personal statement nursery teacher

Nursery Teacher CV example

Do you love shaping young minds and watching children as they discover the world around them?

Then a role as a nursery teacher is perfect for you. Once you get passed the hiring stage that is.

So, to make writing your application simpler than your ABCs, we’ve put together this step-by-step guide and nursery teacher CV example. Check them out below.

CV templates 

Nursery Teacher CV example

This is a good example of a Nursery Teacher CV which is professionally formatted, and structured in a way that allows recruiters to easily find and understand the candidate’s key selling points.

Take some time to look at this CV and refer to it throughout the writing of your own CV for best results.

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Nursery Teacher CV layout and format

Hiring managers and recruiters are frequently overloaded with applications, and if they can’t identify the relevant information in your CV within a few seconds, your application may be overlooked.

To avoid this, it’s essential to format and structure your CV in a manner that makes it simple to pick out the most important information, even if the reader is in a rush.

Tips for formatting your Nursery Teacher CV

• Length: Two sides of A4 makes for the perfect CV length , though one page is okay for less experienced applicants. This forces you to make sure that every single sentence adds value to your CV and ensures you avoid unnecessary  info.
• Readability : Recruiters appreciate CVs that they can quickly scan through without trouble. Ensure yours makes the cut by formatting your headings for attention (bold or coloured fonts should do the trick) and breaking up long paragraphs into smaller chunks or short, snappy bullet points.
• Design: Your CV needs to look professional, sleek and easy to read. A subtle colour palette, clear font and simple design are generally best for this, as fancy designs are often harder to navigate.
• Photos: Headshot photos aren’t required in a CV by most employers, but some creative and artistic industries like to see them. If you decide to include one, make sure you look smart and professional in the picture.

Quick tip: Creating a professional CV style can be difficult and time-consuming when using Microsoft Word or Google Docs. To create a winning CV quickly, try our quick-and-easy CV Builder and use one of their eye-catching professional CV templates.

CV structure

To make it easy for busy recruiters and hiring managers to digest your CV, divide the content into several key sections when writing it:

• Contact details: Always list your contact details at the very top to avoid them being missed.
• Profile: Start with an introductory paragraph that catches recruiters’ attention and summarises your offerings.
• Work experience/career history: List your relevant work experience in reverse chronological order, starting with your current position.
• Education: Provide a concise summary of your education and qualifications.
• Interests and hobbies: You can include an optional section to showcase any hobbies that demonstrate transferable skills.

Now you understand the basic layout of a CV, here’s what you should include in each section of yours.

Contact Details

Start off your CV with a basic list of your contact details. Here’s what you should include:

• Mobile number
• Email address – It’s often helpful to make a new email address, specifically for your job applications.
• Location – Share your town or city; there’s no need for a full address.
• LinkedIn profile or portfolio URL – Make sure the information on them is coherent with your CV, and that they’re up-to-date

Quick tip: Delete excessive details, such as your date of birth or marital status. Recruiters don’t need to know this much about you, so it’s best to save the space for your other CV sections.

Nursery Teacher CV Profile

To immediately capture the attention of recruiters, begin your CV with a powerful profile (or personal statement for junior applicants).

This is a brief introductory paragraph that summarises your skills, experience, and knowledge.

It should position you as the ideal candidate for the job and encourage recruiters to read on.

CV profile writing tips:

• Make it short and sharp: Recruiters have piles of CVs to read through and limited time to dedicate to each, so it pays to showcase your abilities in as few words as possible. 3-4 lines is ideal.
• Tailor it: If recruiters don’t see your suitability within a few seconds, they may close your CV straight away. Your CV profile should closely match the essential requirements listed in the job ad, so make sure to review them before you write it.
• Don’t add an objective: Avoid discussing your career goals in your CV profile – if you think they’re necessary, briefly mention them in your cover letter instead.
• Avoid generic phrases: Focus on fact, not fluff. Phrases like “Committed and enthusiastic thought-leader” and “Dynamic problem solver” might sound fancy, but they’ll do nothing for your application. Not only do they sound cheesy, but they have no substance – stick to real skills and facts

Example CV profile for Nursery Teacher

What to include in your nursery teacher cv profile.

• Experience overview: Start with a brief summary of your relevant experience so far. How many years experience do you have? What type of companies have you worked for? What industries/sectors have you worked in? What are your specialisms?
• Targeted skills: Highlight your skills which are most relevant to Nursery Teacher jobs, to ensure that recruiters see your most in-demand skills as soon as they open your CV.
• Key qualifications: If the job postings require specific qualifications, it is essential to incorporate them in your profile to ensure visibility to hiring managers.

Quick tip: If you are finding it difficult to write an attention-grabbing CV profile, choose from hundreds of pre-written profiles across all industries, and add one to your CV with one click in our quick-and-easy CV Builder . All profiles are written by recruitment experts and easily tailored to suit your unique skillset.

Core skills section

Underneath your profile, write a core skills section to make your most relevant skills jump off the page at readers.

It should be made up of 2-3 columns of bullet points of your relevant skills.

Before you do this, look over the job description and make a list of any specific skills, specialisms or knowledge required.

Then, make sure to use your findings in your list. This will paint you as the perfect match for the role.

Important skills for your Nursery Teacher CV

Child development – Maintaining a deep understanding of child development stages, including cognitive, social, and emotional milestones.

Lesson planning – Designing engaging and age-appropriate lesson plans for young students.

Classroom management – Maintaining a positive and safe learning environment, managing student behaviour, and promoting positive social interactions.

Patience and empathy – Remaining patient, empathetic, and nurturing, especially when dealing with children’s needs and emotions.

Creativity – Developing and implementing creative learning activities and games that enhance children’s cognitive and social development.

Administration – Managing class materials, record-keeping, and other administrative tasks.

Continuous learning – Keeping up with the latest early childhood education research, trends, and best practices.

Quick tip: Our quick-and-easy CV Builder has thousands of in-demand skills for all industries and professions, that can be added to your CV in seconds – This will save you time and ensure you get noticed by recruiters.

Work experience section

Now it’s time to get stuck into your work experience, which should make up the bulk of your CV.

Begin with your current (or most recent) job, and work your way backwards.

If you’ve got too much experience to fit onto two pages, prioritise space for your most recent and relevant roles.

Structuring each job

If you don’t pay attention to the structure of your career history section, it could quickly become bulky and overwhelming.

Get in recruiters’ good books by creating a pleasant reading experience, using the 3-step structure below:

Begin with a summary of your role, detailing what the purpose of your job was, who you reported to and what size of team you were part of (or led).

Key responsibilities

Use bullet points to detail the key responsibilities of your role, highlighting hard skills, software and knowledge wherever you can.

Keep them short and sharp to make them easily digestible by readers.

Key achievements

To finish off each role and prove the impact you made, list 1-3 stand out achievements , results or accomplishments.

This could be anything which had a positive outcome for the company you worked for, or perhaps a client/customer. Where applicable, quantify your examples with facts and figures.

Sample job description for Nursery Teacher CV

Responsible for the care and education of children aged 3-4 years at a large, private nursery, planning and delivering lessons and activities that support their physical, emotional, and cognitive development.

Key Responsibilities

• Plan, deliver, and evaluate a developmentally appropriate curriculum in line with the Early Years Foundation Stage (EYFS) framework
• Observe and assess children’s progress and use this information to inform planning and set individual targets.
• Build positive relationships with parents, providing regular feedback on children’s progress and involving them in their child’s learning journey
• Ensure the nursery is a safe and healthy environment, implementing safeguarding policies and procedures and promoting good hygiene practices

Quick tip: Create impressive job descriptions easily in our quick-and-easy CV Builder by adding pre-written job phrases for every industry and career stage.

