1. EUROPEAN
CURRICULUM VITAE
FORMAT
PERSONAL
INFORMATION
Name
Address
Nationality
Date of Birth
Hayley Elizabeth Jones
Mansfield, Nottinghamshire.
British
23/02/1991
EDUCATION AND
TRAINING
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Dates (from – to)
Name and type of
organization providing
education and training
Principal
subjects/occupational
skills covered
Title of qualification
awarded
Level in national
classification
(if appropriate)
02/2014 – Present
University of Nottingham
MA Education
09/2012 – 07/2013
University of Nottingham
PGCE Secondary Education Mathematics
Merit
09/2009-07/2012
Nottingham Trent University
BSc Mathematics (hons)
2:1
09/2007-07/2009
The Dukeries College
A Levels – Maths (A), French (B), Chemistry (C).
AS Levels – Further Maths (B), Music (B), English Literature(C).
09/2002-07/2007
The Dukeries College

2. GCSE
English Literature/Language (AA)
Maths (A*)
Physics (A)
Chemistry (A)
French (A*)
History (A*)
RE (A)
Product Design (A)
Biology (B)
ICT (C)
WORK EXPERIENCE
Including all teaching
related experience
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Dates (from - to)
Name and address of
employer
Type of business or
sector
Occupation or position
held
Main activities and
responsibilities
03/2015 – Present
Outwood Academy Valley
Valley Road
Worksop.
S81 7EN.
Education
Teacher of Mathematics, Numeracy Coordinator.
After gaining excellent experiences at Toot Hill School, I sought promotion and gained
a position at Outwood Academy Valley where I not only had typical teaching duties
for 11 to 18 year olds, but also the position of whole school Numeracy Coordinator.
As part of this role, I have been involved in a focus group aimed at developing a
Numeracy Curriculum, where we design resources and schemes of work to be used
by all schools in the Trust. As part of this role I have also introduced a Numeracy
Challenge initiative, I organise weekly whole school numeracy activities, attend a
weekly meeting concerning the development of Deep Learning within the Academy
and have also delivered assemblies and staff training.
08/2013 – 03/2015
Torch Academy Gateway Trust
Toot Hill School
The Banks
Bingham
Nottinghamshire.
NG13 8BL
Education
Teacher of Mathematics, Gifted and Talented Representative.
My position as Teacher of Mathematics at Toot Hill School, rated ‘outstanding’ by
Ofsted, gave me experience in teaching at KS3, KS4 and KS5, but perhaps more
importantly, I had the opportunity to work alongside exceptional members of staff,
gaining powerful insights into leadership roles and I also took on additional
responsibilities. I worked hard during my time there to gain experiences above and
beyond my normal role. I became Gifted and Talented Representative for
Mathematics in my second year and as part of that role I have organised a variety of

3. different activities within the Mathematics Department, including external visits and
exams. I also been worked closely with the Second in Mathematics in a supportive
role where I took on tasks such as administration for internal assessments and
organising intervention for Year 7 in order to develop my understanding of school
systems and ensure I have a strong understanding of using data to analyse progress
and attainment.
9/01/2013 – 10/05/2013
Quarrydale School
Stoneyford Road
Sutton-in-Ashfield
Nottinghamshire.
NG17 2DU
Secondary School
Teaching Practice Placement
Quarrydale School is secondary school in Sutton-in-Ashfield with a diverse catchment
area.
I am currently teaching middle set year 7 and 8 classes, a bottom set year 9 class
and a middle set year 10 class, where groups are set according to ability. I am a co-
tutor for a year 10 tutor set.
I hope to pick up some A Level classes over the next couple of weeks.
3/10/2012 – 30/11/2012
Joseph Whitaker School
Warsop Lane
Rainworth
Nottinghamshire.
NG21 0AG
Secondary School
School Experience Placement
Joseph Whitaker School is secondary school in North Nottinghamshire with a diverse
catchment area. Whilst there, I taught several classes across a variety of ages, where
groups were set according to ability. My main classes were a middle set year 9, a top
set year 11 and a year 12 A Level Maths group. I also did some work with a year 7
class. I was a co-tutor for a year seven tutor set.
20/06/2011-8/07/2011
The Dukeries College
Whinney Lane
New Ollerton
Newark, Notts.
NG22 9TD
In June 2011 I did three weeks work experience in the Maths Department at The
Dukeries College, Nottinghamshire, a National Challenge School where the children
were aged between eleven and eighteen. I was treated as a member of the
department and conducted myself in a very professional manner. During the three
weeks I improved on several personal skills but the most important to me was the
confidence I gained in my own ability.
Whilst at the school I aimed to take part in as wider variety of activities as possible in
order to gain a real view of what teaching is like. I created worksheets and displays
as well as participating in planning classroom activities, including several starter

