early years education personal statement

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Early childhood education personal statement example.

I believe that early childhood is the most crucial stage in a child’s life, it has become my goal to be an early years teacher so I can offer support at this important stage and help children learn and grow as they interact with the world around them. The skills children learn at this age will stick with them for life such as reading, writing and communication, to be able to a part of this process would be very rewarding.

During my A-levels, I completed a weeks work experience at St Joseph’s Catholic Primary School. I was a teaching assistant for year groups two and three. This role allowed me to work closely with the children and support them in their lessons. This experience was gratifying, and I enjoyed helping the children learn and solve problems. I found myself excited to get to work and see the children and they seemed just as excited to see me. Although I only spent a week at St Joseph’s, I still formed a friendship with lots of the children and learned some essential skills for working with young children such as safeguarding and following a curriculum. Lastly, I taught a child with special needs and supported him in his lessons.

After my A-levels, I decided to take a gap year. Although the pandemic disrupted my original plans I tried my best to make the most of this time and keep motivated. Throughout lockdown, I completed an online course on the Open Learn website through the Open University called “An Introduction to Social Work.” This course covered a variety of subjects including the Attachment Theory developed by John Bowlby. This theory highlights how the brain develops differently depending on what kind of experiences it receives, especially in the early years. I found this very fascinating as I have loved learning about people since I started studying sociology at GCSE. I am intrigued by what influences people to act the way they do and have a particular fascination with how children develop in society. Becoming an early years teacher would allow me to make a difference in children’s lives and see this development first hand.

During my gap year, I also developed leadership and teamwork skills while working at my local café: Deli-Licious. I started this job in 2019 as Saturday help and gradually progressed and gained more responsibility, such as gaining more hours and eventually becoming a key holder. This customer-facing role allowed me to develop good people skills and taught me how to deal with the many characters I came across every day. I was also often in a leadership role allowing me to gain the skills and experience needed to be a good team leader. Furthermore, this job required great communication skills which are very useful when working in a team, especially while looking after children.

I have recently been offered and enthusiastically accepted a job at Bright Horizons Day Nursery as a Nursery Assistant. My responsibilities will include supervising children at playtime, engaging with the children in learning and play activities as well as working with the other nursery staff and attending staff meetings. This job will allow me to build skills such as childcare, proactivity, and time management which will help me build a strong foundation for early years teaching. I am excited to start this job as it is the first step I am taking to pursue a lifetime career in early education.

Studying early childhood studies at university will be a perfect opportunity for me to further my understanding of children in early years and allow me to learn about new areas I haven’t come across yet. My goal is to gain practical experience working with young children while also gaining relevant qualifications to be the best early years teacher I can be.

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I got an offer for a degree in Early Childhood Studies with this personal statement so I hope it can help someone out there :)

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How to Write an Effective Early Childhood Studies Personal Statement

Your personal statement should not only showcase your academic achievements but also provide insight into who you are as a person. Be sure to include information about your hobbies, interests, and personal values that make you a unique and valuable candidate.

When it comes to applying for a program in Early Childhood Studies, a personal statement can be one of the most important parts of your application. This is your chance to showcase your passion, motivation, and relevant experiences. Here are some tips to help you write a compelling Early Childhood Studies personal statement:

Start with a strong opening : The first few sentences of your personal statement are crucial in grabbing the attention of the admissions committee. Consider starting with a personal anecdote or a thought-provoking statement that highlights your interest in the field.

Highlight your relevant experience: Admissions committees want to see that you have relevant experience in Early Childhood Studies. This could be anything from volunteering at a local preschool to working in a daycare or completing relevant coursework. Be sure to include any experience that demonstrates your passion for the field.

Demonstrate your knowledge of the field: Show that you have a strong understanding of the current issues and trends in Early Childhood Studies. Discuss any research you have conducted or any articles you have read. This will demonstrate your motivation to learn and your ability to critically evaluate information.

Discuss your future goals: Be clear about your career aspirations and how an Early Childhood Studies program will help you achieve them. You may also want to discuss how your experiences have led you to this point and what you hope to contribute to the field in the future.

Show your personality: Your personal statement should not only showcase your academic achievements, but also provide insight into who you are as a person. Be sure to include information about your hobbies, interests, and personal values that make you a unique and valuable candidate.

Edit and proofread: Finally, make sure to proofread and edit your personal statement. This is your opportunity to make a strong impression, so take the time to ensure your statement is error-free and polished.

In conclusion, writing a strong Early Childhood Studies personal statement requires careful planning and attention to detail. By highlighting your relevant experience, demonstrating your knowledge of the field, discussing your future goals, showing your personality, and carefully editing your statement, you can create a compelling and memorable personal statement that will help you stand out from the crowd.