Education and qualifications

At the bottom of your CV is your full education section. You can list your formal academic qualifications, such as:

• GCSE’s

As well as any specific Nursery Teacher qualifications that are essential to the jobs you are applying for. Note down the name of the qualification, the organisation at which you studied, and the date of completion.

Hobbies and interests

Although this is an optional section, it can be useful if your hobbies and interests will add further depth to your CV.

Interests which are related to the sector you are applying to, or which show transferable skills like leadership or teamwork, can worth listing.

On the other hand, generic hobbies like “going out with friends” won’t add any value to your application, so are best left off your CV.

Once you’ve written your Nursery Teacher CV, you should proofread it several times to ensure that there are no typos or grammatical errors.

With a tailored punchy profile that showcases your relevant experience and skills, paired with well-structured role descriptions, you’ll be able to impress employers and land interviews.

Good luck with your next job application!

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PERSONAL STATEMENT EXAMPLE Childhood Studies Personal Statement

Submitted by Lubay

Choose a course rated 'Outstanding' by Ofsted.

Study at Roehampton, one of UK's leading providers of teacher training. You'll get experience at partner schools and build a rewarding career as a primary school teacher.

Childhood Studies Personal Statement

Children should have somebody that believes in them and supports them to become the person that they aspire to be. Working with children and assisting them in achieving their goals in life is a huge ambition of mine. I enjoy interacting with children on their own level; gaining insight into their perception of the world.

I am currently studying A-levels in Sociology, Philosophy and Ethics and an AS in textiles. These A levels not only equip me for academic life at university but also developed my understanding of early childhood educational studies. Two of the topics of my sociology A-level are dedicated to education and childhood. These topics have given me an understanding of how childhood is not the same for every child because everyone comes from a different background. This is called a social construction. Sociologist Sue Palmer says there are five important things that children need during their childhood. These are play, language, love, education and discipline. Philosophy and Ethics has reconfigured my perception of the universe because it has improved my analytical skills, seeing events form more than one perspective. Studying Textiles has made me improve how I manage my time as it involves me doing practical and theoretical skills for my coursework. This is useful when it comes to having to do work placements with my degree at university. Textile has enhanced my creativity by thinking of different textiles techniques to add to my coursework. People who are involved with working with children will have to think about things from a child’s perspective and need to be creative at solving problems so that the children can understand more easily.

My interest in teaching children developed through my work experience at a local nursery. This involved me providing support to children with mathematics, reading and writing on a one to one and class group basis. I ensured that the pupils that I supported were able to engage in learning and stay on task during the lesson.

I have volunteered at QMC Hospital Nottingham in the adult ward for the last 3 months: providing help and assistance to patients at mealtimes. I interacted with numerous members of patients and staff. This had led to my understanding of the importance of basic routine tasks in a hospital to support patients in creating a sense of stability. I learned quickly how to deal with people who were reliant on me for help. Volunteering is one of the things that I can really do for other people and putting them first. I have also gained knowledge and experience on how to safeguard and promote the welfare of the vulnerable elderly. I have also been involved with Young Enterprise scheme. I had leadership responsibility for marketing and advertisement. My skills in marketing were developed through promoting my brand through talking to the public. These work experiences develop my communication skills. I can now speak clearly, thoughtfully and without feeling nervous.

In 2015, I undertook a voluntary work placement in Tanzania where I supervised a group of children aged between 3 and 5. This is where I discovered that I had a flair for building a good rapport with children without compromising my position of authority. Working with children at those ages is a real critical point of development in their life because given the right opportunities they can develop new skills of understanding the world.

In the future, I aim to work with children. My experiences tell me that this work will be enormously rewarding. I feel the rewards of a professional career in teaching would satisfy the goals I have hoped to achieve for quite a while. I believe that with my enthusiasm, positive attitudes and strong interest in study your course will give me a firm foundation on which I can build my career, working with children. I can think of no better or more satisfying path to pursue.

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Nursery Teacher Resume Examples

Writing a resume for a nursery teacher can be a daunting task, but it doesn’t have to be. It is important for a nursery teacher to showcase their qualifications and skills on their resume. By having a comprehensive and well-organized resume, nursery teachers can set themselves up for success in their job search. This guide will provide useful tips and examples for creating a resume for a nursery teacher.

If you didn’t find what you were looking for, be sure to check out our complete library of resume examples .

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Nursery Teacher

123 Main Street | Anytown, USA 99999 | Phone: (123) 456-7890 | Email: [email protected]

I am an experienced Nursery Teacher with a passion for teaching the fundamentals of early childhood education. I have extensive experience in the classroom working with children aged 3 to 5, with a special emphasis on creative play, learning through discovery, and positive reinforcement. I am experienced in developing and delivering engaging and educational lesson plans to meet the individual needs of each student. I am confident in my ability to create a safe and nurturing learning environment, and am motivated to make a positive impact in the lives of young children.

Core Skills :

• Excellent communication and interpersonal skills
• Strong classroom management and behavior management
• Creative and imaginative teaching methods
• Hands- on learning techniques
• Understanding of the Early Years Foundation Stage (EYFS)
• Knowledge of the National Curriculum
• Ability to plan and deliver engaging lessons
• Highly organised and efficient

Professional Experience :

Nursery Teacher, ABC Nursery, London (2017- Present)

• Developed and implemented appropriate lesson plans and activities to meet the individual needs of each student
• Monitored student progress and provided constructive feedback
• Worked with parents to ensure student success
• Organised and implemented extracurricular activities and field trips
• Established positive relationships with students and their families
• Maintained accurate records and reports

Education :

Bachelor of Science, Early Childhood Education , London Metropolitan University (2014- 2017)

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Nursery Teacher Resume with No Experience

Recent college graduate with a desire to share my passion for education and child development. I possess an enthusiasm for teaching children of all ages and a strong commitment to helping each student reach their educational potential.

• Excellent communication skills
• Knowledge of early childhood development
• Well versed in classroom management
• Enthusiastic and creative teaching style
• Strong organizational skills

Responsibilities :

• Designing and implementing engaging lesson plans
• Monitoring and assessing student progress
• Developing positive relationships with students, parents, and faculty
• Creating a safe and stimulating classroom environment
• Maintaining appropriate discipline in the classroom

Experience 0 Years

Level Junior

Education Bachelor’s

Nursery Teacher Resume with 2 Years of Experience

Dynamic and energetic Nursery Teacher with two years of experience in providing quality education and care to children aged three to five years. Possess excellent communication and interpersonal skills, and can effectively interact with children, parents and other teachers in the classroom. Enjoys working in a challenging environment, and is committed to providing children with engaging and educational experiences.

• Knowledge of early childhood development and education
• Ability to create a safe and nurturing learning environment
• Proficient in classroom management
• Ability to plan and implement age- appropriate activities
• Ability to effectively collaborate with parents
• Creative problem solving and decision making
• Developed age- appropriate lesson plans and activities for children.
• Implemented activities and lessons that encouraged children to learn and explore new ideas.
• Monitored and observed the development of children in the classroom.
• Encouraged children to express their thoughts and feelings in a positive manner.
• Collaborated with teachers and parents to ensure the best possible learning experience for children.
• Encouraged children to practice and develop good social skills.
• Supervised and monitored children at all times while in the classroom.

