and reducing anxiety around spelling and written work was also an important part of the teaching process. Teaching sequences focused heavily on sounds and phonological understanding, enabling pupils to build secure foundations before independently applying spelling rules within reading and writing tasks. Regular “check-in” activities revisited previously taught sounds and spelling patterns to strengthen retention and reinforce prior learning.

Differentiation was embedded throughout teaching. Visual aids, structured scaffolds, and supportive strategies were used for pupils requiring additional processing support, whilst extension activities encouraged higher-attaining pupils to apply spelling patterns independently within more advanced vocabulary and creative writing tasks. Homework activities were also designed with clear, parent-friendly instructions to support consistency between school and home learning. Progress was monitored through regular spelling assessments, retrieval activities, classroom observations, written work, application within independent writing tasks, and pupil participation within lessons. Ongoing feedback and encouragement helped pupils develop greater confidence and independence within their spelling and written work over time. Regular communication and feedback with parents helped families understand the spelling strategies being taught and enabled them to support learning more confidently at home.  The teaching approach had a positive impact on confidence, engagement, and participation across a wide range of learners. Pupils became increasingly willing to take risks within spelling and writing tasks, whilst many demonstrated improved retention of spelling patterns and greater independence within reading and written work. The multi sensory and creative nature of the teaching helped reduce anxiety for less confident learners whilst still providing appropriate challenge and extension for more able pupils. 

Individual Art Scholarship & Confidence Development Support

As Head of Art within an independent prep school, I worked closely with upper KS2 pupils preparing for Art Scholarship assessments and portfolio submissions for leading independent senior schools. Alongside developing technical art skills, many pupils also required support in building confidence, resilience, and creative independence throughout the assessment process. One particular pupil I supported was an autistic student with strong creative ability who lacked confidence in presenting ideas independently and often became overwhelmed by the pressure of producing “perfect” outcomes. Whilst highly capable artistically, the pupil required a calm, structured, and supportive approach in order to feel secure and able to fully engage within the creative process. 

As part of the school’s scholarship preparation programme, I organised parent information evenings to explain the Art Scholarship process, helping families better understand expectations, portfolio requirements, and assessment procedures used by different independent senior schools. I also researched individual schools carefully in order to understand the style of assessment, sketchbook expectations, observational drawing tasks, and interview approaches required by each setting. This enabled me to tailor preparation specifically to the schools pupils were applying to. Additional preparation sessions were organised outside normal lesson time, allowing pupils to develop observational drawing skills, portfolio presentation, sketchbook refinement, independent creative thinking, and confidence when discussing and presenting artwork.

Support for this pupil was highly personalised and carefully adapted to meet both academic and emotional needs. Sessions combined technical guidance with confidence-building strategies and structured creative support. Teaching approaches included step-by-step modelling, scaffolded idea development, observational drawing and mixed media exploration, reflective discussion, verbal encouragement, support with organisation and portfolio presentation, and encouragement of creative risk-taking and independent decision-making. One of the main challenges was helping the pupil manage anxiety surrounding perfectionism whilst maintaining high expectations and preparing for the pressure of scholarship assessments and interviews. My ELSA-informed and art-therapy-informed training helped me create a calm and supportive environment in which the pupil felt safe to express ideas more freely, develop resilience, and gradually build confidence within the creative process. Progress was monitored through sketchbook development, portfolio reviews, observational drawing work, verbal discussion, increasing independence within tasks, and the pupil’s confidence when presenting and discussing artwork. Regular communication and feedback with parents helped ensure consistency, reassurance, and shared understanding throughout the preparation process. 

Over time, the pupil became significantly more confident in both independent working and creative decision-making. Their sketchbook work developed greater depth, experimentation, and personal response, whilst technical drawing and observational skills also strengthened considerably. The pupil successfully gained an Art Scholarship place at their chosen independent senior school and demonstrated far greater confidence during the assessment and portfolio presentation process. Following the scholarship process, I have continued to work with the pupil through ongoing Art and ELSA-informed support sessions focused on confidence, self-expression, and emotional wellbeing through creativity.

Over the past five years, I have successfully supported numerous pupils in gaining Art Scholarships to leading independent senior schools through tailored portfolio development, creative mentoring, and individual preparation for scholarship assessments and interviews. Most recently, all five pupils I prepared for Art Scholarship applications within the last academic year were awarded scholarships to their chosen schools.

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