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PERSONAL STATEMENT EXAMPLE Childhood Studies Personal Statement

Submitted by Lubay

Do you want to inspire young people and help change lives?

Choose to study Education at Roehampton, one of the UK's leading providers of teacher education.

Childhood Studies Personal Statement

Children should have somebody that believes in them and supports them to become the person that they aspire to be. Working with children and assisting them in achieving their goals in life is a huge ambition of mine. I enjoy interacting with children on their own level; gaining insight into their perception of the world.

I am currently studying A-levels in Sociology, Philosophy and Ethics and an AS in textiles. These A levels not only equip me for academic life at university but also developed my understanding of early childhood educational studies. Two of the topics of my sociology A-level are dedicated to education and childhood. These topics have given me an understanding of how childhood is not the same for every child because everyone comes from a different background. This is called a social construction. Sociologist Sue Palmer says there are five important things that children need during their childhood. These are play, language, love, education and discipline. Philosophy and Ethics has reconfigured my perception of the universe because it has improved my analytical skills, seeing events form more than one perspective. Studying Textiles has made me improve how I manage my time as it involves me doing practical and theoretical skills for my coursework. This is useful when it comes to having to do work placements with my degree at university. Textile has enhanced my creativity by thinking of different textiles techniques to add to my coursework. People who are involved with working with children will have to think about things from a child’s perspective and need to be creative at solving problems so that the children can understand more easily.

My interest in teaching children developed through my work experience at a local nursery. This involved me providing support to children with mathematics, reading and writing on a one to one and class group basis. I ensured that the pupils that I supported were able to engage in learning and stay on task during the lesson.

I have volunteered at QMC Hospital Nottingham in the adult ward for the last 3 months: providing help and assistance to patients at mealtimes. I interacted with numerous members of patients and staff. This had led to my understanding of the importance of basic routine tasks in a hospital to support patients in creating a sense of stability. I learned quickly how to deal with people who were reliant on me for help. Volunteering is one of the things that I can really do for other people and putting them first. I have also gained knowledge and experience on how to safeguard and promote the welfare of the vulnerable elderly. I have also been involved with Young Enterprise scheme. I had leadership responsibility for marketing and advertisement. My skills in marketing were developed through promoting my brand through talking to the public. These work experiences develop my communication skills. I can now speak clearly, thoughtfully and without feeling nervous.

In 2015, I undertook a voluntary work placement in Tanzania where I supervised a group of children aged between 3 and 5. This is where I discovered that I had a flair for building a good rapport with children without compromising my position of authority. Working with children at those ages is a real critical point of development in their life because given the right opportunities they can develop new skills of understanding the world.

In the future, I aim to work with children. My experiences tell me that this work will be enormously rewarding. I feel the rewards of a professional career in teaching would satisfy the goals I have hoped to achieve for quite a while. I believe that with my enthusiasm, positive attitudes and strong interest in study your course will give me a firm foundation on which I can build my career, working with children. I can think of no better or more satisfying path to pursue.

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Childhood Studies Personal Statement

Example Childhood Studies Personal Statement

My natural ability to connect with children, range of work experience and love of learning are qualities I have, which I believe make me an ideal candidate to embark on the Childhood Studies degree. I am keen to further my understanding and knowledge of child psychology, development, care and education. This course offers me the opportunity to engage this curiosity and take my skills to the next level.

From a young age, I have been involved in my younger siblings learning and development. I gained a sense of pride and achievement, as I helped them grow in to strong readers and independent thinkers. Having the patience to explain new words, sentences and concepts with clarity, to a younger audience has pushed me forward to discover how children develop their mind.

As a nursery nurse at Wonderland Nursery and McMillan Nursery, I worked with children from birth to around seven years, helping them to develop and learn new skills. I was highly involved in planning and supervising activities such as arts and crafts, music and cooking. Other activities included counting games, reading stories and developing language skills. It was interesting to note the range of abilities in children of the same age, from potty training and the use of cutlery. Helping children develop their communication, tactile, logical and self-sufficiency skills is highly rewarding, as I could see their improvements and use of new skills, on a daily basis. My communication and teamwork skills were rapidly developed, as I needed to speak with babies and inquisitive toddlers to co-workers and parents. It was essential to be highly organised, conscientious and reliable, as structure and order are necessary for a smooth and successful operation of nursery.