Experience 2+ Years

Nursery Teacher Resume with 5 Years of Experience

An experienced Nursery Teacher with 5 years of experience, I have a genuine passion for teaching and helping children reach their full potential. I have a track record of creating enjoyable, stimulating and safe learning environments, promoting positive behaviour and providing individualized learning and emotional support for learners. I am flexible and intuitive, utilizing both traditional and innovative teaching methods to engage and motivate learners. I have an excellent understanding of the early years curriculum and use creative and imaginative approaches to enable all learners to reach their full potential.

• Early Years Curriculum Knowledge
• Planning and Preparation
• Creative and Imaginative Teaching
• Behaviour Management
• Monitoring and Evaluation
• Parental Liaison
• Record Keeping
• Developing and implementing a curriculum plan in line with the Early Years Foundation Stage
• Organizing activities to motivate and encourage children to progress and achieve their goals
• Assessing, monitoring and supporting the development of each child
• Creating and maintaining a stimulating, safe and inclusive learning environment
• Developing positive relationships with parents and carers
• Keeping accurate records of the children’s progress and development
• Planning and leading activities to enhance the physical, intellectual, social and emotional development of children.

Experience 5+ Years

Level Senior

Nursery Teacher Resume with 7 Years of Experience

Highly experienced and dedicated Nursery Teacher with 7 years of experience in providing quality education and care to pre- school aged children. Possesses strong knowledge of child development and developmentally appropriate practices, and is adept at demonstrating effective classroom management techniques. Committed to building and maintaining positive, nurturing relationships with children, parents, and colleagues.

• Strong knowledge of curriculum and lesson planning
• Excellent oral and written communication
• Highly organized and detail- oriented
• Excellent interpersonal and customer service skills
• Strong problem- solving and conflict resolution skills
• Ability to manage multiple tasks
• Computer literate
• Develop and implement creative lesson plans in line with pre- school curriculum
• Monitor and assess children’s learning and development
• Establish positive and productive relationships with parents
• Establish and maintain classroom rules and routines
• Facilitate activities to develop children’s physical, emotional and intellectual abilities
• Provide a safe and secure environment for children
• Work with other teachers and staff to design and develop program curriculum
• Assist in parent- teacher conferences
• Complete all required administrative paperwork

Experience 7+ Years

Nursery Teacher Resume with 10 Years of Experience

Dedicated Nursery Teacher with 10 years of experience dedicated to providing a safe, nurturing, and educational environment for young students. Proven ability to develop engaging lessons plans, facilitate a variety of activities, and build positive relationships with students and parents. Possesses excellent communication, listening, and problem- solving skills.

• Classroom Management
• Lesson Planning
• Parent/Teacher Communication
• Creative Instructional Strategies
• Subject Knowledge
• Child Development
• IEP/504 Compliance
• Behavior Management
• Developed and implemented engaging lesson plans that meet the individual needs of each child in the classroom.
• Created a positive classroom environment by establishing rules and expectations for student behavior.
• Assessed and monitored student progress regularly, providing constructive feedback and praise.
• Facilitated various activities to promote social and emotional development.
• Communicated regularly with parents about their child’s progress and behavior.
• Provided support for students with special needs through IEP and 504 compliance.
• Collaborated with other teachers on curricula and extracurricular activities.
• Participated in staff meetings and professional development opportunities.

Experience 10+ Years

Level Senior Manager

Education Master’s

Nursery Teacher Resume with 15 Years of Experience

A dedicated and experienced Nursery Teacher with fifteen years of exemplary experience in the field of early child education. Proven ability to develop curriculums that engage and motivate young learners. Skilled in designing lesson plans and providing stimulating learning experiences for children aged 2- 4. Experienced in providing a safe and nurturing environment for all students. Committed to creating a supportive and engaging classroom setting to help students meet their academic and social goals.

• Experienced in developing engaging curriculums and lesson plans
• Excellent organizational and classroom management skills
• Strong communication and interpersonal skills
• Flexible and creative teaching techniques
• Good knowledge of child development
• Proficient in using modern teaching tools and techniques
• Developing and implementing lesson plans and activities to stimulate learning and development
• Engaging students in creative and interactive learning activities
• Implementing positive reinforcement and behavior management strategies
• Monitoring student progress and providing feedback
• Assessing student work and providing appropriate feedback
• Communicating regularly with parents and guardians
• Collaborating with other teachers and administrators to ensure best practices in early childhood teaching

Experience 15+ Years

Level Director

In addition to this, be sure to check out our resume templates , resume formats ,  cover letter examples ,  job description , and  career advice  pages for more helpful tips and advice.

What should be included in a Nursery Teacher resume?

A nursery teacher resume should include a summary of your experience, education, and qualifications in your field. It should also be tailored to the specific job listing in order to demonstrate your suitability for the position. As a nursery teacher, it is important to emphasize your commitment to providing quality early childhood education and highlight the strong relationships that you have built with children and parents.

Here are some important elements to include in your nursery teacher resume:

• Experience: Detail your experience in nursery teaching, including the areas of early childhood education in which you specialize, any relevant teaching certifications, and your relevant experience with special needs children.
• Education: List any degrees or certifications that you have earned in the field of early childhood education.
• Skills and Qualifications: Highlight any special skills or qualifications you possess that make you an ideal candidate for the position. Examples include your knowledge of child development, your understanding of early childhood education philosophies and principles, and your ability to effectively collaborate with parents.
• Achievements: Showcase the accomplishments you have achieved in your nursery teaching career, such as awards for excellence in teaching, or recognition for helping children reach their learning goals.
• References: Include a list of references who can speak to your qualifications and experience as a nursery teacher.

By focusing on these key components, you can create an effective and compelling nursery teacher resume that will help you stand out from the competition and land an interview with your dream job.

What is a good summary for a Nursery Teacher resume?

A good summary for a Nursery Teacher resume should highlight the candidate’s teaching experience and qualifications that are appropriate for a nursery classroom environment. It should emphasize the candidate’s ability to work with young children, foster their development, and provide a safe and nurturing learning environment. The summary should also emphasize the teacher’s ability to use modern educational techniques and technology, as well as their knowledge of the age-appropriate curriculum. Additionally, any relevant experience or skills related to childcare, such as first aid certification, should be included. Ultimately, the summary should demonstrate that the candidate is well-equipped to provide quality education and care to young children.

What is a good objective for a Nursery Teacher resume?

A Nursery Teacher resume should include a clear and concise objective that outlines the candidate’s qualifications as well as their desire to secure a teaching position. An effective objective should focus on the skills, qualifications, and experience that make the candidate a great fit for the position.

Here are some examples of objectives for a Nursery Teacher resume:

• To secure a Nursery Teacher role where I can utilize my knowledge and experience in early childhood education to promote learning and development in young children.
• Seeking a position as a Nursery Teacher to utilize my passion for teaching and commitment to providing children with an engaging and safe learning environment.
• To obtain a position as a Nursery Teacher and utilize my knowledge of interactive teaching techniques and best practices to foster an environment of inclusivity and creativity.
• To utilize my degree in Early Childhood Education and two years of teaching experience to provide quality instruction and guidance to Nursery students.
• To leverage my Bachelor’s Degree in Education and ability to create lesson plans that are age-appropriate and developmentally appropriate for Nursery children.

By including a clear and concise objective on your Nursery Teacher resume, you can communicate your qualifications and highlight your desire for the position. Make sure to tailor your objective to the position for which you are applying and showcase the skills that make you a great fit for the role.

How do you list Nursery Teacher skills on a resume?

