My Teaching Approach

Teaching begins with understanding who is in front of you.

My approach connects what I know about learners with how I plan, teach, adapt and grow together.

Every child can grow. Every child has a voice. Every child deserves to belong.

Student-Centred Learning
Differentiated Instruction
Evidence-Informed Teaching
Technology-Enriched Learning
Character, Wellbeing & Relationships
Language-Rich Classrooms

How My Approach Comes to Life

I begin by getting to know each learner.

I use a range of assessment tools and daily observation to understand strengths, needs and next steps before I plan.

Diagnostic assessments
Phonics screening
Level Up reading data
Writing assessments
Book scrutiny
Daily observation
Formative digital checks

How Ayesha gets to know each learner: diagnostic assessment, phonics screening, reading data and book scrutiny — Illustrative teaching visual

I plan Year 1 English as a connected whole.

I plan across reading, writing, phonics, grammar, comprehension, speaking and listening, and spelling, creating my own lessons, resources and worksheets within a UK curriculum and Cambridge Primary context.

Illustrative Year 1 English lesson plan for Applying Instructions, showing the learning objective, success criteria and must, should, could differentiation — Illustrative teaching visual

I teach in a language-rich, structured way.

My practice includes guided reading, decoding, fluency and comprehension, sentence modelling, vocabulary walls, Word of the Day, sentence stems and explicit, systematic phonics.

Illustrative classroom whiteboard for writing instructions: time words, imperative verbs and a worked how-to-make-a-sandwich example — Illustrative teaching visual

I change the route when a learner needs it.

I use flexible grouping, adapted tasks, word banks, sentence stems, buddy support and targeted additional teaching, changing the flow or language of instruction when a child needs a more accessible route. This includes students of determination, pupils with Special Educational Needs and Disabilities (SEND) and English as an Additional Language (EAL) learners.

Illustrative comparison of a standard writing task and an adapted version with a word bank, wider lines and a picture prompt — Illustrative teaching visual

I use assessment to decide what comes next.

Assessment identifies misconceptions, adjusts future teaching and plans support. In Year 1 this relies mainly on diagnostic assessments, phonics screening and reading data; CAT4 belongs to my wider assessment understanding and is used from Year 2 onwards.

Illustrative Year 1 reading-growth chart and group tracking table used to plan responsively — Illustrative teaching visual

I review, then retain, refine or reteach.

I review pupil work, classroom response and evidence of progress to decide what to keep, refine or reteach.

How Ayesha reflects: reviewing pupil work, classroom response and evidence of progress to retain, refine or reteach — Illustrative teaching visual

Principles in Practice

Student-Centred Learning

I build lessons around children's interests, strengths and goals.

Differentiated Instruction

I adapt content, process and product so every child can access and achieve.

Evidence-Informed Teaching

I let assessment and everyday observations shape my next steps.

Technology-Enriched Learning

I use digital tools purposefully to deepen understanding and engagement.

Character, Wellbeing & Relationships

A safe, respectful classroom culture is the foundation for learning.

Language-Rich Classrooms

We read, talk and write every day to build strong communicators.

In Practice

Phonics

Around four years of phonics with pupils aged 5–7, mainly Jolly Phonics and sometimes Read Write Inc., with phonics-screening preparation and small-group support.

Technology

Google Classroom, Canva, Nearpod, Kahoot, Wayground, Padlet, Wordwall, ClassDojo, PowerPoint, interactive whiteboards and Plickers, used when they improve participation, feedback or understanding.

Classroom culture

A safe, inclusive and nurturing classroom: relationships from day one, clear routines, celebrated effort and positive reinforcement that builds confidence and respectful participation.

Parent partnership

Weekly newsletters, twice-yearly parent meetings, individual meetings when needed, and prompt email or phone contact support evidence-led collaboration around each child.