As a teaching assistant at Cherry Lane Primary School and Colham Manor Primary School, I gained work experience with an older age range of children in a different environment. I was responsible for assisting classes of a high number, providing one-on-one guidance to pupils who needed additional support. Here I gained the opportunity see how lesson plans are created, structured and fit with the curriculum. Positive communication and enthusiasm were essential for presenting a new ideas and reinforcing older learnings. I found this made it easier for children to communicate with me, an adult. Being a creative and perceptive person, I am able to teach in a clear, easy and engaging way. I understand that children have different ways of learning; therefore flexibility and adaptability to ways of teaching are essential.

I am currently involved in a variety of volunteer activities with children. As a Reading Buddy, I encourage and support children who have difficulty reading, who are shy and will not read aloud. As a Pyramid Club Leader, I work with children to build their self-esteem, which involves creating and preparing activities and team games. I am responsible for the care of children during the Barnowls Afterschool Club. I learnt how children need to slowly build their confidence and gain trust, to overcome their personal obstacles.

My experience working with children has developed my leadership skills, use of initiative, organisation and time management. I have gained a greater insight in to a range of ages and their development levels from home, natural curiosity and learning environments. My proactive approach to pursuing this career path reflects my motivation and ambition to succeed on the course. In my free time, I enjoy regular exercise activities. This has taught me personal health of the body and mind helps me focus and fully apply myself to the task at hand.

Childhood Studies is the next step in my career. History, psychology, law, special needs, management and future education, are areas I wish to gain a higher level of knowledge.

We hope that this example Childhood Studies personal statement will act as a useful guide for when you are writing your personal statement.

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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

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How to Write an ECT Personal Statement

Written by Dan

Last updated December 20, 2023

When you are applying for an Early Career Teacher position, one of the most important things that you will need to submit is your personal statement.

This document is your opportunity to introduce yourself to the selection committee and showcase why you would be a great addition to their school. To make sure that your statement stands out, follow these tips.

Related : For more, check out our article on  Tips To Support ECTs In Their First Year  here.

Table of Contents

Write A Unique Statement For Each School.

If you’re an Early Career Teacher, then you understand how important it is to edit your personal statement for every job application. It can be time-consuming, but it’s worth it in the long run. Each school is unique, so your application should reflect that.

Read the job advertisement, website, and latest Ofsted report carefully. Make a list of requirements for the position and what is most important to the school’s ethos. Connect your passions and experience to these things.

For example, if the job advertisement asks for someone who is ‘passionate about teaching’, think carefully about what experiences you have had that demonstrate your passion for teaching. It could be a time when you overcame a difficult challenge in the classroom or a moment when you made a real difference in a student’s life.

Opening Line

Your opening sentence is analogous to the starting line of an amazing novel–it needs to be attention-grabbing (for all the right reasons). Highly effective personal statements generally start with a short explanation of what originally inspired them to enter the teaching profession, or why they’re looking forward to applying for this precise position.

Be Specific

When discussing your experience, always try to be as specific as possible. For example, rather than just saying that you’ve worked with “disadvantaged students,” go into detail about what kind of disadvantage they faced and how you helped them to overcome it. This will give the selection committee a much better idea of your teaching style and capabilities.

Keep Your Target Audience In Mind When Writing

It’s more impactful to SHOW an employer that you understand the complexities and how to manage them instead of simply telling them which age group you prefer teaching.

For example, if you’re vying for a job at a secondary school with a sixth form, illustrate how you’ve assisted students in the past with UCAS applications. If primary schools are your thing, explain why keeping an element of playfulness is essential to successful lesson plans.

Demonstrate Your Enthusiasm

When you’re writing your personal statement, make sure to show enthusiasm for the role you’re applying to. This is especially important for Early Career Teachers, as they might not have as much experience in the classroom as other candidates.

One way to do this is by including examples of how you’ve gone above and beyond in your current role. Another way is to share how you plan on contributing to the school community if you’re successful in securing the position.

How Has Your Working History Developed Your Practice

Although including a list of your work experience on your CV is necessary, it shouldn’t take up much space on your ECT personal statement. The focus of this document should be on how all of this past experience has affected your perspective as a new teacher. Use examples of your prior experiences to show the school’s hiring team how you would excel in the role.

Outline Your Plans For The Future

If you’re an Early Career Teacher, then chances are you haven’t been in the field for too long. Even if you only have a few years of experience under your belt, that doesn’t mean that you can’t have long-term goals. Describing your plans for the future shows that you’re committed to the teaching profession and that you have a clear vision for your career.

Strengths and Skills

Show your potential employer what makes you the best candidate for the job by discussing your unique skills, experiences, and goals in your personal statement. Are you a whiz with technology? Do you have experience teaching in an inclusive environment? Are you trilingual? These are all qualities that would set you apart from other candidates and make you an asset to any school.

