example of a personal statement for an nqt primary pool

• For schools
• Get in touch

How To Write an ECT Personal Statement and Land Your First Job as a Newly Qualified Teacher

About about 2 years ago By Scott Owen

If you’re an early career teacher (ECT; still known in Wales as an NQT), then a well-written ECT personal statement is the bridge between you and an interview for the school of your choice. But how to write a personal statement?

While Googling examples of ECT personal statements can sometimes prove helpful, it can also just lead to more confusion. There’s a reason for that. Whilst it’s helpful to get some guidance on what people are looking for, at the end of the day, the personal touches on your statement are what make you stand out. Sticking rigidly to someone else’s template is a risky road to take.

Most people will admit to finding personal statements tedious things to write, particularly when tailoring them to multiple different applications. Protocol Education can help you find an ECT job for September without the need to handcraft dozens of personal statements.

Our ECT Pool consists of a single application form, a few chats with your consultant and interviews in schools where you want to work.  Find out more about the ECT Pool here .

However, if you’re dead set on a particular job which expects you to write a personal statement as part of the application process, here’s how you do it.

So, let’s think about the actual purpose of the statement, show the school you are the right person for their job, the right fit for their school, and how you will benefit their students.

Did you notice how many times I used 'their' in that sentence?

This is because a one-size-fits-all ECT Personal Statement is not going to cut it. Any school hiring manager can see straight through a generic, templated statement.

Where do I begin, though, you ask? These tips for writing your personal statement should help you get started.

Read, read, read

The very first thing you need to do is read all the documentation included in the application pack. The letter, the job description, the person specification, the application guidance, everything!

Get out your highlighter pen and start reading and colouring in anything that stands out as important. Focus on important things to the school, unique to the school’s ethos, approach, values, and anything that is particularly aligned to your skills and work experience.

Get personal with the Person Specification

Next up, you need to look at what they have specified the essential criteria for the role. Put each point on a sheet of paper and start jotting down notes underneath each showing how you meet that criteria – it could be a qualification, teaching experience, depth of subject knowledge, your extra-curricular interests, your approach to teaching or your particular specialisms.

Get your skeleton structure in place

Good supporting statements share a fairly consistent anatomy. Here’s a handy NQT personal statement example structure:

Your area(s) of interest/expertise: Subjects, age ranges, SEN, all the details relevant to your desired career route and the needs of their role.

Your teaching experience – Include a general overview and a specific example that lets them visualise you in the classroom, how you work, how you support their pupils with their teaching and learning.

Address the Person Spec - This is where you demonstrate how you meet any additional criteria in the Person Specification that haven’t been covered yet. Have they said that experience in a particular area would be beneficial? Are they looking for knowledge of a specific learning style? Do they want some technical expertise to help with blended learning? This is the part to include all that extra detail.

Your USP - Your unique selling point goes in your NQT personal statement here. This is where you make yourself stand out from the crowd – try to answer the question ‘why would you hire you? It may be a specific skill, achievement or experience, your approach to teaching or work, or your alignment to their mission and ethos.

Let’s say you're applying for an SEN primary school that has a sensory garden, and you are an experienced gardener who has been involved in community gardening? Tell them. Do they run a chess club, and you played chess for the county? Let them know. Perhaps they have a dedicated SEN department, and you have volunteered in this area for the past couple of years. Whatever value you can add, it’s on you to make them aware of it.

Sum up what you have learnt in your teacher training and experience so far and how you are looking to develop your skills. Talk about why teaching is so important to you, and explain clearly why you want to work for that particular school.

Finally, the ‘SO-WHAT’ test

Once you’ve written everything up, apply the so-what test to each point.

For every point you have included, ask yourself – so what?

How does this point show I can benefit the students – and if it doesn’t, re-write or remove it. This document is not about what you want for yourself; it’s about what you can give to the individuals you are teaching, and highlighting this throughout is what will make your NQT Personal Statement shine!

Oh, and one last thing – proofread your statement, and proofread it again!

​Alternatively, you could just join our ECT Pool to bypass it altogether and start teaching in your first role as an early career teacher. The choice is yours.

Join the ECT Pool

Share this blog.

Mastering Supply Teaching: Tips to Thrive as a Supply Teacher

Your Easter 2024 Payroll

How to Solve a Problem Like Teacher Shortages

• mrsstrickey
• Jan 16, 2021

Writing a Personal Statement

Going for your first NQT post can be a daunting prospect... especially when in teaching, you need to write a personal statement to support your application form.

Schools use your personal statement to help short list candidates for a position by checking off the criteria of the person specification that they can see in your statement. It is always a good idea to write your personal statement alongside the person specification, ensuring that you have included all the "essential" criteria and as much of the "desirable" criteria you can that are assessed through the application.

