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Julie

Julie

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Loughton

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£120 per hour

*Minimum 1.5 hours per session in person
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Loughton

Show on map

Julie

No Reviews

Rate:

£120 per hour

Minimum 1.5 hours per session in person

About Me

I have been a qualified teacher for 30 years, working for the vast majority of that time in SEN and am someone who really does see it as more than just a job. I am passionate about children and young people with SEN having their voice heard and developing a sense of agency, whatever the level of their needs Having worked with a wide variety of different needs over the years, I am able to offer creative and adapted sessions and believe that they should be fun too. I have a particular heart for those at the earliest stages of development with Profound and Multiple Learning Difficulties and Multi Sensory Impairments and hold the specialist post graduate qualification of Qualified Teacher of Multi Sensory Impairment. I have worked with children and young people from aged 3 – 25 with a variety of complex health needs (including life limiting illnesses) and get a huge reward from seeing even the tiniest steps of progress. The students that I have worked with have had conditions such as Cerebral Palsy, Cortical Visual Impairment, Dual Sensory Impairment, GDD, ABI, Epilepsy, Quadriplegia, Hydrocephalus, Neuro Axonal Dystrophy to name a few. I also have a lot of experience in working alongside families and allied professionals and believe in working together to support pupils. I have a solid understanding of the day-to-day issues that parents and carers face and aim to be as supportive as possible.

Skills & Experience​

I believe that communication is at the heart of what I do and so I am very experienced in working towards forming ways of communicating with the pupils using a Total Communication approach, led by them. For those at the very earliest stages of communication I might start with them simply being aware of a stimuli, but for those that are further along in their communication we may use sign, photos, key words, object cues, PECs, Core Boards, AACs etc. A multi-sensory approach is at the core of my teaching and this could be use of intensive interaction, sensory stories/journeys, messy play, art, musical ‘baths’ or interactive music, stories and poems or a session targeted to a particular sense. This could also be setting up activities to encourage pupils to reach out and become more confident in the world around them. I also like to consider the part that environment plays and being aware of the ‘sensory pollution’ is important too. I am very patient and recognise that repetition and routine is vital for many pupils and so I establish cues to start and finish sessions and can use body signs to support this where appropriate. Once I have a baseline of where the pupil is, I can develop a well scaffolded set of activities, although I am all too aware that many SEN pupils have very spiky profiles!  I am very experienced in drawing together outcomes from EHCPs and reports from other professionals into my sessions and this gives the pupils a chance to practice skills regularly rather than in just one session. Including the views of parents/carers is something that is vital and I have always been considered as a teacher who is very approachable.

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My Teaching Philosophy

Communication and relationship have always formed the base of what I do. From this basis I am able to tailor bespoke sessions that suit the way that the pupil learns and what interests them. Learning is so much better when it’s fun too!  Putting the pupil front and centre of the teaching and learning experience is something that is absolutely paramount. I am passionate about developing independence and agency in pupils whatever their age and giving them the tools and confidence to communicate their wants and needs at whatever their stage of development is always an overall aim for me.  I believe that all children should have the opportunity to reach their potential however long this takes and that is my job to find ways to help them to do this.

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Qualifications and Training

  • Safeguarding for Tutors and SEN
  • Makaton Levels 1 – 8
  • BSL Level 3
  • Intensive Interaction
  • Graduate Degree in Music
  • PGCE – Qualified Teacher Status
  • QTMSI – Qualified Teacher of Multi-Sensory Impairment
  • NPQML – National Professional Qualification for Middle Leadership
  • MA – Masters Degrees in Educational Studies

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Choose me if…

  • You want a teacher who will put the needs of child or young person front and centre.
  • You want a teacher with kindness and patience.
  • You want a teacher who can address sensory and physical needs.
  • You want an experienced teacher who can adapt of the needs of the individual and brings the skills and creativity that goes with this.

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Availability

Monday: 9:00 – 12.00
Tuesday: 12.00 – 16.00
Wednesday: 9.00 – 16.00
Thursday: 9.00- 12.00
Friday: 9.00 – 14.00
Saturday: –
Sunday: –

Ages Supported

  • Early Years
  • Primary
  • Secondary
  • Post 16

Specialisms

  • Speech and Language Needs (including non-verbal)
  • Global Developmental Delay & Learning Difficulties
  • Complex & Medical Needs (including Cerebral Palsy; Brain Injury; Epilepsy and other needs)
  • SEND (inc. disabilities)

Subjects Provided

  • Social Communication & Language Skills

Locations Covered

Essex and North London

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Something Sensational About Me

I love music and play flute in a wind ensemble and clarinet in a wind band.

I love to read with Pride and Prejudice and Persuasion being firm favourites.

My family and I are official Guide Dog Fosters and look after Guide Dogs in training in our home.

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Choose me if...

  • You want a teacher who will put the needs of child or young person front and centre.
  • You want a teacher with kindness and patience.
  • You want a teacher who can address sensory and physical needs.
  • You want an experienced teacher who can adapt of the needs of the individual and brings the skills and creativity that goes with this.

Back

Qualifications & Training

  • Safeguarding for Tutors and SEN
  • Makaton Levels 1 – 8
  • BSL Level 3
  • Intensive Interaction
  • Graduate Degree in Music
  • PGCE – Qualified Teacher Status
  • QTMSI – Qualified Teacher of Multi-Sensory Impairment
  • NPQML – National Professional Qualification for Middle Leadership
  • MA – Masters Degrees in Educational Studies
Back

My Teaching Philosophy

Communication and relationship have always formed the base of what I do. From this basis I am able to tailor bespoke sessions that suit the way that the pupil learns and what interests them. Learning is so much better when it’s fun too!  Putting the pupil front and centre of the teaching and learning experience is something that is absolutely paramount. I am passionate about developing independence and agency in pupils whatever their age and giving them the tools and confidence to communicate their wants and needs at whatever their stage of development is always an overall aim for me.  I believe that all children should have the opportunity to reach their potential however long this takes and that is my job to find ways to help them to do this.

Back

Skills & Experience​

I believe that communication is at the heart of what I do and so I am very experienced in working towards forming ways of communicating with the pupils using a Total Communication approach, led by them. For those at the very earliest stages of communication I might start with them simply being aware of a stimuli, but for those that are further along in their communication we may use sign, photos, key words, object cues, PECs, Core Boards, AACs etc. A multi-sensory approach is at the core of my teaching and this could be use of intensive interaction, sensory stories/journeys, messy play, art, musical ‘baths’ or interactive music, stories and poems or a session targeted to a particular sense. This could also be setting up activities to encourage pupils to reach out and become more confident in the world around them. I also like to consider the part that environment plays and being aware of the ‘sensory pollution’ is important too. I am very patient and recognise that repetition and routine is vital for many pupils and so I establish cues to start and finish sessions and can use body signs to support this where appropriate. Once I have a baseline of where the pupil is, I can develop a well scaffolded set of activities, although I am all too aware that many SEN pupils have very spiky profiles!  I am very experienced in drawing together outcomes from EHCPs and reports from other professionals into my sessions and this gives the pupils a chance to practice skills regularly rather than in just one session. Including the views of parents/carers is something that is vital and I have always been considered as a teacher who is very approachable.

Back
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