A Powerful Ending

Just as you would carefully revise one of your students’ best essays, make sure to proofread and edit your statement before sending it off. Be sure to express how much you love teaching and why the school you’re applying to is a perfect fit for what you’re looking for. You want the selection committee to remember you for all the right reasons, so make sure your statement leaves a lasting impression.

By following these tips, you can be confident that your Early Career Teacher personal statement will make you stand out from the rest of the pack.

Check For Mistakes!

Remember, your personal statement is a reflection of you as a professional. Any grammar or spelling errors will reflect poorly on you and could cost you the job. Be sure to have several people proofread your statement before you submit it. By following these tips, you can be sure that your Early Career Teacher personal statement will make a lasting impression

Simple Personal Statement Example:

I am immensely passionate about teaching and firmly believe that every child has the right to a high-quality education.

I am currently in my final year of university and during that time I have had the opportunity to work with students from a wide range of backgrounds. I have also had the pleasure of working as a mentor to a group of children, which has given me invaluable experience in supporting others.

I am committed to continuously developing my practice and have recently completed a course in assessment for learning. I am also interested in pursuing a master’s in education in the future.

As an Early Career Teacher, I would be committed to continuously developing my practice and expanding my knowledge in the field. I believe that every child has the right to a high-quality education and it is my mission to ensure

I believe that I have the skills and experiences needed to be an excellent Early Career Teacher and would be a valuable asset to your school. I am eager to share my knowledge and passion for teaching with your students and would be honoured to join your team.

Thank you for your time and consideration.

What should go into a Personal statement to become an ECT?

Your Early Career Teacher personal statement should highlight your passion for teaching, as well as your unique skills and experiences. Be sure to mention any courses you’ve taken that have prepared you for the role, and describe how you would excel in the position.

How long should an ECT personal statement be?

Your personal statement should be around 500 words in length. This gives you enough space to discuss your skills and experiences, as well as your goals for the future.

What goes into a cover letter to become an ECT?

Your cover letter should briefly introduce you and highlight your interest in the position. Be sure to mention any relevant skills or experiences you have, and explain why you would be the perfect candidate for the job. Thank the reader for their time and consideration, and express your excitement for the opportunity to join their team.

Do you need to write a CV as an ECT?

No, you do not need to write a CV as an ECT. However, it is always beneficial to have one on hand in case the school you are applying to requests it. CVs are typically used for academic positions, so if you are applying for a teaching role in a school, they may request one. Be sure to tailor your CV to the specific position you are applying for.

If you have any questions about what to include in your Early Career Teacher personal statement or cover letter, don’t hesitate to reach out to a professional for help. With these tips, you can be sure that your application will make you stand out from the rest!

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About The Author

I'm Dan Higgins, one of the faces behind The Teaching Couple. With 15 years in the education sector and a decade as a teacher, I've witnessed the highs and lows of school life. Over the years, my passion for supporting fellow teachers and making school more bearable has grown. The Teaching Couple is my platform to share strategies, tips, and insights from my journey. Together, we can shape a better school experience for all.

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How to Write an Early Childhood Education Personal Statement

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The Importance of Writing an Early Childhood Personal Statement

If you’re serious about taking up early childhood education, you need to fulfill all the requirements asked of you. Aside from answering application papers, you also need to write an early childhood education personal statement to go along with them. You might think that personal statements creating don’t do much but you might be surprised when you learn of its importance especially when it comes to backing up your application form. If you are having a hard time coming up with a good personal statement for MSW MPA or any other dual degree, you should hire a professional writer to help you out.

What Are the Niceties of Writing an Early Childhood Education Personal Statement

Early childhood education is the level of education in which an infant is admitted before reaching up to age of eight years. This is usually Montessori to nursery level education. However, only a few persons want to be a part of early childhood education because it demands lots of patience, humble attitude and moral values. Within the same level of earning, people have lots of options to make their career, but only those people choose the early childhood education as their career who wants to devote themselves for betterment of mankind and for training of children. No doubt, there is deep necessity of people who want to choose early childhood education as a career but getting admission in this program needs a flawless early childhood education personal statement.

Tips for Writing Early Childhood Education Personal Statement

• Same of personal statement

Before start writing the early childhood education personal statement, it is highly advisable to read a winning sample personal statement early childhood education. In this way, you can judge the requirements that are necessary to include in your statement to make it a winning one.

• Reason to choose early childhood education as a career

Start your personal statement for early childhood education from mentioning the reason to choose this field as a career of your life. Obviously, there should be such a reason that would look sensible and genuine instead of giving fake impression to the reader.

