Elizabeth Richards

After working as a primary school teacher, I am now working towards a Master's in Psychology in Education to deepen my understanding of a range of psychological needs within educational contexts.

Currently, I am gaining experience by working as a private tutor for children with additional needs and volunteering at a Psychology Services that specialise in children's diagnosis for Autism and ADHD. These experiences have broadened my perspective and developed my own ability to recognise and address individual learning challenges. Through this experience, I've also collaborated with multidisciplinary teams, refining my communication skills and fostering a collaborative ethos to ensure comprehensive support for each child.

I am known for my warm, approachable demeanor and have been commended for my unwavering dedication, creativity and dependable nature. I excel in effective communication and collaboration with others, making me a strong asset in team environments. I am focused on delivering steadfast support, and empowering young individuals with the resources they need to establish security, feel supported, and thrive.

I passionately believe that applying my growing knowledge of the current evidence-based approaches to the individuals I work with will ensure that they benefit from the latest insights and strategies. And this, alongside prioritising their overall well-being, will deliver the best outcomes, and help to unlock their full potential.

Administrative Assistant & Volunteer, Evolve Psychology Services 

Shadowed clinical staff during child and adolescent ADHD/Autism assessments, and contributed to discussions about the diagnosis, including next steps. Actively liaised with schools, GPs and families to gather the necessary information for the assessment process. 

• Built effective working relationships with various schools across North Yorkshire.
• Demonstrated strong communication skills while liaising between colleagues, the children, and their families.
• Practiced proficiency in organising and coordinating the information collated from the various individuals involved in a child’s assessment, which must be done promptly and with 100% accuracy. 
• Exhibited a keen eye for detail by ensuring that all behaviours are observed and recorded accurately within the assessment notes. 
• Checked clinicians’ reports to ensure that the information is clear and accurately presented. 
• Strong understanding of the fundamental elements of the assessment process, assessment tools and educational documents.

Private Tutor, Hg2utoring

Provided weekly tutoring sessions for children with additional learning and mental health needs, aiming to improve their confidence and academic performance in school.

• Tailored and adapted interventions and teaching methods to the individual learning styles and needs of each child on a one-to-one basis.
• Worked collaboratively with parents and teachers to identify potential barriers and gaps within learning, improving the chance of progress for each child.
• Maintained current knowledge of National Curriculum requirements across various years groups and subjects.

Year 4 Class Teacher, The British School of Kuwait, Nord Anglia

Taught the British National Curriculum at a Private International school for 2 Academic years, including my NQT year. During this period I held planning representative roles and developed the schemes of work for English, PHSE, Science, and History.

• Designed bespoke strategies tailored to my class, like a multi-sensory lesson about Roman Architecture during Roman Day. These were successful because they catered to the specific needs of my class, while still remaining aligned with the National Curriculum.
• Implemented new frameworks and policies from outside of the school into my classroom, such as the socio-emotional learning curriculum. 
• Mentored a student teacher, showcasing leadership and communication skills. 

Teaching Assistant, Walton Priory Middle School

Actively supported several children with EHCPs on a one-on-one basis, and led targeted phonics sessions for children with SEND. Also performed general TA duties to support the teacher.

• Tailored general strategies and materials to the individual learning styles and abilities of my designated students.
• Made key contributions to the school’s ‘HOPE’ Project – An emotional wellbeing service which supports young people and their families in the school and wider community.

University Volunteer, Castle Education Centre, Kingsmead

Supervised learning activities in a range of environments that catered to children with SEMH.

• Helped to create Education, Health and Care Plans (EHCPs) for the children, as well as contributing to their individual support plans.

MSc: Psychology in Education (BPS Accredited), University of York (2023 - Present) 

Recipient of the University of York Open Science Award for my Dissertation Research Project

• Key Modules: Child and Adolescent Mental Health and well-being, Development and Cognition, Psychology in Society, Individuality, and its roots. 
• Dissertation Title: What factors that influence the perceptions of staff members in Early Years settings in York and North Yorkshire regarding their capacity to provide effective support for children with Special Educational Needs and Disabilities (SEND).

PGCE: Primary Education with QTS, Edge Hill University (2020 - 2021)

• PSHE Accreditation – Awarded by the PSHE Association

BA Hons: Education Studies (With SEND), University of Derby – First Class

Recipient of a Dean’s Award for commitment, dedication and success.

• Key Modules: Social and Emotional Development, Individual Differences in Learning, Specific Learning Disabilities, The Changing Role of the SEN Practitioner, Managing Special Educational Needs and Disability.