Where possible, you should also use the language of the school you are applying to - their vision, values, mission and ethos statements will help you here and should be available on the school's website. You will also sometimes find these in the application pack. Read this carefully and then read it again, reading between the lines of what they might be looking for.

Here is an example of the structure of a personal statement for a trainee teacher applying for their first NQT job:

Begin with an impact statement that summarises your philosophy on teaching or that refers to the mission/vision/values/ethos of the school you are applying to:

I believe that it is, as Einstein said, the supreme art of the teacher to awaken joy in creative expression and knowledge. As a passionate teacher, dedicated to ensuring the very best outcomes for all students I teach, this statement resonates with me as I endeavour to awaken joy in all of the learners within my classroom. It was your belief all young people have the right to a transformational educational experience, that will enable them, no matter what their starting point, to fulfil their potential and realise their ambitions that first attracted me to your school as it aligns with my own personal and professional philosophy on education.

Throughout my practice, I constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. I have consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between me and pupils. I am very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. In my lesson, I generate high levels of enthusiasm, participation and commitment to learning.

Back this up with an example from your training.

I have also assumed a high level of responsibility for the attainment progress and outcomes of the pupils I have taught. I have demonstrated confident judgement in planning for pupil progression both within individual lessons and over time and I am able to articulate a clear and well-justified rationale as to how I am building on prior achievement. Within my lessons, I seek to actively promote engaging and effective methods that support pupils in reflecting on their learning. I have demonstrated that I am able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment, which has been obtained through systematic and accurate assessment. I regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

In order to plan effective lessons, I draw on my in-depth subject and curriculum knowledge of [your subject or phase] to plan confidently for progression and to stimulate and capture pupils’ interest. Throughout my training, I have demonstrated very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in my planning. I am astutely aware of my own development needs in relation to extending and updating my subject, curriculum and pedagogical knowledge in my early career and have been proactive in developing these effectively during my training. I always model very high standards of written and spoken communication in all professional activities. I also successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

I plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests. I am highly reflective in critically evaluating my practice. I am able to accurately judge the impact of my practice on individual and groups of learners and can use my evaluation to inform future planning, teaching and learning. During my training, I have shown initiative in contributing to curriculum planning and developing and producing effective learning resources in my placement settings.

I have been able to quickly and accurately discern my learners’ strengths and needs and I have been proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. I have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners

I can confidently and accurately assess pupils’ attainment against national benchmarks. I use a range of assessment strategies very effectively in my day-to-day practice to monitor progress and to inform future planning. In my practice, I systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. I have shown that I am able to assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.

I have been able to rapidly adapt to the different circumstances in which I have trained, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. I have also demonstrated an ability to adapt to remote working and remote delivery in response to the Global Pandemic. I consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. I am able to manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. Where it is needed, I actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

During my training, I have been proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. I have built strong professional relationships and have demonstrated that I am able to work collaboratively with colleagues on a regular basis. I have taken responsibility for deploying support staff in my lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. I deliberately seek out opportunities to develop my own professional learning and respond positively to all the feedback I receive. I have also demonstrated that I can communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being when required to do so formally, but I am also proactive in communicating in relation to individual pupils’ emergent needs.

I always treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position. I realise the need to safeguard pupils' well-being, in accordance with statutory provisions. I show tolerance of and respect for the rights of others. I do not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. I always ensure that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law. I am always punctual and have good attendance. I have attended numerous CPD sessions and will continue to do so. I have also completed a weekly duty (before school and at break} and attends daily briefings (whole school, subject or pastoral). I have taken on board the policies of the school and maintain a high standard in all my practices. I have a good understanding of the framework within which I work and my professional duties

End with a statement that implies/assumes you will be invited for interview:

I would relish the opportunity to work at your school and look forward to discussing this further with you at interview.

You can download the word version of this

Recent Posts

Enhancing Learning: The Role of Working Memory and Prior Knowledge in Education

Elevating Success: The Role of High Behavioural Expectations and Positive Reinforcement in Education

Nurturing Success: The Impact of High Behavioural Expectations in Education

Top Tips for Writing Your NQT Personal Statement

While there are many moving parts when applying for a job as an  Early Career Teacher  (formerly known as an NQT), the most important of them all is your personal statement. The application form is for you to lay out your qualifications and skills. But your personal statement is where you can shine through as a candidate. It’s an opportunity to sell yourself, highlight your personality and explain why you would be an asset to their school.  

It’s not an easy thing to write. But as many successful ECTs can attest each year, it’s certainly not impossible.   

To give you the best chance to succeed, we’ve put together six top tips that will help you create a personal statement that lands you an ECT interview at your dream school. 

1. Tailor your statement to each school 

As an Early Career Teacher, you’re probably applying to a large number of schools at once. When you’re in the middle of your busy PGCE year, it might feel like a waste of valuable time to edit your personal statement for every job application. In fact, it’s the most important thing you can do.  

