As a dedicated and committed husband and father of three amazing children, I have decided to build in a flexible working pattern that allows me to be available for teaching Monday to Friday on a supply, or short-term contract, basis. This allows me to teach to the high standard I have built up over the last 14 years, giving schools confidence in the service I provide. The tutoring services I offer outside of school hours also allows time with my family as well as delivering quality teaching across all the services I provide.

I am an experienced and dedicated teacher and firmly believe that an outstanding education is the very least that all our children deserve. I am passionate about educating - not just the mind but also the heart. I have a wealth of experience in managing behaviour successfully, inspiring children in schools and have a natural ability to build positive relationships with pupils, staff and parents.

I and others would describe my teaching style as vibrant, pacey and all-inclusive. Formative assessment is key for identifying misconceptions and ensuring each child is making progress against the intended aims of the curriculum for their year group. I develop excellent working relationships with my support staff and at the same time build trust with the children in my class.

I have a strong commitment to SEND and inclusion, with a particular and personal interest in supporting children with autism and ADHD. I have experience in working with a wide range of needs within the classroom and plan for SEND pupils on an individual basis to ensure they are fully included, engaged, and able to make progress. I consistently implement adaptive teaching strategies across lessons, using alternative approaches where appropriate. I have completed training in understanding autism and work closely with families to build positive, supportive relationships. My approach aligns with Ofsted expectations, recognising that effective inclusion and SEND provision are rooted in understanding and meeting the needs of each individual child.

My style of teaching supports all learners and has been instrumental in the development of many vulnerable and SEND children. I know that identifying SEND needs early and providing the right support to the family and child is key. I am proud that I have helped children who have suffered from attachment or other similar difficulties where their lack of belief and self-esteem has manifested itself in antisocial behaviour. On the cognitive side, I have written and developed support plans for children who have then achieved the small steps they need to access the learning in order to make progress. My knowledge of how children learn from experience has been further developed by reading specific case studies during my NPQLT study that relates to research.

Safeguarding is always at the top of any agenda. I have a strong understanding of rigorous safeguarding procedures and the CPOMs system that ensures meticulous record keeping, showing how concerns are followed up on with the consistency of reporting. I have written effective and impactful risk assessments for children and subsequently put things in place in the classroom to ensure that they thrive in a safe, supportive learning environment.  

I was raised in a strong Christian family and community myself which has formed my character, beliefs and sense of community. Respect and kindness is a key message and part of my ethos as well as being part of the PSHE curriculum (that I am particularly passionate about).

Alongside a dedicated team, as music leader I have played a significant middle leadership role in Ofsted inspections including a music ‘Deep Dive’. Believe it or not, this was a rigorous but enjoyable experience because it gave me the opportunity to showcase all the work I had achieved in music across the whole school (2 to 11 year-olds). I shared my vision, curriculum plan, website, action plan and sequencing of skills, and rewardingly the feedback was very positive. One of the teachers was quoted as saying, “Without the introduction of the scheme and with Richard’s guidance and support, I wouldn’t have any confidence in how to teach music.” I have introduced simple lessons to support the current music curriculum. This was aligned with the ‘Implementing of Change’ training I undertook as part of my NPQLT qualification. I have supported and motivated staff who are at different levels of their career to empower them to become a driving force for their subject. Staff well-being is of the utmost importance and I believe in an embedded supportive culture that can only be achieved through trust and a team who support one another.

In EYFS, I have experience of working with teachers to create activities, lessons and assessments based on the Development Matters curriculum. I understand that the children require calm yet stimulating environments, quality resources and the opportunity to take charge of their own learning through carefully planned provision areas that are linked to specific learning targets. Outdoor learning is vital and the children need to be given the chance to explore. 

I pride myself on working hard to build successful relationships with children and parents. As a father of three, I understand parental and family situations and demonstrate the empathy and understanding that allows me to build harmonious relationships. I create a fun, safe and happy working environment in classrooms for the children to enjoy, allowing them to be creative as well as empowering them to take responsibility for their own. I always embrace new ideas and ways of working plus the introduction of new schemes with a positive can-do attitude and an open mind.

I assure you of my dedication to a profession I love and look forward to meeting up with anyone who shares the same ethos and values.

Richard Tull

February 2026