Tracey Golding
By Tracey Golding & Mark Cullen
HLTA/ SENCO Assistant
Tracey Golding's journey through the education sector demonstrates her unwavering commitment to her vocation. From the very first stirrings of her ambition during her school years, she has continuously strived toward a career dedicated to nurturing and educating young minds. Her path, enriched by diverse experiences, highlights the importance of resilience and adaptability in the field of education.
Growing up in Glasgow, Scotland, Tracey's ambitions began to take shape during her formative years. Like many children, she found herself inspired by the teachers who played pivotal roles in her early development. "When I was at school, I always wanted to be a teacher," Tracey recalls. This passion was ignited by the educators who not only imparted knowledge but also instilled confidence and curiosity. The exhilarating environment of learning captivated her, and there was no doubt in her mind about the direction she wished to take. As a bright student, she envisioned a career in which she could facilitate learning while making a significant difference in the lives of her students.
Upon leaving school in Glasgow, Tracey faced one of her first major life challenges: moving to Warrington in England. The transition was not an easy one. Leaving behind friends, familiar surroundings, and the comfort of childhood, she found the change daunting, especially at such a formative stage in her life. Nevertheless, this experience sparked her resilience. Tracey soon discovered that adapting to new environments would be a recurring theme in her life, and she determined to make the most of her circumstances.
In Warrington, Tracey enrolled at Priestly Sixth Form College. This institution provided her with the opportunity to further her education and develop a broader perspective. The move to a new educational establishment was initially uncomfortable, yet it also became a source of significant personal growth. At Priestly, she not only deepened her academic knowledge but also built new relationships, nurturing her social and interpersonal skills. The supportive environment encouraged her to pursue her aspirations with renewed vigour.
Following her time at Priestly, Tracey continued her educational journey at St. Helens College. Here, she undertook the NNEB (Nursery Nurse Qualification), an essential step toward her aim of making a tangible impact on children’s lives. This qualification was pivotal; it equipped her with the foundational skills required to work with young learners. She was exposed to a myriad of teaching strategies, child development theories, and the practicalities of educational support. Throughout this period, she honed her ability to create nurturing environments where children could thrive, both academically and emotionally.
Given her strong foundation and burgeoning expertise, Tracey applied for a one-to-one teaching assistant position at Grappenhall Hall School, an educational institution tailored to pupils with emotional and behavioural difficulties (EBD). This role marked a turning point in her professional life. The opportunity to work directly with students facing unique challenges resonated with her deeply. Equipped with the skills acquired from her previous studies and equipped with empathy, Tracey embraced the chance to support these students in overcoming their barriers to learning.
As a teaching assistant in an EBD school, Tracey encountered numerous challenges, including managing complex behavioural issues and fostering positive relationships with each student. This experience was not only rewarding but also provided her with invaluable insights into individualised education plans (IEPs) and the importance of tailored learning experiences. The initial difficulties she faced in providing support gradually transformed into triumphs as she witnessed her students achieving breakthroughs in both their academic and personal journeys.
Tracey’s dedication and extraordinary capabilities did not go unnoticed. Through her unwavering commitment and proven effectiveness in the classroom, she qualified as a Higher Level Teaching Assistant (HLTA). This qualification recognised her ability to assume greater responsibilities within the educational setting and solidified her status as a vital member of the teaching staff. Taking on the HLTA role enabled her to contribute significantly to the educational community. She began collaborating with teachers, offering support beyond the traditional teaching assistant remit.
To further her professional development, Tracey also pursued a foundation degree in Educational Support. This undertaking deepened her understanding of pedagogical theories and contemporary educational practices. It enabled her to engage critically with educational research, ensuring that her support strategies were evidence-based and effective. The knowledge gained from her studies further enhanced the quality of support she provided to students, enriching the educational experience for both herself and her pupils.
After completing her studies and embracing the HLTA position at Grappenhall Hall School, Tracey’s career took another momentous step. She transitioned to Woolston Brook School, where she continues to thrive as a HLTA. In this supportive environment, she has honed her skills in working with students with special educational needs (SEN), allowing her to develop meaningful interventions tailored to each pupil's unique requirements.
Currently, as a HLTA at Woolston Brook School, Tracey's role involves supporting the Special Educational Needs Coordinator (SENCO). Her responsibilities encompass the design and implementation of intervention strategies, facilitating smoother transitions for students, and assisting in assessments. Each of these elements is crucial to ensuring that students receive the tailored support necessary to achieve their full potential.
Her daily responsibilities are not without challenges; however, integrating intervention strategies often requires creative thinking and a collaborative spirit. Tracey systematically evaluates student progress, is attentive to the diverse needs of each individual, and develops flexibility in her teaching approaches. This ongoing assessment allows her to adjust her strategies to meet her students’ evolving needs effectively, thereby nurturing an educational environment centred on growth and encouragement.
Transitioning students, whether between year groups or engaging with new educational settings, is also a critical aspect of Tracey’s role. She understands the apprehensions students may face during these changes and strives to bolster their confidence as they navigate new challenges. Through thoughtful preparation and open communication, she works diligently to minimise any anxiety students may experience, ensuring that they have the necessary support as they embark on new stages of their educational journeys.
Furthermore, Tracey's involvement in assessments adds another layer to her substantial contributions to Woolston Brook School. Assisting in the assessment process not only helps determine the effectiveness of educational strategies but also ensures that the needs of students are being monitored and catered to accurately. Engagement in this process allows her to remain actively involved in shaping the educational experiences of her students.
Throughout her multifaceted career, Tracey Golding has consistently exemplified the ideals of commitment, compassion, and professionalism. Each experience has contributed to her development as an educator and strengthened her resolve to support those who require additional assistance. She remains passionate about contributing to the success and growth of her students, and her enduring dedication to education serves as an inspiration to both colleagues and students alike.
As she reflects upon her journey, Tracey remains grateful for the support of those around her – family, colleagues, and mentors – who have influenced her career path and nurtured her dreams. Although her journey began with a desire to be a teacher, it has evolved, allowing her to embrace different roles that align closely with her values and passion for education.
Looking ahead, Tracey envisions further professional development and opportunities to expand her expertise in special educational needs. She is particularly interested in exploring the latest methodologies and research within the realm of educational support, ensuring that her practices remain current and effective.
In conclusion, Tracey Golding’s career trajectory epitomises the dedication and resilience required to thrive in the education sector. From her initial aspirations in a school in Glasgow to her current role as a HLTA at Woolston Brook School, her journey is a testament to the transformative power of education and the profound impact that one individual can have on the lives of others. Through her work, she is not only shaping the future of her students but also contributing to the broader educational community, fostering connections, and uplifting those in need along the way.