Every school is different, and so every application you send should be different. Take the time to read the job advertisement carefully, have a look through their website, and their latest Ofsted report. Make a list of the exact requirements of the position, plus what is most important in the school’s ethos, and connect all these to your own passions and experience.  

2. Craft a killer opening line

Just like a great novel, your opening sentence should stand out (for the right reasons). Effective personal statements often start with a brief explanation of what inspired them to become a teacher in the first place, or why they’re excited to be applying for this particular position.  

3. Focus on the age group you will be teaching 

Rather than saying you enjoy teaching a particular age group, show that you understand the challenges (and how to overcome them) that come with those particular students.  

For example, if you’re applying for a job within a secondary school that has a sixth form, you might want to show how you have helped students with UCAS applications. Or if you’re applying for a primary position, you could demonstrate why it’s important to keep an element of play within your lesson plans.  

4. Highlight how your experience has develop

A list of your working experience is a necessary part of your CV, but it’s not what schools are looking for in your ECT personal statement. Instead, you should use this as a space to give your own perspective on how all this experience has shaped your outlook as a new teacher.  

Whether you want to talk about classroom time, a school trip, or coaching a youth sports team, specific examples of how your experiences have improved your skills will give the school’s hiring team a fuller picture of what you’d look like in the role.  

5. Show off your strengths and skills

Use your personal statement to demonstrate what you, as an NQT, can bring to the school that no other applicants can. Achievements, professional goals, strategies you’ve developed; all of these will highlight what makes you unique and how you (and only you) can specifically help that school.  

6. End on a strong note

Just like your pupils’ best essays, your conclusion should mirror your introduction. Reinforce your enthusiasm for teaching and the school your applying to. 

Finally, before you click send, take the time to triple check your statement for any errors!  

How to skip the ECT personal statement 

If you’d prefer to avoid writing a personal statement altogether, then Teaching Personnel is here to help.  

Our  ECT Pool  is the most efficient way for newly qualified teachers to start their careers. We will actively promote you to schools in your local area and help you prepare to nail the interview.  

As soon as you register, our educational recruitment specialists will create a detailed profile of your skills, abilities, personality, and professional goals. We use all that information to match you to jobs at local schools. This saves you precious time writing out many detailed applications. 

Find your first job as an Early Career Teacher  –  register for the ECT Pool today .    

Join our ECT Pool     ECT Jobs     How does it work?     Training Resources     Blog     Your Career

Sign up to posts.

Related jobs

Market related

Location free text

Flexible Working

£100 - £199 per day

Nottinghamshire

Description

Attention, Primary School Teachers!Calling all primary teachers to join our team in a dynamic teaching role. In this capacity, you will be entrusted with shaping young minds across a diverse curriculu

Ret/st/190424

Expiry Date

Less than £100 per day

Teaching Assistant

Exciting Opportunity for a Year 6 Class Teacher in Hull! Are you searching for a rewarding teaching role in Hull? Look no further! A well-regarded primary school in Hull is currently seeking a dedica

Hull/KS2/Vac/190424

£77 - 90 per day

Exciting Opportunity for Primary Specialist SEN Teaching Assistants and Behaviour Mentors in Grimsby and Cleethorpes!Due to increased demand, we are urgently seeking talented Primary Specialist SEN Te

Grim/SENTA/190424

Exciting Opportunity for an Experienced Teaching Assistant in Beverley! Join our team and make a difference in the life of a student with additional needs! We are currently collaborating with a clien

Bev/TA/190424

£83 - 100 per day

South Yorkshire

£10 - £19 per hour

SEN General

Job Title: Psychology Graduate SEN Teaching AssistantLocation: Sheffield/Chesterfield/BarnsleyContract Type: Full-time/Part-timeSalary: £83-100 per dayDo you want to begin a rewarding career in specia

Exciting opportunities await EYFS Teachers in Scunthorpe! Join us in supporting a range of short and long-term positions within our partner schools, not only in Scunthorpe itself but also in the surro

Scun/EYFS/190424

£30,000 - 46,525 per year + CPD Training

£30,000 - £39,999

£40,000 - £49,999

Teaching personnel are working with an Ofsted rated ‘Good’ school in Darlington who are recruiting an accomplished Maths teacher to join their department. If you are experienced and passionate about y

MMCA2111265

Middlesbrough

  Join Our Dynamic Team of Educators in Darlington. Are you a vibrant Maths educator seeking an exhilarating opportunity to inspire young minds? Look no further! Our client, an Ofsted Good se

MMCAMATHS75

£30,000 - 46,525 per year

Physical Education

Redcar and Cleveland

PE TeacherA fantastic opportunity has become available for an experienced PE teacher in the Redcar area, this particular role will involve working with students across KS4 and KS5 on a Full-Time basis