• Include some inspirational event

In the body of personal statement, include such an event or incident of your life that inspired you to choose this field of life. You can take this incident as a part of your own childhood or from the childhood of someone else. Remember! You have to prove that only a touchy moment can change the aim of life and you have undergone such a moment.

• Highlighting the current issue of early childhood education

Another very important thing that you should make part of your personal statement is indicating some issue in the early childhood education and presenting a very practical solution of this problem. To take idea of such problems, you can consult some childhood studies personal statement examples as well.

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Writing a personal statement is never easy. This has been proven time and time again by applicants who failed to get noticed because their statements were poorly written. A personal statement shouldn’t contain information that you’ve already written in your resume but it should be about your skills and characteristics that make you the perfect addition to the program. This is where you need to promote yourself so you’ll be considered for the course. This is where we can help you out because our writers are adept in writing the best personal statements there are.

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Personal statement for PGCE primary

This is your chance to explain why you want to teach primary age children and convey your enthusiasm for teaching

This example should be used for guidance only. Copying any of this text could significantly harm your chances of securing a place on a course.

Example personal statement for PGCE primary

In my early education, reading and writing were a challenge. At age nine I received a diagnosis of dyslexia bringing with it extra support from the school. This gave me a real determination to overcome my disability. It drove me to study hard, achieve high GCSE and A-level grades and go on to achieve a 2:1 in criminology at the University of England. Although this is not a national curriculum subject, working through and coping with my dyslexia at university helped me nurture my own love of learning. I aim to emulate the support provided to me to ensure that no child is left behind in their learning due to barriers they may experience. I believe that being dyslexic will give me a unique insight into the support requirements of dyslexic children but I am aware that children face many other personal, social and emotional challenges alongside learning disabilities. Recognising these barriers and helping each child to have the confidence to succeed is one goal I hope to achieve as a teacher.

I began spending one day a week, then two days a week in a primary school, which has strengthened my love of learning. I spent time in both Key Stage 1 and 2 classrooms and have so far completed 40 days in a school. I observed lessons such as English, maths, Spanish, science and art, listened to pupils read, and went on to work with small groups. I started to grasp lesson planning and discuss with teachers' current educational issues, such as the changing curriculum. I was able to observe how different teachers handle classroom and behaviour management, particularly picking up on the importance of maintaining an assertive yet sympathetic style. This all shapes my classroom practice to become more effective, for example seeing someone moving up a reading band as a result of the extra time I gave to them. Recently I saw a child making good decisions with their behaviour as a result of the plans we made together. I am gaining experience currently with a year three class of 30 children, working with them one-to-one, in groups and leading the whole class. Learning to think on my feet numerous times a day is challenging but rewarding, especially when I receive positive feedback on my lessons.

For the past two years I have been a volunteer leader with my local Cub Scout group, consisting of 30 boys and girls aged between eight and ten years. This encompasses weekly meetings, trips and overnight camps. During camps, along with the other leaders, I am responsible for the children's physical and emotional wellbeing. I need many of the skills I have seen in the classroom to be an excellent leader. A highlight was being able to use my craft and sewing skills to instigate and lead a mural making project with the completed mural now proudly displayed in the scout hut. Resilience, good judgement, enthusiasm, energy, patience, creativity, responsibility, leadership, reliability and stamina are all essential. Being a volunteer leader has helped me grow my confidence, leadership and communication skills, which I look forward to bringing into the classroom.

Through my studies, work experience and volunteering, I have received and given feedback. I know how essential it is to provide constructive feedback that will help the recipient learn and develop rather than become demoralised. I have witnessed teachers providing meaningful and specific feedback to pupils and how this raises their self-esteem. I have learned from this and practised it in my own interactions with children, with positive results.

I wish to specialise in working with Key Stages 1 and 2 as I feel it is demanding but hugely rewarding to work with children at this vital formative period in their educational development. I am aware that the children within each class could be at vastly different levels in relation to their abilities.. Being able to confidently ascertain their levels and differentiate the work accordingly is something that I know I will need to master.

I achieved high grades in law, biology and statistics at A-level. I believe these subjects have provided me with a broad knowledge base to enable me to teach the full primary national curriculum. Even though I didn’t study any design-related subjects at college, I do consider myself a creative person so would relish the chance to teach subjects such as art, music and drama alongside the core subjects of English, maths and science.

My criminology degree provided me with many relevant skills including data analysis, essay writing, critical analysis and research. I also developed the ability to work to a deadline under pressure, both independently and in groups, something I feel is directly relevant to teaching. Learning about the social inequalities in society alongside modules on safeguarding have provided me with a deeper insight into the affect these things can have, not only on a child but also the family and wider community. 

