Dr. Syeda U M M - E - S A L M A Rizvi
I started my career nearly two decades ago. I have worked as a teacher, teacher trainer, assessor, academic director, and head of school. I enjoy working with children. I believe that a happy child will learn better, and we must build up the pupils' deep knowledge so that we can encourage them to become confident, assured, and prepared for the very competitive world that lies ahead of them. I am very excited and passionate to complete my Ed.D. research in ‘Partnership Working in Early and Primary Years Settings in the UK’. I completed my CELTA from the University of Cambridge and PGCE from the University of Essex. I have taken National Professional Qualifications for Headship (NPQH) under the Department for Education (DfE, UK), which helped improve my leadership skills to a great extent. I have taken a number of CPDs and PDs in childcare, such as a Diploma in Child Protection, Diploma in Early Years Foundation Stage (EYFS), OFSTED-approved Paediatric First Aid and a certificate in Designated Safeguarding Lead (DSL) in the UK.
I pursued skills and expertise to devise, map and present the Early Years Foundation Stage (EYFS), tailoring it to the Reggio Emilia and 3H learning models (health, happiness and holistic development) and incorporating the Learning Through The Outdoors (LTTO) approach as an inspiration, which earned great attention and respect globally.
I have worked in educational planning and management in an early years setting and gained an understanding of the International Baccalaureate (IB) and completed my K-12 diploma from the University of Toronto, Canada, which provided me a deeper insight into the transformative IB Early and Primary Years Programme (PYP) for 0–6-year-olds, prioritising holistic development via play-based, inquiry-driven learning. I mapped a research-based PYP curriculum for young children in which I tailored Multiple Intelligence Theory of Howard Gardner and worked on preparing children as "intelligent, resourceful, and creative individuals" who learn best via discovery, connections, and intentional play. By encouraging active learning, my curriculum promoted socio-emotional, physical, and cognitive development. I ran very successful teacher training sessions in order to facilitate curiosity, creativity, and agency by creating dynamic environments that help teachers and practitioners to allow children to generate meaning through hands-on projects, peer interactions, and transdisciplinary topics like "Who We Are" and "How the World Works". I focused on cultural understanding and global perspectives and devised the curricula to promote international-mindedness, and my holistic planning included stories, festivities, and community interactions to teach children empathy and ethics. The children were offered local resources like museums and forest schools to extend learning beyond classrooms, reinforcing the IB's focus on real-world linkages.
https://mp.weixin.qq.com/s/QVUHKQtYz58u8Fyp8Wm4_g
https://mp.weixin.qq.com/s/zRttUjTjKWVLZV3deL_FFQ
https://mp.weixin.qq.com/s/izgha8WooOL015nF5dhrCA
I had an opportunity to work with Shanghai Jiaotong University on behalf of my company. It was a real honour to serve the tutors and the assessors as a Chief Internal Verifier (CIV) and a trainer.
https://mp.weixin.qq.com/s/xvtK89Gh3LSMywyiyRvtAg
https://mp.weixin.qq.com/s/0Eud4OkszydwDa-yDGqtwQ
In 2018, I was provided an opportunity to serve at the University of Cambridge as a programme leader for Cambridge Professional Development Qualifications (PDQs), and I was honoured to be nominated as PDQ Programme Leader from 2018 to 2021.
https://mp.weixin.qq.com/s/JvPttk5ff2GiyHCClhMdPQ
The journey of my career continued with great pace, and I served educational projects and training programmes for various nurseries, schools, colleges and universities.
https://mp.weixin.qq.com/s/dTOLe2Lv8SHMMaiyteKJJw
I faced career challenges during Covid-19, which provided me strength and resilience to cope with difficult situations in the future. I realised that the COVID-19 pandemic sparked education reform and gave educational leaders valuable insights. Flexibility and adaptability were key takeaways.
My experience of working in that situation was approached and highlighted in 2020, when an international organisation of teachers and leaders stood ahead and addressed the issues of the pandemic, Covid-19. I was on 6th number among the 40 Exclusive Educational Leaders around the Wolrd.
https://skygemsacademy.com/education-podcast/series-1/ummesalma-rizvi/
https://www.youtube.com/watch?v=3gkbw2Bw9KA
I am a passionate educator with a genuine sense of learning and development. I am about to complete my doctoral research under the University of UNICAF, UEL (United Kingdom).
I have started to publish independent research papers from my doctoral research to facilitate teachers and students in their professional lives and learning journeys.
Supervisors: Mickie Johnny Kumwamba
Phone: +447462707716
Address: 62 ST. PAULS CLOSE, St. Pauls Close
Teddington, TW11 9DE
I pursued skills and expertise to devise, map and present the Early Years Foundation Stage (EYFS), tailoring it to the Reggio Emilia and 3H learning models (health, happiness and holistic development) and incorporating the Learning Through The Outdoors (LTTO) approach as an inspiration, which earned great attention and respect globally.