£190 - 250 per day

£200 - £299 per day

Pay is between £190 - £250 per day (SENCO paid to scale)Location: Chigwell, EssexStart date: September 2024 – for minimum of 2 termsSENCOChigwell, EssexStart date: September 2024 (2 terms minimum)Pay:

Related posts

Content Type

Publish date

Planning for the Easter break? The Teaching Personnel payroll team wants to make sure you get paid on time. This table outlines the Easter 2024 payroll date, along with the corresponding deadline

Adam Davies

Table of Contents 1. Why do people become supply teachers? 2. What does it take to become a supply teacher? 3. How can I find work as a supply teacher? <!-- b--> 4. How shou

All your common questions about supply teaching answered

Alex Schulte

• Supply teaching

Special Educational Needs (SEN) provision in schools is a critical aspect of education that demands attention in 2024. According to the Department for Education, over 1.5 million pupils in England

Dive into the critical world of Special Educational Needs (SEN) provision with eye-opening statistics and real challenges faced by schools. Discover the importance of tailored support and the impact on learners.

Laura Williams is an education leadership coach with fifteen years of leadership experience in education across business, operations, HR, finance and governance. She is a former Business Manager, CO

Creating a safe and nurturing environment for pupils is paramount in the age of evolving social dynamics. One issue that has gained significant attention in recent years is the distinction between

Addressing the fine line between banter and bullying. Learn how seemingly harmless 'banter' can take a dark turn into hurtful bullying and the impact it has on students' well-being.

Shadow education secretary Bridget Phillipson addressed the Labour Party conference in October, where she announced plans to reform primary maths. Currently, one in four children leave primary school

Discover how Teaching Personnel and Ark Curriculum Plus are revolutionizing primary math education in Leeds, Liverpool, Preston, and Sheffield.

Mock exams are a crucial milestone in a pupil's academic journey, serving as a practice run for the real deal. As educators, you play a pivotal role in helping pupils navigate through these trial ex

Our educator's guide offers tips to prepare students for mock exams, helping them gain confidence and perform well.

• Lesson tips

In the fast-moving world of education, headteachers and schools face the challenge of ensuring a continuous and reliable supply of qualified teachers. Unforeseen teacher absences due to staff sickness

Learn how to build a resilient supply pool of trusted teachers with Teaching Personnel to combat shortages, reduce costs, and enhance education quality.

• Recruitment

Embarking on the journey to become an educator is both exhilarating and demanding. The Postgraduate Certificate in Education (PGCE) is crucial to achieving your teaching ambitions. The road ahead

In this comprehensive guide, brought to you by Teaching Personnel, we'll delve into valuable insights and actionable tips to help you navigate this transformative phase of your professional development.

• Early Career Teacher
• Teacher training

Teaching is a rewarding profession that plays a crucial role in shaping our society's future. However, it comes with its challenges. The workload can be demanding, which might sometimes lead to feelin

Teaching is a rewarding profession that plays a crucial role in shaping our society's future. However, it comes with its challenges. The workload can be demanding, which might sometimes lead to feelings of stress.

• Teaching Assistants

Register with us for work in schools across England & Wales

404 Not found

404 Not found

• Why Lambeth?
• Teaching In Lambeth
• Training & Support
• Living in Lambeth
• Housing in Lambeth
• Lambeth Culture
• Lambeth Schools
• Our Nursery Schools
• Our Primary Schools
• Our Secondary Schools
• Our All-Through Schools
• Our Special Schools
• ECTs in Lambeth
• Join ECT Induction Pool
• Qualified Teachers Pool
• Join Qualified Teachers Pool
• Lambeth Support Staff
• Join School Admin/Support
• Current Jobs
• Get Job Alerts
• Password Reset

Your ECT Cover Letter: Why it Matters and What to Say

If you weren’t aware, there have been a lot of changes recently to the process of becoming a teacher.

Perhaps you’ve been doing some research on the Internet and come across some older articles which used the NQT - ‘Newly Qualified Teacher’ - terminology.

Well, the Department of Education has been hard at work and revamped the whole process. 

The new Early Careers Framework (‘ECF’) has now taken over from the NQT, and the main difference is that the induction period as a trainee teacher will now be two years instead of one, and there is a defined training requirement.

Click HERE to read our full article explaining the differences between NQT and ECT

Are you ready to apply for some teaching positions?

One of the benefits of joining the Lambeth ECT pool is that you will not be required to create a cover letter with your application. 

The application to join Lambeth ECT Induction Pool is a simple two-step process.

Click HERE To Apply To Join Lambeth ECT Induction Pool

If you would like to teach in another area, you will most likely need to include a cover letter with your application. However, there is no need to worry as this post will explain exactly what is required.

What is the purpose of the ECT Cover Letter?