4. activities and a main activity. I worked with the children on a one to one basis, in
small groups and finally went on to take a class of about twenty five children, as well
as working with a wide range of abilities. When I took the class I was observed by a
member of the department and though I initially found the idea daunting I relish a
challenge and found the experience exhilarating and very beneficial. This cemented
my wish to become a teacher. I found myself easily able to explain topics in a variety
of ways to children who were struggling and found watching students’ understanding
grow to be very rewarding. I became aware of behavioural management techniques
as well as aspects of the National Curriculum and a variety of different classroom
activities. Music has always been a hobby of mine and so I also went to play in the
school band at lunch time, and even lead a sectional at one rehearsal. I kept an in
depth record of my experiences and this demonstrates my organisational skills, which
are essential when teaching.
Throughout that time I learnt valuable things about myself and teaching. The whole
experience only increased my determination to be a part of the profession and the
three weeks I spent at the school is one of the things I am most proud of.
March 2011 - September 2013
The Dukeries Music Development Group
The Dukeries College
Whinney Lane
New Ollerton
Newark, Notts.
NG22 9TD.
I was an active member of the Dukeries Music Development Group. This is a
voluntary group of people who work to make music activities in the school accessible
to children from all backgrounds. We hold a meeting every month where we discuss
fundraising and organise concerts as well as other matters. We work hard to raise
money to buy music for the bands, subsidise tours and fund other essential items. I
am very proud to be a part of this group, providing equal opportunities for all
students. From being a part of this I have learnt to be able to voice my opinions in an
appropriate manner and further developed my organisational skills. It has also made
me more aware of the variety of backgrounds the students come from.
Aug 2007 – Sept 2011
Forest Corner Snacks
A616 Worksop Road
Ollerton
Newark, Notts.
NG22 9DR.
I worked in a café for just over four years during my A Levels and Degree. I did many
jobs there, which shows I am flexible and that I pick things up very quickly as I had
no experience prior to this job. This gave me many transferable skills. I worked on
the till frequently, where I took orders and handled money. This has shown I can
communicate effectively with customers and that I handle money very well as I often
worked under pressure during very busy periods, showing I handle money quickly
and efficiently without error. I also had roles in the kitchen and I did a lot of serving.
All of this shows I have a good initiative and communication skills. I got on really well
with my colleagues and morale of staff was good as everyone worked hard together
therefore I think I am an easy person to work with.
PERSONAL SKILLS
AND COMPETENCES
Acquired in the course of life
and career but not necessarily
covered by formal certificates
and diplomas
[Please fully complete the boxes below]

5. MOTHER TONGUE English
OTHER LANGUAGES
• Reading skills
• Writing skills
• Verbal skills
[For each skill
indicate level:
excellent, good,
basic]
[Specify language] French
I studied French to A level but as I have not kept using it I would say I had basic
verbal skills and good reading and writing.
Learnt basic Italian for a holiday to Rome.
Personal Statement Many of the attributes required for teaching are encompassed in conducting oneself in a
professional manner and I fully believe myself to be a professional person. For me,
professionalism encompasses all aspects of being a teacher. It means being punctual, in
appropriate attire and having the right attitude, including conduct and language. This
should be in the classroom but also around other members of staff. However, it also
means caring about your job and wanting to be the best you can be, constantly seeking
to improve and keep up to date with the latest developments in the politics and the
theory surrounding my chosen career. My ongoing professional development is
extremely important and I am always keen to improve, which I am sure comes across in
the discussions I have with others and my inquisitive nature. I feel I have a good initiative
and can set myself targets and tasks. As part of my CPD I have also been attending the
Aspirant Leaders Network Meetings at Outwood Institute of Education, which has been
especially informative. I thoroughly enjoyed a session with Robert Wilne about
leadership in a school environment and teaching mathematics for understanding,
including the Singapore maths and mastery approach. As part of this course I have also
attended a session on data analysis and creating and using Pivot tables in Microsoft
Excel.
I believe it is this professionalism that inspires and motivates my students to work hard
and achieve. Setting such high expectations allows me to create a calm and settled
learning environment in which everyone can make progress. For me, one of the most
important things when working in schools is building a positive relationship with the
pupils. Getting to know pupils’ can give comments and conversations a personal touch
but I have also built strong relationships with the pupils I have worked with by being open
and honest, consistent and most of all, interested. I take the time to ask them how they
are and listen to what they are saying. I set clear boundaries and expectations in my
classroom by adhering to the whole school behaviour policy but also aim to be fair and
approachable.
During my time as a teacher, I have always been eager to take on additional
responsibilities beyond my daily teaching. Whilst working at Toot Hill School, I voluntarily
took on more responsibility within the Mathematics department. Formally, I was Gifted
and Talented Representative for Mathematics and, more informally, I worked closely with
the second in department to further my understanding of leadership roles within
mathematics. The role of Gifted and Talented Representative involved many additional
duties. I arranged for approximately 200 of the highest achieving mathematicians across
all years to participate in the UKMT Maths Challenge and I also organised for around 50
Year 12 students to travel to Birmingham to watch the Maths Inspiration show, aimed at
encouraging students to consider future opportunities in mathematics. This was a very
successful day and I believe that organising the above shows not only my dedication but
my organisational and time management skills. I also organised the Smallpeice Trust
Engineering Experience residential for Year 8 and 9 Gifted and Talented students in
order to promote STEM career paths.
In addition to this, I gained experience working with Second in Mathematics on
administration activities such as organising resources for the department at the start of
the year. In particular, I took part in organising the KS3 internal examinations. This
involved creating and distributing presentations for students with preparation information
and ensuring my strong understanding of how decisions are made using data to choose
an appropriate level of entry. I took the lead in organising intervention for Year 7 by
analysing their KS2 results, data from recent internal assessments and information
generated from MaLT software to decide which students were underachieving and