Nursery teachers provide a crucial service in preparing students for their educational journey. To ensure these educators are hired, they must be sure to list all the important skills that make them ideal for the position. A great way to do this is by including a comprehensive list of nursery teacher skills on the resume. Some of these skills may include:

• Ability to plan and implement engaging lesson plans
• Ability to communicate effectively with children and parents
• Familiarity with state and local policies and regulations
• Patience and understanding of young students
• Attention to detail and strong organizational skills
• Ability to manage behavior and maintain a safe learning environment
• Creativity in developing activities and lessons
• Time management and multitasking skills
• Familiarity with technology and computer programs
• Ability to evaluate student progress and adjust instruction accordingly

By including this list of skills on the resume, nursery teachers can demonstrate their qualifications and make themselves stand out from the competition.

What skills should I put on my resume for Nursery Teacher?

Nursery teachers play an important role in laying the foundation for a child’s development. To be successful in this role, there are certain skills that are essential for the job. Here’s a list of some of the skills you should consider putting on your resume if you’re looking to become a nursery teacher.

• Child Development Knowledge: An understanding of how a child develops physically, mentally, and emotionally is essential for any nursery teacher. This knowledge helps you to create meaningful activities that help the child develop properly.
• Lesson Planning: As a nursery teacher, you will need to be able to plan and deliver effective lessons to the children. Being able to create engaging and informative lessons is a key skill to include on your resume.
• Communication and Interpersonal Skills: You need to be able to communicate effectively with both children and adults. Being able to listen to the needs of the children and their parents will help to create an environment where everyone feels comfortable and respected.
• Creativity: As a nursery teacher, you will need to think outside the box to keep the children engaged. Having the ability to come up with creative ideas for activities and lessons is an important skill for this role.
• Patience and Flexibility: Working with children can be unpredictable, so you need to have the patience and flexibility to handle whatever comes your way. Being able to stay calm in challenging situations will help you keep the classroom running smoothly.
• Organizational Skills: With so many children to keep track of, organization is key. Being able to stay organized and on top of tasks will ensure that your classroom runs efficiently.

These skills are essential for any nursery teacher and should be included on your resume. By showcasing your skills and experiences, you will be able to demonstrate to potential employers that you are the right person for the job.

Key takeaways for an Nursery Teacher resume

When crafting your Nursery Teacher resume, there are several key takeaways to keep in mind. These takeaways are designed to help you stand out among other qualified candidates, and make a great first impression. Here are some of the most important takeaways to keep in mind when crafting your resume:

• Emphasize Your Qualifications: Your resume should make it abundantly clear that you have the qualifications to be a successful Nursery Teacher. Be sure to highlight your education, experience, and certifications.
• Be Specific and Concise: You want to make sure that the reader has a clear understanding of your qualifications and accomplishments. Avoid over-elaborating or including unnecessary details.
• Highlight Your Strengths: Be sure to include your strengths and how they make you a great Nursery Teacher. This could include your ability to work well with children, your ability to create an engaging learning environment, or your ability to implement new teaching strategies.
• Showcase Your Creativity: Think outside the box when crafting your resume. Incorporate creative elements to make your resume stand out.
• Include Relevant Experience: If you have any experience working with children, be sure to include it. Demonstrating your ability to engage with and teach children is key.

By following these key takeaways, you can craft a successful Nursery Teacher resume that will help you stand out in a crowded field of applicants. Good luck!

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Early childhood studies personal statement example 2.

As an Early Childhood Studies graduate I feel achieving the Early Year's Professional Status is a natural progression in my career in order to become a competent and professional practitioner. I view the opportunity to gain the status as contributing to high quality practice and raising the standards in the Early Years and making a difference, with the children's holistic development at the centre, enabling them to reach their full learning potential.

As an independent, self-motivated and tactful individual I feel such personal qualities will enable me to be an effective practitioner, along with good communication skills, empathy and honesty when working in partnership with parents and carers and in multi-disciplinary team working. I feel I am also enthusiastic and creative which are vital assets when working with children in the Early Years. I enjoy the responsibility and the challenge of working with children.

Throughout the BA in Early Childhood Studies and a previous level 2 in Childcare and Education, I have experienced several work based placements which has given me the opportunity to extend my theoretical knowledge with practical, thus enabling a more holistic understanding of child development and relevant curriculum's. These placements have included age ranges from the Birth to Three and Foundation Stage curriculum's and Key stage 1 of the National Curriculum. However, a majority of my time has been spent in a primary school, which is why I feel I would benefit greatly from EYPS as this can further develop my knowledge, skills and understanding with the younger age groups.

Undertaking the degree in Early Childhood Studies has given me a breadth and depth of knowledge of the multi-faceted area of the Early Years and the implications for those who work in this field. For example, referring to the standard S03, through various modules and assignments on the course I have demonstrated my understanding of how a child's learning and development is affected by his or her environment and how vital it is to consider this at all times and particularly if any problems arise. Also over the duration of the course I have had to undertake reflective journals which I believe are imperative to best practice, as it enables the practitioner to develop reflective practice to identify strengths and weaknesses and areas needing change both personally and setting wide. Again, referring to another standard, relationships with children, I feel I have knowledge and insight into this area as I carried out a dissertation in the area of emotional literacy, which is hugely focused upon children's rights and the right to be heard and the impacts this can have if not respected.

As previously noted, I feel I have gained hugely from undertaking the BA and would now appreciate the opportunity to further my qualifications to the highest in the Early Years Field

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This personal statement was written by annalise_27 for application in 2008.

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This has really helped me.

Thu, 06/10/2011 - 12:15

this has really helped me thankyou :)

very well done annalise, this

Mon, 07/05/2012 - 13:08

very well done annalise, this has really helped me. thank you thank you;)

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Writing a Personal Statement

Going for your first NQT post can be a daunting prospect... especially when in teaching, you need to write a personal statement to support your application form.

Schools use your personal statement to help short list candidates for a position by checking off the criteria of the person specification that they can see in your statement. It is always a good idea to write your personal statement alongside the person specification, ensuring that you have included all the "essential" criteria and as much of the "desirable" criteria you can that are assessed through the application.

Where possible, you should also use the language of the school you are applying to - their vision, values, mission and ethos statements will help you here and should be available on the school's website. You will also sometimes find these in the application pack. Read this carefully and then read it again, reading between the lines of what they might be looking for.

Here is an example of the structure of a personal statement for a trainee teacher applying for their first NQT job:

Begin with an impact statement that summarises your philosophy on teaching or that refers to the mission/vision/values/ethos of the school you are applying to:

I believe that it is, as Einstein said, the supreme art of the teacher to awaken joy in creative expression and knowledge. As a passionate teacher, dedicated to ensuring the very best outcomes for all students I teach, this statement resonates with me as I endeavour to awaken joy in all of the learners within my classroom. It was your belief all young people have the right to a transformational educational experience, that will enable them, no matter what their starting point, to fulfil their potential and realise their ambitions that first attracted me to your school as it aligns with my own personal and professional philosophy on education.

Throughout my practice, I constantly encourage pupils to participate and contribute in an atmosphere highly conducive to learning. I have consistently set high expectations of pupils in different training contexts. There are high levels of mutual respect between me and pupils. I am very effective in promoting learners’ resilience, confidence and independence when tackling challenging activities. In my lesson, I generate high levels of enthusiasm, participation and commitment to learning.

Back this up with an example from your training.