The ECT cover letter, sometimes called the ECT letter of application, is a short letter you will write to give more details regarding your skills and experience.

You will then attach this letter along with your resume when you apply for any teaching position.

How to create your ECT Cover Letter?

Let’s start with the length of your ECT cover letter. It should be no longer than two pages of A4 paper.

When you think about it, that’s not much to explain how wonderful you are, so you must be very clear and precise.

It goes without saying that the words you use will ultimately decide whether your application will go straight in the waste basket or the ‘interview’ pile.

Therefore, give yourself plenty of time to write your cover letter, and be prepared to write multiple drafts.

Before you get started, a word of caution, with a simple Google search, you will come across templates to create your ECT cover letter.

However, be very careful going down this route.

The last thing you want to do when applying for your dream teaching position is to create a mechanical, generic letter that looks and feels like hundreds of others.

Writing a strong ECT cover letter is not easy, which is why Lambeth came up with the idea not to require the cover letter with your application.

However, there are many positions that you might have had your eyes on for a while which will require a cover letter.

Therefore, it’s worth putting in extra effort to give you the best opportunity in the hiring process.

A one-size-fits-all cover letter won’t cut the mustard

A common mistake many recent graduates make when applying for their first few teaching positions is creating a one-size-fits-all cover letter.

Unfortunately, this will not work. Hiring managers have dealt with hundreds of applications in their careers and are therefore very familiar with reading cover letters.

Besides, templated cover letters are easy to spot, so don’t trip yourself up at the first hurdle.

You’ll need to write a specific cover letter for every school you send an application.

How to get started with your ECT cover letter

First of all, you need to do the groundwork. And that means carefully reading everything you have been given regarding the teaching position.

If possible, take photocopies of everything. This way, you’ll have a master copy and one copy you can dissect.

Get a highlighter out and highlight anything in the application pack you feel is crucial.

Focus on anything that gives you an inclination about the school’s values and approach to teaching.

In addition, highlight any parts which match your skills and experience.

Brainstorming a structure using a mind map

The next step is to brainstorm the particular parts you will include in your cover letter. And the best place to start is by analysing the essential criteria mentioned in the teaching vacancy.

This could be your teaching experience, your specific teaching style or qualifications. Write down each main point on your mind map, and then add notes to each area. 

As with anything complicated, don’t expect to finish in one sitting. It is always useful to have a go.

Then leave it for a period of time, even coming back the next day. Rereading what you have, and then editing it with a fresh pair of eyes always improves the quality of the finished article.

The structure of a high-quality ECT cover letter

The structure of a high-quality cover letter is relatively standard, and will usually include these four main points: 

1. Explain your interest in the vacancy 

As clearly as possible, and in an enthusiastic and precise manner, explain the details of your interest in the position. You can include your reasons for liking the subject, the age range of students and how this all ties in with your intended career path. 

2. Explain your qualifications and teaching experience

Here you should include your Qualified Teacher Status (QTS) and when you achieved it, your university qualifications and all your teaching training experience. Highlight areas of your experience which will help you stand out against most other applicants. Include a general overview and a specific example that lets them visualise you in the classroom, how you work, and how you support your pupils with teaching and learning.

3. Mention your most relevant skills 

In this part, you can include any skills especially relevant to the particular vacancy. These skills could consist of things like your ability to deal with students with special needs, your presentation skills or even your special ability to use technology in the classroom.

4. Now sell yourself

This section is where you demonstrate why you are the most suitable candidate for the position. Often, this is where most young teachers falter because they might not be confident blowing their own trumpet. Try your best to get past this nervousness if that sounds like you. Instead, use your research about the school to do your best to align your values with the school’s mission and beliefs.  Summarise how you have developed as a teacher through all your training so far, explain why teaching is important to you and why you are most suited to this vacancy and school.

A word on teaching experience or lack thereof

Many new graduates stumble when it comes to giving details about their experience. Even if this is the very first job you are applying for, you still have experience.

All you have to do is describe situations you went through in the main teaching practices you completed during your training. 

You can talk about how you approached the learning environment and how this reflected on the students’ learning opportunities, and how you may have changed your approach based on the experience you had during your training.

Another area you already have experience in is specific age groups. During your training, you taught specific ages of children.

You can mention these age groups under experience and also go into more detail if the age groups you covered match the age group of the vacancy.

Related: Teach in Lambeth

The final draft of your ECT cover letter

It goes without saying that your final draft should be flawless. Spelling and grammatical mistakes are the obvious things to check for, but also check for long, rambling sentences. It is an excellent idea to print your final draft and read it aloud.

This will help you find sentences that are unclear and unnecessarily wordy. Sometimes your sentences aren't grammatically incorrect, but they sound awkward, convoluted, or repetitive.

When you ‘hear’ your final draft, it is easier to spot problem sentences like these. It is also a good idea to record your final draft for the same reasons.