I have worked in educational planning and management in an early years setting and gained an understanding of the International Baccalaureate (IB) and completed my K-12 diploma from the University of Toronto, Canada, which provided me a deeper insight into the transformative IB Early and Primary Years Programme (PYP) for 0–6-year-olds, prioritising holistic development via play-based, inquiry-driven learning. I mapped a research-based PYP curriculum for young children in which I tailored Multiple Intelligence Theory of Howard Gardner and worked on preparing children as "intelligent, resourceful, and creative individuals" who learn best via discovery, connections, and intentional play. By encouraging active learning, my curriculum promoted socio-emotional, physical, and cognitive development. I ran very successful teacher training sessions in order to facilitate curiosity, creativity, and agency by creating dynamic environments that help teachers and practitioners to allow children to generate meaning through hands-on projects, peer interactions, and transdisciplinary topics like "Who We Are" and "How the World Works". I focused on cultural understanding and global perspectives and devised the curricula to promote international-mindedness, and my holistic planning included stories, festivities, and community interactions to teach children empathy and ethics. The children were offered local resources like museums and forest schools to extend learning beyond classrooms, reinforcing the IB's focus on real-world linkages.
https://mp.weixin.qq.com/s/QVUHKQtYz58u8Fyp8Wm4_g
https://mp.weixin.qq.com/s/zRttUjTjKWVLZV3deL_FFQ
https://mp.weixin.qq.com/s/izgha8WooOL015nF5dhrCA
I had an opportunity to work with Shanghai Jiaotong University on behalf of my company. It was a real honour to serve the tutors and the assessors as a Chief Internal Verifier (CIV) and a trainer.
https://mp.weixin.qq.com/s/xvtK89Gh3LSMywyiyRvtAg
https://mp.weixin.qq.com/s/0Eud4OkszydwDa-yDGqtwQ
In 2018, I was provided an opportunity to serve at the University of Cambridge as a programme leader for Cambridge Professional Development Qualifications (PDQs), and I was honoured to be nominated as PDQ Programme Leader from 2018 to 2021.
https://mp.weixin.qq.com/s/JvPttk5ff2GiyHCClhMdPQ
The journey of my career continued with great pace, and I served educational projects and training programmes for various nurseries, schools, colleges and universities.
https://mp.weixin.qq.com/s/dTOLe2Lv8SHMMaiyteKJJw
I faced career challenges during Covid-19, which provided me strength and resilience to cope with difficult situations in the future. I realised that the COVID-19 pandemic sparked education reform and gave educational leaders valuable insights. Flexibility and adaptability were key takeaways.
My experience of working in that situation was approached and highlighted in 2020, when an international organisation of teachers and leaders stood ahead and addressed the issues of the pandemic, Covid-19. I was on 6th number among the 40 Exclusive Educational Leaders around the Wolrd.
https://skygemsacademy.com/education-podcast/series-1/ummesalma-rizvi/
https://www.youtube.com/watch?v=3gkbw2Bw9KA
I am a passionate educator with a genuine sense of learning and development. I am about to complete my doctoral research under the University of UNICAF, UEL (United Kingdom).
I have started to publish independent research papers from my doctoral research to facilitate teachers and students in their professional lives and learning journeys.
Supervisors: Mickie Johnny Kumwamba
Phone: +447462707716
Address: 62 ST. PAULS CLOSE, St. Pauls Close
Teddington, TW11 9DE
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Papers by Dr. Syeda U M M - E - S A L M A Rizvi
Executive function as a mediator of educational inequality is examined, along with socioeconomic factors, trauma, and early adversity, and its implications for Special Educational Needs and Disabilities. Early childhood assessment methods are critically assessed for ethical, cultural, and deficit-oriented labelling risks.
Finally, the work provides a framework for executive function-informed curriculum design, leadership practice, and whole-setting implementation in early years contexts, including alignment with statutory frameworks like the Early Years Foundation Stage. Executive function is a developmental mechanism and policy-relevant construct with long-term effects on school readiness, academic achievement, social competence, and life-course outcomes, according to research.
Environmental design and curriculum preparation are examined via a relational perspective, emphasising the significance of space, rhythm, and documentation in facilitating connection and collaborative knowledge building. Leadership and professional reflection are intrinsically relational, highlighting emotional labor, practitioner well-being, and the development of psychologically secure, empathic organisational environments. Ultimately, relational methodologies for observation, recording, and behaviour advice are examined, presenting solutions for addressing issues with empathy and understanding. This work promotes a relationally enriched early years culture by integrating theory, research, and practice, recognising children as competent, interconnected, and profoundly relational entities, while positioning educators as co-creators of meaning and care within a collective ethical framework.