During my degree I undertook a one-month work placement with a homeless charity. I was tasked with trying to find valuable work experience to boost the self-esteem and self-worth of the individuals. This was a humbling and eye-opening experience. I met some truly amazing people both within the charity and among the service users. The many knock backs I received from companies helped to build my resilience and determination culminating in successfully finding an organisation that was willing to offer experience and training in the catering industry.

I believe that schools should be a safe and welcoming environment where children feel comfortable to express themselves, which in turn will aid their ability and willingness to learn. I hope that I will one day be able to provide this to all the children I teach.

Tailor your statement to primary teaching and include:

• Why you'd like to teach this age group.
• Elements from your degree that have helped to prepare you to become a primary school teacher.
• Skills you have developed and where you gained them, such as communication, patience, resilience and planning.
• Any examples you have working with the age group you wish to teach. This could be classroom based as well as through play schemes, youth groups and summer camps.
• Any specialist training such as safeguarding, first aid or mentoring.
• How your own educational background has influenced your desire to teach.
• Your understanding of the primary national curriculum.
• Your thoughts on children's wellbeing within the education system.

Find out more

• Read all about applying for teacher training .
• Get prepared with our teaching interview questions .
• See more examples of teaching personal statements .

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70 years ago, school integration was a dream many believed could actually happen. It hasn’t

WASHINGTON (AP) — Seventy years ago this week, the U.S. Supreme Court ruled separating children in schools by race was unconstitutional. On paper, that decision — the fabled Brown v. Board of Education, taught in most every American classroom — still stands.

But for decades, American schools have been re-segregating. The country is more diverse than it ever has been, with students more exposed to classmates from different backgrounds. Still, around 4 out of 10 Black and Hispanic students attend schools where almost every one of their classmates is another student of color.

The intense segregation by race is linked to socioeconomic conditions: Schools where students of color compose more than 90% of the student body are five times more likely to be located in low-income areas. That in turn has resounding academic consequences: Students who attend high-poverty schools, regardless of their family’s finances, have worse educational outcomes.

Efforts to slow or reverse the increasing separation of American schools have stalled. Court cases slowly have chipped away at the dream outlined in the case of Brown v. Board, leaving fewer and fewer tools in the hands of districts to integrate schools by the early 2000s.

The arc of the moral universe, in this case, does not seem to be bending toward justice.

“School integration exists as little more than an idea in America right now, a little more than a memory,” said Derek Black, a law professor at the University of Southern California. “It’s actually an idea that a pretty good majority of Americans think is a good idea. But that’s all.”

MORE THAN JUST DIVERSE SCHOOLS

The dream of Brown was never as simple as diversity. It was about equality, and the opportunity that came with it.

From the beginning, funding and integration have been inseparable.

“Whiter schools and districts have more resources, and that is wrong,” said Ary Amerikaner, a former Obama administration official and the founder of Brown’s Promise. “But it is a reality. And that undermines opportunity for students of color, and it undermines our future democracy.”

We remember Brown v. Board as the end of segregated schools in the United States. But stating values does not, alone, change reality. Though the case was decided in 1954, it was followed by more than a decade of delay and avoidance before school districts began to meaningfully allow Black students to enter white schools.

It took further court rulings, monitoring and enforcement to bring a short-lived era of integration to hundreds of school districts. For the students who took part in those desegregation programs, their life trajectory changed — the more years spent in integrated schools, the better Black children fared on measures like educational attainment, graduation rates, health, and earning potential, with no adverse effects on white children.

For a brief period, it seemed the country recognized the deeper remedies required. “All things being equal, with no history of discrimination, it might well be desirable to assign pupils to schools nearest their homes,” Chief Justice Warren Burger wrote in Swann v. Mecklenburg, a 1971 decision that upheld the use of busing to integrate schools in North Carolina. “But all things are not equal in a system that has been deliberately constructed and maintained to enforce racial segregation.”

But not long after, another series of court decisions would unwind those outcomes. Fifty years ago, in Milliken v. Bradley, the court struck down a plan for integrating Detroit public schools across school district lines. The ruling undermined desegregation efforts in the north and Midwest, where small districts allowed white families to escape integration.

Other decisions followed. In Freeman v. Pitts, the court ruled resegregation from private choice and demographic shifts could not be monitored by the court. More than 200 districts were released from court-monitored desegregation plans. By 2007, when the court ruled in Parents Involved vs. Seattle Public Schools, even voluntary integration plans could no longer consider assigning students on the basis of race.

“If you have the tools taken away from you ... by the Supreme Court, then you really don’t have a whole lot of tools,” said Stephan Blanford, a former Seattle Public Schools board member.