You can easily read it aloud while recording it on your phone, then play it back and try to spot other areas where you could improve the clarity.

The ‘so what' test is a final check borrowed from the world of copywriting.

Using your printed copy, go through every point where you have made a claim or written a key point and highlight them.

Then come back again, and ask yourself, ‘so what’ about each point.

Here, it’s best if you try your best to put the hiring manager’s cap on. Think about how they would feel reading each of the main points you’ve highlighted. 

Do you need to rewrite any of these points to make them more straightforward? Do any sentences now seem odd to you and should be scrapped altogether?

Once you’ve completed this exercise, edit your draft, print again, and go through the proofreading steps above once again.

Final thoughts on your ECT cover letter

When nailing your dream teaching position, you will have to jump through several hoops. Just like any career of any value, there is an application process you need to go through.

Yes, applying for the perfect teaching position can mean a heap of work. However, remember you only have to go through this process once to get the job you are now looking for. 

Hopefully, this post has given you the confidence and the motivation to hit your cover letter head-on and relieve a large amount of stress in the process.

Teaching is a fantastic career choice with a ton of job satisfaction heading your way that is impossible to find in many jobs. 

Remember, having a well-written ECT cover letter will help you stand out from the majority of the other applicants.

Therefore, it’s worth spending the extra time to craft a high-quality cover letter to give you the best chance of being offered an interview.

Are You Now Ready To Start Teaching?

Join our ECT pool today for the chance of starting a career in education right in the heart of London.

We have more helpful articles right here!

Unleashing ai in teaching: a comprehensive guide for ects to harness ai power for good, leveraging london’s resources for a dynamic ect curriculum, navigating your ect years in london – what to expect and how to survive, ect support – what to expect.

Page [tcb_pagination_current_page] of [tcb_pagination_total_pages]

Attention! Your ePaper is waiting for publication!

By publishing your document, the content will be optimally indexed by Google via AI and sorted into the right category for over 500 million ePaper readers on YUMPU.

This will ensure high visibility and many readers!

Your ePaper is now published and live on YUMPU!

You can find your publication here:

Share your interactive ePaper on all platforms and on your website with our embed function

Personal Statement - Prospects

• challenging
• experiences
• www.prospects.ac.uk

Create successful ePaper yourself

Turn your PDF publications into a flip-book with our unique Google optimized e-Paper software.

Example of a <strong>Personal</strong> <strong>Statement</strong> for an NQT Primary Pool<br />

I first became interested in primary teaching through working with a local Brownie Pack,<br />

something I have done since I was 15, training to become a leader in the process. This made<br />

me realise I enjoyed working with this age range, and school experience confirmed teaching<br />

as a career choice. My subsequent four-year BA Primary Education course at N University<br />

has served further to fire my enthusiasm and prepared me effectively to take responsibility<br />

for my own class.<br />

My degree has trained me to cover all National Curriculum subjects, and my subject<br />

specialisms are Design and Technology and English, with an elective in Drama. I have also<br />

studied Design and Technology at Subject Leader level, and am going to be jointly<br />

presenting an INSET session for teachers on Computer Control; I would eventually like to be<br />

the coordinator for this subject in the school in which I work.<br />

During my degree I have undertaken two practices in Key Stage 1 (Years 1/2 and 2) and a<br />

further two in Key Stage 2 (Years 5 and 6), my preferred phase. These included schools in<br />

inner city deprived areas and a school in a former mining town. These practices have given<br />

me a good understanding of the primary curriculum and of what makes effective teaching.<br />

My time in school has developed my philosophy of valuing each child as an individual, as<br />

well as part of a community. I aim to give children as many learning opportunities and<br />

experiences as possible in order to engage, motivate and prepare them for future life. An<br />

appropriate, balanced, challenging and creative curriculum is essential in developing<br />

children’s skills, knowledge and understanding. These all underpin personalised learning.<br />

I have in particular come to understand the value of sharing learning objectives and success<br />

criteria with children. Knowing exactly what is expected and how they can achieve allows<br />

children to focus more clearly on tasks. This also facilitates effective self and peer<br />

assessments, as there are clear criteria and objectives to assess against, encouraging<br />

children to take more responsibility for their own learning.<br />

Progression needs to be planned for, so that as children work and explore at their own pace,<br />

there is always something else ready to move them on and take them further in their<br />

learning. I also believe that differentiation and meeting varied learning styles are key to<br />

effective teaching and learning. Work should be set at an appropriate, but challenging, level.<br />