I have also assumed a high level of responsibility for the attainment progress and outcomes of the pupils I have taught. I have demonstrated confident judgement in planning for pupil progression both within individual lessons and over time and I am able to articulate a clear and well-justified rationale as to how I am building on prior achievement. Within my lessons, I seek to actively promote engaging and effective methods that support pupils in reflecting on their learning. I have demonstrated that I am able to set appropriately challenging tasks, drawing on a sound knowledge of the pupils’ prior attainment, which has been obtained through systematic and accurate assessment. I regularly create opportunities for independent and autonomous learning. As a result the majority of pupils make very good progress.

In order to plan effective lessons, I draw on my in-depth subject and curriculum knowledge of [your subject or phase] to plan confidently for progression and to stimulate and capture pupils’ interest. Throughout my training, I have demonstrated very well-developed pedagogical subject knowledge, by anticipating common errors and misconceptions in my planning. I am astutely aware of my own development needs in relation to extending and updating my subject, curriculum and pedagogical knowledge in my early career and have been proactive in developing these effectively during my training. I always model very high standards of written and spoken communication in all professional activities. I also successfully identify and exploit opportunities to develop learners’ skills, in communication, reading and writing.

I plan lessons that often use well-chosen, imaginative and creative strategies, and that match individuals’ needs and interests. I am highly reflective in critically evaluating my practice. I am able to accurately judge the impact of my practice on individual and groups of learners and can use my evaluation to inform future planning, teaching and learning. During my training, I have shown initiative in contributing to curriculum planning and developing and producing effective learning resources in my placement settings.

I have been able to quickly and accurately discern my learners’ strengths and needs and I have been proactive in differentiating and employing a range of effective intervention strategies to secure progression for individuals and groups. I have an astute understanding of how effective different teaching approaches are in relation to impact on learning and engagement of learners

I can confidently and accurately assess pupils’ attainment against national benchmarks. I use a range of assessment strategies very effectively in my day-to-day practice to monitor progress and to inform future planning. In my practice, I systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. I have shown that I am able to assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.

I have been able to rapidly adapt to the different circumstances in which I have trained, working confidently within the frameworks established in different settings and applying rules and routines consistently and fairly. I have also demonstrated an ability to adapt to remote working and remote delivery in response to the Global Pandemic. I consistently have high expectations and understand a range of strategies that experienced teachers use to promote positive behaviour and apply these very effectively, including use of school sanctions and rewards, and use of praise, in order to create an environment highly supportive of learning. I am able to manage pupil behaviour with ease so that learners display very high levels of engagement, courtesy, collaboration and co-operation. Where it is needed, I actively seek additional support in addressing the needs of pupils where significantly challenging behaviour is demonstrated.

During my training, I have been proactive in seeking out opportunities to contribute in a significant way to the wider life and ethos of the school. I have built strong professional relationships and have demonstrated that I am able to work collaboratively with colleagues on a regular basis. I have taken responsibility for deploying support staff in my lessons and for seeking advice from relevant professionals in relation to pupils with individual needs. I deliberately seek out opportunities to develop my own professional learning and respond positively to all the feedback I receive. I have also demonstrated that I can communicate very effectively, both verbally and in writing, with parents and carers in relation to pupils’ achievements and well-being when required to do so formally, but I am also proactive in communicating in relation to individual pupils’ emergent needs.

I always treat pupils with dignity, building relationships rooted in mutual respect, and at all times observing proper boundaries appropriate to a teacher's professional position. I realise the need to safeguard pupils' well-being, in accordance with statutory provisions. I show tolerance of and respect for the rights of others. I do not undermine fundamental British values, including democracy, the rule of law, individual liberty and mutual respect, and tolerance of those with different faiths and beliefs. I always ensure that personal beliefs are not expressed in ways which exploit pupils' vulnerability or might lead them to break the law. I am always punctual and have good attendance. I have attended numerous CPD sessions and will continue to do so. I have also completed a weekly duty (before school and at break} and attends daily briefings (whole school, subject or pastoral). I have taken on board the policies of the school and maintain a high standard in all my practices. I have a good understanding of the framework within which I work and my professional duties

End with a statement that implies/assumes you will be invited for interview:

I would relish the opportunity to work at your school and look forward to discussing this further with you at interview.

You can download the word version of this

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• HM Revenue & Customs

Applying VAT to private school fees

Published 30 October 2024

© Crown copyright 2024

This publication is licensed under the terms of the Open Government Licence v3.0 except where otherwise stated. To view this licence, visit nationalarchives.gov.uk/doc/open-government-licence/version/3 or write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected] .

Where we have identified any third party copyright information you will need to obtain permission from the copyright holders concerned.

This publication is available at https://www.gov.uk/government/publications/vat-on-private-school-fees/applying-vat-to-private-school-fees

Who is likely to be affected

Education providers that supply full-time education services (including boarding services) or vocational training to children of compulsory school age, for a fee. Institutions that are principally concerned with providing education suitable for 16 to 19 year olds and where the majority of their 16 to 19 year old pupils pay fees (for instance, private sixth forms). Fee payers and the pupils who receive these services.

General description of the measure

From 1 January 2025, all education and boarding services provided by a private school or connected person will be subject to VAT at the standard rate of 20%. Pre-payments of fees or boarding services on or after 29 July 2024 that relate to terms starting on or after 1 January 2025 will also be subject to VAT at the standard rate.

Policy objective

The government is removing the VAT exemption for education and boarding services provided by private schools in order to raise revenue to support the public finances and help deliver the government’s commitments relating to education and young people, including the 94% of school children who attend state schools.

In making these changes the government aims to ensure that high quality education is available for every child and that the system is fair, with all users of private schools paying their fair share, while ensuring that pupils with the most acute needs which cannot be met in a state school, and where their place in a private school is therefore funded by their local authority, are not adversely impacted by the changes.

Background to the measure

On 29 July 2024, the government announced that, as of 1 January 2025, all education, boarding, and vocational training provided for a charge by a private school in the UK will be subject to VAT at the standard rate of 20%. The government also published draft legislation, an explanatory note, and a detailed technical note for consultation requesting views on the technical elements of the proposed changes.

The technical consultation ran for 7 weeks and ended on 15 September 2024. The government received 17,502 responses ahead of the consultation closing date from a range of tax specialists, parents, schools, bodies that represent private schools (including faith schools and special schools), and others. The government’s response to the technical consultation was published on 30 October 2024. Alongside the technical consultation, government ministers and officials met with a wide range of stakeholders representing schools, local authorities and devolved governments.

Alongside these VAT changes, the government also announced that schools in England with charitable status would lose their eligibility to business rates charitable relief from April 2025, subject to parliamentary passage of separate legislation. This tax information and impact note addresses VAT changes only.

Detailed proposal

Operative date.

The policy will take effect on 30 October 2024. A resolution made under the Provisional Collection of Taxes Act 1968 will accompany the legislation in Finance Bill 2024-25. Whilst the legislation takes effect from this day, it applies in respect of terms which start on or after 1 January 2025.

If a private school invoices or takes payment from 30 October 2024 of fees in respect of terms which start on or after 1 January 2025, VAT will be due when the invoice or payment is taken. The standard VAT registration rules apply to these payments.

The measure also includes anti-forestalling provisions to capture pre-payments of fees made from 29 July 2024. If a private school invoices or takes payment on or after 29 July 2024, but before 30 October, and this relates to the school term starting on or after 1 January 2025, VAT will be due on the first day of that term.

Current law

Section 31 of, and Group 6 of Schedule 9 to, the Value Added Tax Act 1994 provides for an exemption from VAT for education.

Item 1 of Group 6 of Schedule 9 to the Value Added Tax Act 1994 specifies the exemption is extended to the provision of education or vocational training by an eligible body.