ONE DISTRICT AS A MICROCOSM

The arc of history is clear in the city where the landmark Swann busing case originated.

At its peak, Charlotte-Mecklenburg Schools was considered such a success at integrating classrooms and closing the gap between Black and white students that educators around the country came to tour the district. Today, more than 20 years after a court ruling overturned busing students on the basis of race, CMS is the most segregated district in North Carolina.

While there are no laws that keep kids siloed by race and income, in so many schools that is the reality.

Charlotte’s sprawling, complex busing plan brought Black and white students into the same schools — and by extension, made white children’s resources available to Black students for the first time. The district’s integration program ended when white families sued after their children did not get their top choice of school placement in a lottery that considered race.

Instead, the district created a school assignment process that said diversity “will be based on the family’s decisions.” It left the families of Mecklenburg County, some of whom have always had better choices than others, on their own. In the first year of the district’s choice program, Black families were more likely to try to use the choice plan to pick an alternative school. They were also more likely to get none of the magnet schools they wanted.

In the decades that followed, the district re-segregated. Years of busing had unwound the segregated makeup of the schools, but the underlying disparities and residential segregation had been left untouched.

Charlotte is a place where the divide between affluence and poverty, and the clear racial lines that mirror it, are so stark that people who live there refer to the city in two parts — the well-off “wedge” and the poorer “crescent.” How could anything other than an explicit consideration of those conditions ever hope to ameliorate them?

Solutions to segregated schools exist in this context, often relying on individual families to make choices that are limited by their circumstances. Magnet schools and inter-district transfers — two common policies that may create great individual opportunities — are limited and will always leave some students behind.

Wherever you look, families are divided in how they view integration. For white and affluent families, it can exist as a noble idea, one filled with self-reflection. But for families of color or poor families — those with less of a safety net — the point of integration often is to place their children somewhere better.

Efforts to integrate schools can take two paths, Stefan Lallinger, executive director of Next100, a public policy think tank, says. They either fight around the margins, creating slightly less segregated spaces, or they address the problem head on, which in many parts of the country would mean tackling boundaries deliberately drawn to separate rich from poor.

HOW TO MOVE FORWARD IN A SYSTEM THAT RESISTS?

Amerikaner and Saba Bireda founded Brown’s Promise on the idea of bridging the divide between funding and integration, leveraging state courts to obtain the tools the Supreme Court has taken away from districts.

Their strategy has some precedence. In Connecticut, a 1989 lawsuit in state court resulted in the creation of an inter-district transfer program, which allows students in Hartford to transfer into suburban schools and magnet programs, breaking up concentrations of poverty and racially isolated schools.

“This country had to be moved to integration,” Bireda said. “And unfortunately, 70 years later, we feel like we still need litigation. We need the push of the courts.”

More recent lawsuits have taken place in New Jersey and in Minnesota. In 2015, Alex Cruz-Guzman became a plaintiff in a lawsuit challenging segregation in Minneapolis and St. Paul public schools. Cruz-Guzman immigrated to the United States from Mexico as a teenager. As a parent, he noticed his children’s schools consisted almost entirely of other Latino students. When he tried to place them in more integrated schools, the family faced long waitlists.

The case wound its way through court for nearly a decade, almost reaching a settlement in the legislature before that bill failed to pass.

Cruz-Guzman recalls people asking why he would join a case that likely would not resolve in time to benefit his own children, who struggled with learning English for a time in predominantly Latino schools. To him, the arc of the case is about the kids whose lives could change in the future.

“It’s not only my kids. My grandkids will benefit from it,” he says. “People for generations will benefit.”

How far those legal cases can reach remains to be seen. Actual solutions are imperfect. But integration is something this country has tried before, and while it lasted, by many measures, it worked.

Anniversaries are moments to stop and contemplate. Seventy years after Brown, the work towards achieving its vision remains unfinished. Where there are no perfect, easy answers, what other choice is there besides trying imperfect pathways that bring about an increasingly diverse country somewhere closer to the promise of Brown?

“What’s the alternative?” Bireda said. “We are headed towards a country that is going to be majority people of color. ... We can be a strong multiracial democracy, but we cannot be that if we continue to allow most children in the United States not to go to school with children who are from different backgrounds.”

The Associated Press’ education coverage receives financial support from multiple private foundations. AP is solely responsible for all content. Find AP’s standards for working with philanthropies, a list of supporters and funded coverage areas at AP.org .

Copyright 2024 The Associated Press. All rights reserved.

Driver arrested for DUI after crash with farm worker bus leaves 8 dead

National Weather Service rates tornado at Payne’s Valley Golf Course near Hollister, MO.