When I prepare lessons I make a conscious effort to ensure I am not just catering for visual<br />

learners like myself, but try to see lessons through other learners’ eyes. For example, to<br />

introduce Year 2 children to pictograms, I got the children to create ‘human pictograms’<br />

arranged by name length, pets, eye colour, etc. and then transferred that information as<br />

pictograms to the board. Kinaesthetic learners were thereby catered for in the physical<br />

movement and manipulation, visual learners in the pictograms created on the board, and<br />

audio learners as we discussed and interpreted the graphs.<br />

My views on learning styles have been influenced by the work of Howard Gardner. He<br />

believes that we have multiple intelligences and that every child has the potential to be gifted,<br />

but that this can present itself in many different ways. Therefore, all children have their own<br />

preferred learning style, which best suits their intelligence. As a teacher, I feel I can best<br />

meet children’s learning needs if I am aware of the learning style suited to them.<br />

I feel it is important to make learning interesting and creative, and one way to achieve this is<br />

through the use of drama; this allows children to explore and understand situations, and<br />

express feelings, thoughts and emotions. An example of how I have successfully used drama<br />

was with a Year 6 class learning about Victorian railways. I set up a debate with the children<br />

taking the roles of people affected by the building of the railways. They were incredibly<br />

enthusiastic and threw themselves into the task. They found this a fun, enjoyable and<br />

worthwhile learning experience, which enabled them to better understand the situation and<br />

empathise with those concerned.

Whilst on my school placements I have been able to try various assessment techniques. The<br />

most successful were noting comments about how well children have met the learning<br />

objectives, using a traffic light system, and recording those who achieved above and below<br />

expectations. I have also set and levelled some literacy work, undertaken formative marking<br />

and carried out maths tests. Additionally, I have allowed children to self-assess and carry out<br />

verbal peer assessment. As part of my final placement I was required to write an exemplar<br />

report on a child, which was highly commended by my mentor. I would like to expand and<br />

further develop my expertise in assessment during my induction year, with more focus on<br />

self and peer assessment.<br />

During all of my placements I have taught ICT and used it to enhance my lessons with<br />

interactive white boards, the internet, videos, voice and sound clips, digital cameras,<br />

interactive games and work sheets. I have worked with other teachers to plan the curriculum;<br />

planned and organised the work of TAs; delivered an assembly to two year groups; attended<br />

a parents’ evening, staff meetings and INSET days; been on school visits, including helping<br />

to organise two and writing the risk assessments; observed and helped run after school<br />

clubs; and contributed to the classroom environments through interactive displays.<br />

During my third year at university I studied a module called ‘Integrating the Curriculum’,<br />

looking at global issues such as sustainability and how these could be taught across the<br />

curriculum. This made me appreciate how this approach can be useful, particularly when<br />

addressing important social, ethical and global issues.<br />

A third and fourth year module on ‘Inclusion’ has also really affected the way I think about<br />

children and addressing their needs in the classroom. Within this module I have focused on<br />

including all children, regardless of ability, learning needs, language, ethnic origin or any<br />

other factor. I have learnt how to identify and find ways to effectively aid the learning and<br />

meet their needs in ways which appeal to and best help them develop, gain a beneficial<br />

experience from their education and achieve their full potential. I have incorporated some of<br />

my learning in my final practice, as there was an autistic child in the class. I ensured that his<br />

learning needs were planned for and his TA was fully aware of what was expected.<br />

As well as preparing me for school life, my university course has enabled me to take part in<br />

various experiences for my professional development. During my first year I undertook a<br />

week’s residential camping holiday at Anglesey. With other students, I cared for a group of<br />

six Year 5 children, preparing and organising a range of outdoor learning activities and<br />

games, such as building shelters on the beach, orienteering and visits to sites of interest. It<br />

was an incredibly challenging week, but was also one of the best experiences I have had. It<br />

has made me aware of the value of such trips in extending children’s education beyond the<br />

classroom.<br />

I would like to work in the Midlands as it is close to my home, but also because its NQT<br />

programme appears to be one that is tailored to support me in my first year of teaching when<br />

I have so many new challenges to face. Your county is also appealing as it has an on-going<br />

school building programme, unlike many other areas of the country. As a Catholic, I would be<br />

very interested in working in a Catholic school. I have been through the Catholic school<br />

system myself, and have also spent a lot of time helping out at my local Catholic primary<br />

school since the age of 16. However, none of my placement schools have been of religious<br />

denomination and I have thoroughly enjoyed each experience; therefore, a Catholic school,<br />

whilst it would be appealing, is not essential.<br />

My university course, especially my teaching practice, has confirmed my belief that teaching<br />

is one of the most challenging, demanding, exhausting but varied and exciting careers there<br />

are. I really look forward to working in a job that is so important, being privileged to be such a<br />

vital part of so many young lives and making a real difference.