Note 1 of Group 6 of Schedule 9 to the Value Added Tax Act 1994 defines an eligible body and includes certain types of schools including private schools.

Item 4 of Group 6 of Schedule 9 provides an exemption for the supply of goods and services closely related to the principal supply (Item 1), where they are for the direct use of the pupil, student or trainee and necessary for the delivery of the education or between eligible bodies.

Proposed revisions

The measure will introduce a Part 3 into Schedule 9, which sets out exceptions to the exemptions in that schedule. The exceptions being introduced will have the effect of removing the exemption for education and boarding services provided by private schools.

Specifically, the provision of education by a private school, the provision of vocational training by a private school and the provision of board and lodging which is closely related to a supply of the education provided by a private school will become an exception to the exemption, rendering them subject to VAT.

A ‘private school’ is defined as an institution which is either —

• (i) at which full-time education is provided for pupils of compulsory school age or, in Scotland, school age (whether or not such education is also provided for pupils under or over that age),
• (ii) where fees or other consideration are payable for that provision of full-time education, and
• (iii) which is not a nursery school, or
• (i) which is wholly or mainly concerned with providing education suitable to the requirements of persons over compulsory school age (or, in Scotland, school age) but under 19,
• (ii) at which full-time education is provided for such persons,
• (iii) where the provision of full-time education falling within sub-paragraph (ii) is wholly or mainly provision in respect of which fees or other consideration are payable, and
• (iv) which is not an independent training or learning provider. A connected person will be treated as a private school for this legislation.

Anti-forestalling provisions will apply to prepayments of school fees for terms starting on or after 1 January 2025 where those prepayments are received on or after 29 July 2024 but before 30 October 2024. Private schools will not be losing their eligible body status for the purposes of the education exemption.

The supply of goods and services closely related to a supply of education or vocational training, other than boarding, will continue to be exempt under the separate exemption at Item 4 of Group 6 of Schedule 9 to the Value Added Tax Act 1994.

The normal VAT rules will continue to apply if a school supplies one or more goods or services as a package. Where this package is deemed to be a single supply this will have a single VAT treatment, and the predominant element will determine the VAT liability of this supply. Where each separate element represents a separate aim to the customer these will be treated as sperate supplies with their own identity and VAT treatment. 

Summary of impacts

Exchequer impact (£ million).

These figures are set out in Table 5.1 of Autumn Budget 2024 and have been certified by the Office for Budget Responsibility. More details can be found in the policy costings document published alongside Autumn Budget 2024.

Economic impact

In their Autumn 2024 Economic and Fiscal Outlook, the Office for Budget Responsibility estimate that the introduction of VAT on private school fees adds a maximum of 0.1% to CPI during the forecast period.

School fees

Charging VAT at the standard rate of 20% does not mean that schools must increase fees by 20%. Private schools charging VAT will also be able to reclaim VAT paid on their inputs, such as capital expenditure and purchases of educational supplies. After recovery of VAT on their costs, on average the government expects schools to be liable for VAT amounting to approximately 15% of fee income, though this will vary between schools.

It will be a commercial decision for individual schools how they fund this additional cost. There are a variety of ways in which a school may choose to do this, including reducing their surpluses or reserves, cutting back on non-essential expenditure, and increasing fees. Whilst it will be for individual schools to consider how they manage this cost based on their individual circumstances, the government expects private schools to take steps to minimise fee increases. On average, the government expects private school fees to increase by around 10% as a result of this measure.

Empirical evidence to date suggests there is considerable variation between schools, with some schools fully or partially absorbing VAT costs and others increasing their fees by as much as 20%, by more than the net increase in their costs as a result of this measure.

Pupil moves

The number of pupils in private schools has remained steady despite a 75% real-terms increase in average school fees since 2000.

The government recognises, however, that some parents may not be able or willing to pay higher fees. The government predicts that, in the long-run steady state, there will be 37,000 fewer pupils in the private sector in the UK as a result of this measure. This represents around 6% of the current private school population.

Of the 37,000 pupil reduction in the private sector, the government estimates an increase of 35,000 pupils in the state sector in the steady state following the VAT policy taking effect, with the other 2,000 consisting of international pupils who do not move into the UK state system, and domestic pupils moving into homeschooling. This state sector increase represents less than 0.5% of total UK state school pupils, of which there are over 9 million.

The government estimates that the increase in pupils at state schools will build up progressively over time as follows.

Estimated cumulative increase in number of pupils at UK state schools resulting from measure, by school year

Where this change occurs, the government expects much of it to take place at natural transition points, such as when a child moves from primary to secondary school, or at the beginning of their GCSE or A-Level years. Furthermore, some of this change will result from parents opting not to send their child to private school when they otherwise might have done, rather than removing their child from a private school. As set out in the previous table, the government estimates only 3,000 moves in 2024 to 2025.

Alongside the revenue raised, this policy will result in some additional costs on state schools due to pupil moves. Based on average 2024 to 2025 per-pupil spending in England, the government expects the revenue costs of pupils entering the state sector as a result of the VAT policy across the UK to steadily increase to a peak of around £270 million per annum after several years.

Overall, this means that expected revenue will substantially outweigh additional cost pressures. The funding raised by this measure will help deliver the government’s commitments relating to education and young people.

Pupil numbers in schools fluctuate regularly for a number of reasons, and the school funding system in England is already set up to manage that. Education funding is a devolved matter, though the Barnett formula will also apply in the normal way for the devolved governments. For individual schools, the government therefore expects changes in pupil numbers resulting from this measure to be managed in the usual way. The government is confident that schools in the state sector will be able to accommodate these additional pupils. The impact on the state education system as a whole is expected to be very small.

National and regional effects

The impacts of this policy may vary between different parts of the UK as a result of different local circumstances. Some areas of the UK have a higher concentration of private schools and a higher proportion of local pupils attending private schools; there are also variations in local state sector capacity. Impacts in Scotland, Wales, and Northern Ireland will generally be smaller than in England because those nations have a lower proportion of pupils in private schools, but again there will be regional variation. National differences in education policy will also shape impacts.

Impact on individuals, households and families

This measure will impact on pupils attending private schools and their families, who may need to pay increased fees as a result of VAT passthrough. It will also have indirect beneficial impacts on the 94% pupils attending state schools, as revenue raised will help the government to fund its commitments on education and young people.

Parents and carers may choose to increase working hours to cover fee increases, with impacts on work-life balance, or there may be disruption caused by children moving to new schools. Disruption will be greater if these moves occur within school years or key educational stages (for example, during GCSEs or A-levels). However, this disruption will only affect a small proportion of pupils and families. The government expects the vast majority (94%) of pupils currently in private schools to remain in private schools. There is not expected to be a significant impact on family formation, stability and breakdown as a result of this policy, given that all children of compulsory school age are entitled to a state-funded school place if they need one.

Customer experience for individuals is expected to remain the same as this measure does not alter how those individuals interact with HMRC.

Equalities impacts

The government does not hold full pupil-level data for those attending private schools in the whole of the UK. To assess equalities impacts, the government has considered a range of data including consultation responses and data published by the Independent Schools Council ( ISC ). The ISC does not represent all private schools but does represent around half of the sector across the UK.

Approximately 600,000 children, or 6% of school age children, are educated at private schools in the UK. The vast majority of these children will not be directly affected by this measure. In most cases, parents and carers with children at private schools will be faced with increased fees. However, as set out above, not all schools will increase fees as a result of this measure, and where increases do occur, they will be varied with an estimated average of around 10%. The government expects most families to choose to pay increased fees. The revenue raised by this measure will be used to fund the government’s education priorities, benefitting the 94% of children who attend state schools.