Howell County authorities searching for armed and dangerous man

WATCH: Golfers capture tornado near Payne’s Valley Golf Course in Taney County

Watch: golfers escape tornado hitting payne’s valley golf course in southern taney county, latest news.

Federal student loan interest rates to hit 12-year high

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Biden and Trump agree to presidential debates on June 27 on CNN and on Sept. 10 on ABC

Scientific machine learning for predicting plasma concentrations in anti-cancer therapy

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A variety of classical machine learning approaches have been developed over the past ten years with the aim to individualize drug dosages based on measured plasma concentrations. However, the interpretability of these models is challenging as they do not incorporate information on pharmacokinetic (PK) drug disposition. In this work we compare well-known population PK modelling with classical and a newly proposed scientific machine learning (SciML) framework, which combines knowledge on drug disposition with data-driven modelling. Our approach lets us estimate population PK parameters and their inter-individual variability (IIV) using multimodal covariate data of each patient. A dataset of 549 fluorouracil (5FU) plasma concentrations as example for an intravenously administered drug and a dataset of 308 sunitinib concentrations as example for an orally administered drug were used for analysis. Whereas classical machine learning models were not able to describe the data sufficiently, the proposed model allowed us to obtain highly accurate predictions even for new patients. Additionally, we demonstrated that our model could outperform traditional population PK models in terms of accuracy and greater flexibility when learning population parameters if given enough training data.

Competing Interest Statement

H.F. received grants from UCB and AbbVie. The other authors declare no competing interest for this work.

Funding Statement

This work was partially funded by Federal Ministry of Education and Research within the projects BNTrAinee (funding code 16DHBK1022).

Author Declarations

I confirm all relevant ethical guidelines have been followed, and any necessary IRB and/or ethics committee approvals have been obtained.

The details of the IRB/oversight body that provided approval or exemption for the research described are given below:

The 5FU study (protocol-No: CESAR C-II-005, EudraCT-No; 2008-001515-37) with retrospective nature which was approved on 26.05.2008 by the ethics committee of the Albert-Ludwigs-Universitaet Freiburg, Freiburg, Germany. The C-IV-001 Sunitinib study (EudraCT-No: 2012-001415-23) was approved on 17.10.2012 by the ethics committee of the department of medicine of the Johann Wolfgang Goethe-Universitaet Frankfurt am Main, Frankfurt, Germany. It was a phase IV PK/PD substudy of the non-interventional EuroTARGET project, which recruited patients with mRCC at nine medical centres in Germany and the Netherlands

I confirm that all necessary patient/participant consent has been obtained and the appropriate institutional forms have been archived, and that any patient/participant/sample identifiers included were not known to anyone (e.g., hospital staff, patients or participants themselves) outside the research group so cannot be used to identify individuals.

I understand that all clinical trials and any other prospective interventional studies must be registered with an ICMJE-approved registry, such as ClinicalTrials.gov. I confirm that any such study reported in the manuscript has been registered and the trial registration ID is provided (note: if posting a prospective study registered retrospectively, please provide a statement in the trial ID field explaining why the study was not registered in advance).

I have followed all appropriate research reporting guidelines, such as any relevant EQUATOR Network research reporting checklist(s) and other pertinent material, if applicable.

↵ * shared first authorship,

↵ # shared senior authorship

Funding This work was partially funded by Federal Ministry of Education and Research within the projects “BNTrAinee” (funding code 16DHBK1022).

Conflict of Interest H.F. received grants from UCB and AbbVie. The other authors declare no competing interest for this work.

Ethics declaration: The 5FU study (protocol-No: CESAR C-II-005, EudraCT-No; 2008-001515-37) was approved on 26.05.2008 by the ethics committee of the Albert-Ludwigs-Universität Freiburg, Freiburg, Germany. The C-IV-001 Sunitinib study (EudraCT-No: 2012-001415-23) was approved on 17.10.2012 by the ethics committee of the department of medicine of the Johann Wolfgang Goethe-Universität Frankfurt am Main, Frankfurt, Germany.

Data Availability

Data used in the present study could be available upon reasonable request to the authors

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• Otolaryngology (286)
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• Palliative Medicine (66)
• Pathology (445)
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• Pharmacology and Therapeutics (426)
• Primary Care Research (420)
• Psychiatry and Clinical Psychology (3171)
• Public and Global Health (6133)
• Radiology and Imaging (1276)
• Rehabilitation Medicine and Physical Therapy (744)
• Respiratory Medicine (825)
• Rheumatology (379)
• Sexual and Reproductive Health (372)
• Sports Medicine (322)
• Surgery (400)
• Toxicology (50)
• Transplantation (172)
• Urology (145)