My role involved delivering focused academic sessions in the mornings and leading PE lessons in the afternoons across multiple year groups (Years 1–5).
In addition to maintaining academic continuity, I was asked to support classroom behaviour, particularly in year groups where behaviour had been a consistent challenge.
The goal was to ensure minimal disruption to the children’s learning and to keep them on pace with their peers, despite the long term absence of their regular support. Working collaboratively with the school and ensuring clear communication, I was able to uphold the learning expectations and ensure a smooth transition when the full-time member of staff returned.
In the afternoons, I delivered full-class PE sessions with a focus on tennis and cricket. These sessions provided an excellent opportunity to build rapport with students, while also using sport as a tool to support teamwork, communication, and emotional regulation. In year groups where behaviour had been flagged as a concern, I worked closely with teaching assistants and senior leaders to implement consistent boundaries and clear routines. These strategies allowed me to establish strong, respectful relationships with pupils, which in turn improved engagement and classroom culture.
Over the course of 2–3 months, I developed a strong working relationship with both the pupils and the wider staff team. The school expressed confidence in my approach and invited me back to provide further cover shortly after the initial placement ended.
Despite the challenges of managing both academic and behavioural expectations during a staff absence, I was able to maintain consistency in learning and ensure that pupils remained engaged and on track. The PE programme was well received by pupils across all year groups, with noticeable improvements in participation, focus, and overall class behaviour.
This experience highlighted the importance of structure, relationship-building, and clear communication when stepping into a temporary role—particularly in schools with complex behaviour needs. With the right support from leadership and a shared commitment to high expectations, even short-term placements can have a lasting impact on learning outcomes and school culture.
“Mr Beattie has helped Merlin Top during a period of long term supply recently. He has delivered excellent PE lessons and shown brilliant behavioural management throughout. His consistent approach has kept learning behaviours calm and allowed children to continue their progress”.
Through structured support plans, educational breaks, and the integration of sports as a tool for behavioral change, JB Primary Support helps children stay safe, engaged, and on track academically.
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