In cases where parents are unable or unwilling to pay increased fees resulting from this measure, and children need to move schools, this will result in potentially disruptive impacts. However, the government expects this to apply to less than 6% of pupils currently in private education.

School closures or expenditure cutbacks, where they occur, will also impact on some working-age people employed by schools. However, the government expects the vast majority of private schools to remain open following implementation of this measure (read the section ‘Impact on business including civil society organisations’ for more information).

Data published by the Department for Education show that in England 51.3% of pupils at private schools are boys and 48.7% are girls. Among members of the ISC , the split between male and female attendance is likewise broadly equal, with a slightly higher proportion of boys (50.7%). Most private schools are mixed. Among ISC member schools there are 1,155 co-ed schools and 256 single-sex schools, including 155 girls’ schools and 101 boys’ schools. This measure will affect boys and girls equally because there are almost equal numbers of them in private education, but as there is a higher proportion of girls in single-sex schools there will be some differential impacts on girls who, if required to move into the state sector, may be moving from single-sex to mixed education.

In ISC schools (UK-wide), around 58% of pupils are from a white British background, while 42% are from an ethnic minority background. In ISC schools in England, around 40% of pupils are from an ethnic minority background, which is slightly higher than the proportion of pupils from an ethnic minority background in the state sector in England (36%). The proportion of pupils in all ISC schools (UK-wide) from an ethnic minority background has increased considerably in recent years, with 23% of ISC pupils identified as being from an ethnic minority background in 2009 compared to 42% in 2024. We do not have data showing further breakdowns of ethnic groups and therefore cannot determine conclusively if there will be different impacts.

Around 18% of pupils in England have Special Education Needs and Disabilities ( SEND ), which is comparable to the proportion in ISC schools UK-wide (20%). Not all SEND pupils have a disability, though it is expected that the majority would be classified as such under the Equality Act 2010. Of the pupils in ISC schools with SEND , 7% have been placed by a local authority through an Education Health and Care Plan ( EHCP ). This measure will not impact pupils with the most acute additional needs, where these can only be met in private schools. Local authorities fund pupils’ places in private schools where their needs can only be met in a private school. For example, in England, where attendance at that private school is required by a child’s EHCP , local authorities will be able to reclaim the VAT on the fees from HMRC. In Northern Ireland, it will be the Education Authority who fund placements in private schools and will be able to reclaim the VAT. 

If parents or guardians decide to move their disabled child from the private to the state sector, the new state school is required to meet a range of statutory duties that oblige them to ensure that the right support in place. These include duties under the Equality Act 2010 (for example not discriminating and making reasonable adjustments). If the child’s disability meets the definition of having special educational needs, the state school would have further duties to meet these needs.

In cases where pupils with SEND move schools as a result of this measure, there will be disruptive impacts, while their local authority puts in place measures to meet their needs. Parents or guardians of SEND pupils may experience a more significant administrative burden if they choose to move the child to a different school or apply for an EHCP (or both). However, the government estimates that only a very small minority of private school pupils (6%) will move and that most school moves will occur at natural transition points, which will reduce overall disruption. Longer-term impacts on this group may be lessened by revenue raised by this measure being used to help the 94% of children who attend state schools, including over one million children with SEND .

Religion or belief

Almost half (48%) of ISC schools stated they have a religious affiliation or ethos and could be considered faith schools, compared to around 34% of state-funded mainstream schools. The majority are schools of Christian denominations, though the sector also provides for a range of faiths, including Muslim and Jewish schools.

The relationship between school classification and the religion of pupils is complex. Many schools, including both schools with and without a specific religious affiliation, cater for pupils of different faiths and none. The group of private schools classed as faith schools is large and highly varied in terms of numbers of pupils per school, fees, location, faith or denomination represented, and the role of faith within the school (whether a school has a general faith-based ethos but is designed to cater for children of all faiths and none, or whether a school is designed to cater for a very specific faith community), which makes the assessment of impacts more challenging.

The impact on faith schools, and the consequential impact on pupils at those schools and their families, will also vary depending on funding models. For smaller faith schools, which in many cases rely on voluntary donations in addition to, or instead of compulsory fees, this measure will have lesser impacts because donations are not subject to VAT.

Overall, as there is a lot of variation between faith schools, the government anticipates the impacts of this measure will also vary. Compared to non-faith schools, some may experience more pronounced impacts and some may experience less. In cases where pupils move school as a result of this measure, a greater degree of impact may be felt by faith school pupils if they cannot be placed in an alternative school with the same religious denomination. For some parents and pupils, these impacts could be seen as significant, though the government expects this to occur only in a small number of cases. All children of compulsory school age are entitled to a state-funded school place, and the government is committed to ensuring that all state schools are welcoming environments for children of all faiths and none.

Other protected characteristics

The government has also considered the protected characteristics of sexual orientation, gender reassignment, and pregnancy and maternity, and has not identified any specific impacts from this measure.

Impact on business including civil society organisations

This measure will have a significant impact on private schools and other providers which supply education services (including boarding services) or vocational training to children of compulsory school age for a fee.

In addition to the tax cost, this measure will also introduce some new administrative burdens. Schools not already registered for VAT will need to do so, a process which can be completed online. HMRC will work to ensure that the experience for schools affected by the new rules is as straightforward as possible.

Once registered, businesses are required to keep digital records and file electronically through Making Tax Digital software, which reduces errors and supports better administration. Schools with an annual taxable turnover under £1.3 million can use one of HMRC’s simplification schemes. The cash accounting scheme allows VAT to be accounted for when sales and purchases are paid for rather than invoiced, and the annual accounting scheme allows for just one VAT return a year, with regular monthly instalments and a balancing repayment with the return. This will bring private schools’ experience of dealing with HMRC in line with that of other VAT-registered businesses. Registering and administering VAT would negatively impact the experience of dealing with HMRC for schools that currently do not have to do so, though HMRC will seek to mitigate this using a suite of products including bespoke guidance, a series of webinars, and an interactive tool to help schools calculate the date from which they will need to register.

The measure is expected to have a significant impact on the administrative burdens of approximately 2,600 businesses impacted by this measure. The one-off implementation cost to businesses entering the VAT system is estimated to be around £1 million. This includes familiarisation with the new requirements and registration for VAT. It does not include the cost of administration burdens not directly related to tax obligations, such as business planning for operating cost reductions that may be made by schools in response to the measure. The total annual ongoing administrative burden for the small business population of accounting for VAT is expected to increase by £9 million. Ongoing costs will include businesses having to record more information, do more calculations and provide HMRC with more data. The average annual ongoing cost per business is £3,400, but the cost will vary according to the size and complexity of the business.

Estimated one-off impact on administrative burden

In this table, ‘negligible’ means below £5 million for one-off costs.

Estimated continuing impact on administrative burden

This measure will also impact on local authorities, which will need to process reclaims for VAT incurred on the private school placements they fund. The government is undertaking a new burdens assessment and will fund reasonable costs for local authorities. This measure will also introduce some additional cash flow pressures. However, the government expects these pressures to be relatively minor in the context of overall local authority finances.

The government recognises that this measure could impact on the viability of certain private schools and, in some cases, contribute towards school closures. However, historically there has been significant turnover within the sector. Since 2000, average fees in the sector have increased by 75% in real terms while pupil numbers have remained stable, as have total school numbers. But this period has seen an average of 74 school closures and 83 new openings each year in England. This makes it difficult to assess the impact of this measure in terms of additional school closures.