6. should therefore be targeted for intervention and then liaised with Learning Support to
begin to implement an intervention plan based on the misconceptions the students have
demonstrated in their MaLT test.
My time at Outwood Academy Valley has provided me with many excellent opportunities
for development. I have the role of Numeracy Coordinator and I have taken on many
additional tasks as part of this role. Again, I have organised various trips and challenges
for Gifted and Talented Mathematicians, showing excellent organisation skills. I am
responsible for organising whole school numeracy activities during tutor period and I
have also introduced further activities. The best way to successfully implement change is
to follow a strict model of gathering information, identifying problems, implementing
changes and then analysing the impact of these. I used Survey Monkey to gather
information from staff about what currently worked well and where there were areas for
improvement within the current numeracy activities. I also completed observations to
gather primary information, rather than rely solely on secondary information. I identified
areas for improvement and created an action plan for implementing these. One
improvement I made was to introduce a competitive element. I launched a new, weekly
Numeracy Challenge and arranged for there to be a prize for the winner. We have met
recently to discuss the impact of this and the activity has been well received.
Participation from students was high and staff from other departments have been so
impressed they have launched their own version of the challenge and I have also passed
my resources to other academies within the family of schools. I also delivered training on
Numeracy to the whole staff, after which I was commended for how well I spoke,
appearing calm, confident and knowledgeable, which demonstrates my excellent
communication skills.
As part of this role I have been involved in the Numeracy Network meetings, focusing on
raising students’ basic number skills. We are working to develop a scheme of work for
the very low ability students in our academies, which will follow the same themes as
Mastery, with a focus on key number concepts and the four operations, areas that this
particular group of students often struggle to master. I have been responsible for
creating resources for entire themes, which are then delivered in academies throughout
the family of schools. This shows I am extremely capable of planning high quality
lessons, for which I have received fantastic feedback from our team of Directors. I have
also worked collaboratively within the department to develop aspects of each theme for
the main Mastery scheme of work, as well as participate in discussions about how to
adapt and deliver these lessons to students.I also have responsibility for planning and
organising the Year 6 transition lessons and open evenings for the mathematics
department and further to this I have become involved in the Maths Cluster Meetings
with local primaries, with a view to improving communication and consistency in order to
further develop the transition between Year 6 and 7. All of the above shows that I have
the skills required to take a leading role in a department, to successfully implement
changes and work with others to develop teaching and learning within the department
and school wide.
I would not have been able to take on all these additional responsibilities if my day to day
teaching was not secure. I receive consistently positive feedback from staff and I am
proud of my ability to plan lessons that keep students motivated and engaged through
the use of a variety of tasks, including collaborative learning structures, as well as being
able to demonstrate the progress students make through effective use of differentiation
and assessment for learning. Last academic year, my Year 12 group were very
successful, with a 90% pass rate, 70% achieving a grade C or above, including 30%
achieving an A.
I believe myself to be highly competent with ICT and technology and embed this into my
teaching. I make use of Microsoft PowerPoint, SMART and Active Inspire software to
deliver my lessons effectively and also software such as Microsoft Word and Excel for
creating activities and monitoring data. I keep up to date with software and websites that
can be used to enhance the teaching of mathematics in the classroom, such as TARSIA,
whilst giving students the opportunity to experience using specific mathematical software
such as Autograph. I have also become familiar with new software, using SIMS, PARS
and Dashboard to track data and implement behaviour policies.

7. I take my pastoral responsibilities very seriously and place high value on the importance
of having contact with the students every day and also being the link with parents. As a
form tutor, I have dealt with a variety of situations, including mentoring extremely
challenging students and working closely with a student with an extremely personalised
curriculum due to long-term, serious illness. I have enjoyed taking my tutor set through
the transition from primary to secondary school as well as mentoring students through
choosing their option choices.
I know from personal experience that extra-curricular activities are invaluable to the
students. It is important to allow students to become their own person and choosing an
activity for themselves contributes to this. It is also important to then show an interest in
these activities and praise achievement and participation. This kind of activity is what
makes the pupil a more rounded individual. I would love to be able to contribute to extra-
curricular sessions in a variety of ways. Aside from maths enrichment sessions after
school for homework, revision or fun, I would also like to be involved in some of the
music activities that occur in school, since music played such an important role in my
own education. I have shown previously that I am willing to give up time for such
activities as I currently run a fun maths club for KS3 and a revision session for KS5. I
have also given up weekends and holidays to staff outdoor education trips to Hagg Farm
and Kingswood, as well as the school Ski trip this Easter to Austria.