Florence Lidwina Okello

I am an energetic, enthusiastic, self-motivated, customer focused and a committed and passionate person. I am an efficient and articulate problem solver, providing high-quality service, delivery and performance. I have the ability to multi-task; work effectively and to tight deadlines, is IT literate with exceptional Literacy and Numeracy skills.

I have the ability to use my own initiative, has great attention to detail and excellent customer care. I possess both excellent organisational and communication skills and works greatly as part of a dedicated team. I have experience of working in a fast-paced, dynamic environment, is flexible and a quick learner and I believe I can make a positive contribution to any organisation.

Mentor - Refugee Education UK (REUK) - Birmingham

(2025-05)

Mentor to an 18-year-old Mentee supporting with English Language (grammar, pronunciation, speaking, writing, reading, and spelling)

• Tuesday 11th March – Study Skills
• Thursday 15th May – Cultural Competencies
• Thursday 12th June – Working with ESOL and the ESOL framework
• Wednesday 9th July – Wellbeing Awareness
• Tuesday 16th September – Boundaries

Teaching Assistant in various Primary, Nursery and SEN Schools - Teacher Active Agency - Birmingham

(2019-09)

Teaching Assistant Role in various Primary, Nursery and SEN Schools covering Stages: Preschool – 3 years old; EYFS (Early Years Foundation Stage) - Nursery and Receptions Years, 3-5 years old; Key Stage 1 - Years 1 & 2, 5-7 years old; Key Stage 2 - Years 3 to 6, 7-11 years old.

• Rubery Nursery Key Worker: 3/4 Years – 18 Children with duties including Weekly Lesson Plan, PPA (Planning, Preparation & Assessment), Group Time, Focus Group, Classroom Display, Forest School, Playground Activities & Lunch cover, Nappy changing, Parent Consultations, Assessments, End of Year Reports
• Supported children in developing early literacy skills through phonics instruction, including letter-sound correspondence, blending, segmenting and decoding skills
• Experienced in supporting pupils with the recognition and reading of CVC (consonant-vowel-consonant) and CVCC (consonant-vowel-consonant-consonant) words; and recognising common sight words
• Assisted pupils with reading fluency, pronunciation, and confidence through targeted phonics-based activities and one-to-one support
• Confidence in teaching high-frequency words, digraphs, trigraphs, and word blending techniques to support reading fluency
• Supporting learners with English as an Additional Language (EAL) students to develop their English language skills, grammar, vocabulary, spelling, writing, reading comprehension, phonics through targeted interventions and classroom support across the curriculum
• Adapted learning materials to meet the students' language needs
• Provided one-to-one and small-group learning support to promote language acquisition and academic progress
• Used visual aids, modelling, technology/iPad, inclusive teaching and differentiated strategies to enhance understanding
• Encouraged the students' confidence, communication, and participation in classroom activities
• Monitored progress and provided feedback to teachers on the students' development
• Supported children with learning difficulties and developmental delay, students in middle and lower ability groups in KS1 & KS2 with Maths, English, weekly spelling test, History, Geography and RE, SATs exam preparation
• Maths and English interventions for both able and challenging students, preparation of lesson materials, Phonics and Focus Activities, Continuous Provision and Group Activity Box, Outdoor Provision and Continuous Play
• One to one intensive interaction with special needs children – ADHD, ADD, Autism, Down syndrome, and other challenging behaviour
• Listened to groups of children read their reading books daily
• Worked in sync with KS1 & KS2 Teachers, making sure to feedback after each lesson
• Confident supporting pupils across a range of attainment levels and a genuine passion for education and helping children succeed
• Excellent communication skills and a proactive, positive attitude
• Resource Base – secluded area of school building within school grounds used for intensive focus and learning for the needs of Special Needs Children
• PECS (Picture Exchange Communication System) using widgets
• Access to Sensory Rooms with soft toys, lighting, tuft trays, used as a calming and relaxing environment for neurodivergent children

CELTA – Cambridge English Level 5 Certificate in Teaching English to Speakers of Other Languages - TESOL/English Language Teaching - SCCB (South & City College Birmingham) (2025-10 - 2026-05)

GCSE AQA - Maths Higher Level - Birmingham Adult Education Service (2018 - 2019)

NCFE CACHE Level 3 Diploma - Specialist Support for Teaching and Learning in Schools - Birmingham Adult Education Service (2017 - 2018)

Various Courses - Professional Development - Learning Hub - University Hospitals Birmingham NHS Foundation Trust (2014 - 2015)

Edexcel Qualifications - Business and Functional Skills - Birmingham Adult Education Service (2013 - 2013)

Association of Business Executives (ABE) - Business Management Courses - Kensington College of Business (1998 - 1998)

BA (Hons) - Computer Systems Management - Schiller International University (1991 - 1991)

G.C.S.E. 'O' Level - Various Subjects - St. Mary's Secondary School (1985 - 1985)