In recent years, around 3% of private schools have closed each year. In the long run, we expect the cost base of the private school sector to be around 12% lower as a result of the VAT measure. This comprises both an expected 5% reduction in costs by schools to moderate fee increases per pupil and a further reduction to accommodate reduced demand (projected to be around 7% in the long term). We expect most of this 12% reduction in costs to occur within schools rather than as a result of school closures, however it is likely that there may be some temporary increase in the schools closure rate over the normal rate during the few years after implementation. The government estimates that this may be broadly equivalent to 100 schools in total closing over the next 3 years in addition to the normal levels of turnover, after which closures would return to historic norms.

Operational impact (£ million) (HMRC or other)

HMRC will incur costs supporting the implementation of this policy. Initial estimates put these at £7 million over a 5 year period, but may be higher when all potential costs have been quantified.

Other impacts

Other impacts have been considered and none have been identified.

Monitoring and evaluation

The measure will be kept under review through communication with affected taxpayer groups and stakeholders as well as education departments across the devolved governments.

Further advice

If you have any questions about this change, contact the VAT Reliefs & Financial Services Insurance Premium Tax Team by email: [email protected] .

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Category : Settlements in Perm Krai

Federal subjects of the Russian Federation:

Subcategories

This category has the following 25 subcategories, out of 25 total.

• Cities in Perm Krai (26 C)
• Dead settlements in Perm Krai (2 C, 1 F)
• Rural settlements of Perm Krai (17 C)
• Villages in Perm Krai (83 C, 3 F)
• Village signs in Perm Krai (1 C, 1 F)
• Alexandrovsk, Perm Krai (1 C, 2 F)
• Alexandrovskoye Urban Settlement (4 F)
• Amirovka (6 F)
• Gary, Perm Krai (4 C, 12 F)
• Gorodishche (Dobryansky District) (58 F)
• Ilyinsky, Perm Krai (4 C, 12 F)
• Karagay, Perm Krai (8 F)
• Kashino, Perm Krai (empty)
• Kyn (4 C, 35 F)
• Maykor, Perm Krai (2 F)
• Nozhovka, Perm Krai (7 F)
• Nyrob (3 C, 7 F)
• Oktyabrsky, Perm Krai (5 F)
• Promysla (14 F)
• Pavlovsky, Perm Krai (3 C, 21 F)
• Pyanteg (3 F)
• Settlements in Permsky District (6 C)
• Uinskoye, Perm Krai (3 F)
• Ust-Ashap (4 F)
• Ust-Shalashnaya (7 F)

Media in category "Settlements in Perm Krai"

The following 39 files are in this category, out of 39 total.

• Populated places in Russia by region
• Uses of Wikidata Infobox

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The climate of Perm ( Russia ) Perm is located in the western part of Russia on the banks of the river Kama situated in the European part of the country. Perm is situated on the Trans-Siberian Railway and is the capital of the Perm Krai (region). Perm is the most easterly situated inland port in Europe. Perm has been inhabited since the history of mankind. However, the city as we know it today was founded in the 17th century. Perm has a moderate continental climate with cold winters and cool summers. During the winter large amounts of snow may fall, more than a meter on an annual basis. Rainfall is quite evenly spread out over the year with a peak during the summer. Perm gets about 650 millimeters of rain per year. Perm has an average humidity figure of 75%. However, during the summer a humidity figure of more than 80% may be recorded.

Disclaimer The information at this site was carefully composed from climate data collected by meteorological services, meteorological offices, climate experts and other sources. “More climate info” is based on statistics, climate data and personal experience. No rights can be derived from this site. Weather has no memory and gives no guaranties. Nothing is as changeable and unpredictable as the weather. The authors of this site feel in no way responsible for any damages caused by misinterpretation or other circumstances that may influence your holiday or trip to a certain destination. We provide information, it’s up to the reader to use it to it’s benefit.  

Uber Eats driver recounts rescuing woman from her burning home in California

A woman in California is recovering in the hospital after a stranger and two deputies saved her from her burning home.

One of her heroes, Nas Mohamed, was working as an Uber Eats driver when he rushed to her rescue at her home in Vista, a city in San Diego County. Early morning drives for Mohamed are normally peaceful, but in the early hours on Friday, he smelled smoke and followed his nose to the fire.

“Soon as I arrived there, I started knocking on the door, knocking on the side,” Mohamed told NBC 7. “And then I looked behind me. I saw a man, and he told me, ‘I live here, I live here.’ I said, ‘Is there anyone inside of the home?’ He said, ‘Yeah, my wife’s inside and the two cats.’ ”

Nas said he heard the man’s wife yelling inside the mobile home.

“She was, like, literally next to the fire,” Mohamed said. “The fire was surrounding her. And I went inside. I started looking for her, and I kept saying, ‘Talk to me! Talk to me!’ That was the worst part, because I was breathing, you know, while I’m talking to her."

Mohamed said he eventually found her and tried to pull her to safety. But the women let go of his hands after she yelled out that her cats were still trapped.

"And that was a nightmare because I wasn’t able to find the window because of the smoke and my phone light wasn’t enough,” he said.

First responders arrived just in time to find them and help Mohamed lift her out the window and even save one of her cats.

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Without protective gear, Mohamed suffered injuries of his own. Watching video on Friday afternoon of a sheriff’s deputy pulling him to safety and then him gently placing him on the ground, gasping for air, he said the only feeling that surpassed his pain was his relief at hearing the woman’s voice.

“The first thing, I start hearing her talking, and I felt like, ‘She’s OK,’" Mohamed said. “At the same time, you know, my eyes burn from the smoke, I can’t breathe. I can’t breathe. I felt that it was a relief, you know, more than a pain. I know, like, I’m going to be fine soon.”

Mohamed said the woman expressed her gratitude and wanted to know his name.

“She’s like, ‘What is your name? What is your name?’" Mohamed said. “Three, four times, you know, and I can’t breathe. I can’t talk. Every time I talk, I started having some coughing and black things coming out of my mouth. So finally I told her my name, and she hold my hand, and she’s like, ‘You saved me. You saved my life.’ I told her, ‘God saved us.’ ”

Mohamed has no medical background that trained him for that moment.

“As a man, you hear a woman — an old woman — screaming, burning, you know?” Mohamed said. “I can’t stay outside.”

First responders airlifted the woman to the hospital but have yet to provide an update on her condition. Mohamed spent the night in the hospital, too, recovering from burns and smoke inhalation.

Looking back on the morning he had, he said he was grateful to have been in the right place at the right time to save a life.

“You don’t need to hurt yourself or sacrifice yourself if you think it’s a losing game, but go for it if you’re going to help someone, a person, someone with blood like you, just go for it,” Mohamed said. “Why not break a window or break a door to help people?”

Mohamed, who is an interior painter and makes Uber Eats deliveries on the side, spoke with NBC 7 on Friday after being awake for 25 hours. When asked his plans for the rest of the day, he said he would nap, then take the rest of the day off.

San Diego Sheriff’s Lt. Matt Carpenter said the fire’s cause is still under investigation but he suspects the woman may have forgotten food on the stove. He said that with the holidays and plenty of cooking coming up, it’s especially important to stay alert.

The sheriff’s department released a statement commending Mohamed as well as their deputies’ roles in the rescue.

“I am incredibly proud of each deputy who responded to the call,” Carpenter is quoted as saying in the statement. "I also want to extend my deepest gratitude to the courageous community member who risked his safety to help a stranger. His bravery and quick response played an essential role in saving a life.”

Shandel Menezes is a reporter at NBC 7. She joined NBC in February 2023.