• More documents
• Recommendations

Example of a <strong>Personal</strong> <strong>Statement</strong> for an NQT Primary Pool I first became interested in primary teaching through working with a local Brownie Pack, something I have done since I was 15, training to become a leader in the process. This made me realise I enjoyed working with this age range, and school experience confirmed teaching as a career choice. My subsequent four-year BA Primary Education course at N University has served further to fire my enthusiasm and prepared me effectively to take responsibility for my own class. My degree has trained me to cover all National Curriculum subjects, and my subject specialisms are Design and Technology and English, with an elective in Drama. I have also studied Design and Technology at Subject Leader level, and am going to be jointly presenting an INSET session for teachers on Computer Control; I would eventually like to be the coordinator for this subject in the school in which I work. During my degree I have undertaken two practices in Key Stage 1 (Years 1/2 and 2) and a further two in Key Stage 2 (Years 5 and 6), my preferred phase. These included schools in inner city deprived areas and a school in a former mining town. These practices have given me a good understanding of the primary curriculum and of what makes effective teaching. My time in school has developed my philosophy of valuing each child as an individual, as well as part of a community. I aim to give children as many learning opportunities and experiences as possible in order to engage, motivate and prepare them for future life. An appropriate, balanced, challenging and creative curriculum is essential in developing children’s skills, knowledge and understanding. These all underpin personalised learning. I have in particular come to understand the value of sharing learning objectives and success criteria with children. Knowing exactly what is expected and how they can achieve allows children to focus more clearly on tasks. This also facilitates effective self and peer assessments, as there are clear criteria and objectives to assess against, encouraging children to take more responsibility for their own learning. Progression needs to be planned for, so that as children work and explore at their own pace, there is always something else ready to move them on and take them further in their learning. I also believe that differentiation and meeting varied learning styles are key to effective teaching and learning. Work should be set at an appropriate, but challenging, level. When I prepare lessons I make a conscious effort to ensure I am not just catering for visual learners like myself, but try to see lessons through other learners’ eyes. For example, to introduce Year 2 children to pictograms, I got the children to create ‘human pictograms’ arranged by name length, pets, eye colour, etc. and then transferred that information as pictograms to the board. Kinaesthetic learners were thereby catered for in the physical movement and manipulation, visual learners in the pictograms created on the board, and audio learners as we discussed and interpreted the graphs. My views on learning styles have been influenced by the work of Howard Gardner. He believes that we have multiple intelligences and that every child has the potential to be gifted, but that this can present itself in many different ways. Therefore, all children have their own preferred learning style, which best suits their intelligence. As a teacher, I feel I can best meet children’s learning needs if I am aware of the learning style suited to them. I feel it is important to make learning interesting and creative, and one way to achieve this is through the use of drama; this allows children to explore and understand situations, and express feelings, thoughts and emotions. An example of how I have successfully used drama was with a Year 6 class learning about Victorian railways. I set up a debate with the children taking the roles of people affected by the building of the railways. They were incredibly enthusiastic and threw themselves into the task. They found this a fun, enjoyable and worthwhile learning experience, which enabled them to better understand the situation and empathise with those concerned.

• Page 2: Whilst on my school placements I ha

Extended embed settings

Inappropriate

You have already flagged this document. Thank you, for helping us keep this platform clean. The editors will have a look at it as soon as possible.

Mail this publication

Delete template.

Are you sure you want to delete your template?

DOWNLOAD ePAPER

This ePaper is currently not available for download. You can find similar magazines on this topic below under ‘Recommendations’.

Save as template?

• Help & Support
• tuxbrain.com
• ooomacros.org
• nubuntu.org
• Terms of service
• Privacy policy
• Cookie policy
• Cookie settings

Choose your language

Main languages

Further languages

• Bahasa Indonesia

Performing this action will revert the following features to their default settings:

Hooray! Your file is uploaded and ready to be published.

Saved successfully!

Ooh no, something went wrong!

• International
• Schools directory
• Resources Jobs Schools directory News Search

NQT Personal statement

Subject: Pedagogy and professional development

Age range: Age not applicable

Resource type: Other

Last updated

8 February 2021

• Share through email
• Share through twitter
• Share through linkedin
• Share through facebook
• Share through pinterest

A personal statement for an NQT applying for their first position. It is for a nursery teaching post but is easily adapted to fit KS1 and KS2 teacher applications.

Tes paid licence How can I reuse this?

Your rating is required to reflect your happiness.

It's good to leave some feedback.

Something went wrong, please try again later.

This resource hasn't been reviewed yet

To ensure quality for our reviews, only customers who have purchased this resource can review it

Report this resource to let us know if it violates our terms and conditions. Our customer service team will review your report and will be in touch.

Not quite what you were looking for? Search by keyword to find the right resource:

Finished Papers

• Admission/Application Essay
• Annotated Bibliography
• Argumentative Essay
• Book Report Review
• Dissertation

We are inclined to write as per the instructions given to you along with our understanding and background research related to the given topic. The topic is well-researched first and then the draft is being written.