Surrey

My specialist experience working with young people with SEN to develop trusting and meaningful relationships:
For 10 years I was a class teacher working in both mainstream and special provisions. To teach curriculum concepts and share my agenda, I knew that I would need to build connections and establish safety and rapport first. For years, I have focused on building trusting and meaningful relationships with young people with Special Educational Needs (SEN) as a foundation of education. My approach is grounded in empathy, patience, and consistent support, creating safe and nurturing environments where young people feel understood and valued. I utilise personalised communication strategies and discover shared interests to foster mutual trust, enabling students to be themselves and engage in their learning journey, meeting their potential.

My experience teaching young people with ASC (autism):

For six years, I taught autistic students in a special resource base within an outstanding mainstream primary school. I tailored my teaching methods to accommodate the unique needs of each student, incorporating visual supports, structured routines, and sensory breaks to enhance students’ learning experience. My goal was always to create inclusive and supportive classroom environments that allowed students to thrive. I taught across EYFS, Key Stage 1 and Key Stage 2, developing the curriculum and modelling best practices to support autistic learners. I trained staff, and I was promoted to Lead Teacher for Autism. I now work part-time as an Advisory Teacher for Autism for a London Borough, supporting autistic people in all education settings, and delivering training workshops to professionals and parents. I love supporting young people to explore their autistic identity and begin to advocate for their needs.

My experience working with young people with anxiety:
For many students that I have had the pleasure of teaching, anxiety has sadly been part of their school experience. To support those with anxiety, I find increasing routine and structure beneficial, as well as ensuring that students are heard, safe and reassured. Regular feelings check-ins have proven to be helpful, as well as equipping students with mindfulness techniques. Often, I model talking about worries and show how I use a toolbox of techniques and strategies to combat feelings of dysregulation. I also find that it can be helpful to explore with students what is in their control and what is not in their control, as well as teaching practical problem-solving. I have recently supported schools by delivering training on the impact of emotionally-based school avoidance for autistic young people and their families, to help professionals to understand how the school environment can cause anxiety, and how it can become a barrier to autistic students accessing school.

My experience working with young people with PDA:

I have supported a number of students who have a demand avoidant profile, and I have developed a deep understanding of their unique needs and challenges. My approach is rooted in building a strong, trusting relationship, which is essential for students with PDA. My calm and empathetic communication style has proven effective. I have learned that traditional teaching methods, particularly those that are considered supportive for autistic students, do not always have the same success with students with demand avoidant profiles, so I employ creative and indirect strategies to engage students. Integrating students' interests and keeping sessions novel makes learning more appealing and less pressured. By offering choices and fostering a sense of autonomy, I help students feel more in control and less resistant to demands. My patience and adaptability allow me to adjust plans and expectations based on the student's mood and comfort level, ensuring a positive and productive experience.

My experience working with young people with ADHD/ADD:
Teaching young people with ADHD and ADD has been a significant part of my career. I employ a variety of strategies to help with focus and manage impulsivity, such as breaking tasks into manageable steps, providing clear and concise instructions, and incorporating movement or regulation breaks into lessons. By creating a structured yet flexible learning environment, I have found that I successfully support students with ADHD and ADD in developing their concentration and academic skills. I have also found that explicitly teaching organisation skills, time management and planning has been beneficial. Helping young people to have an awareness of their differences, and celebrating neurodiversity and unique, innovative thinking skills helps to ensure a positive sense of self, which is invaluable.

My experience teaching Primary English:
I have 10 years of experience teaching English at Primary level. I worked within EYFS for 3 years and loved assisting young people to develop a love of literacy through songs, rhymes, roleplay, and storytelling. I enjoy teaching phonics and seeing the progression in early reading skills, mark-making and then early writing. I have taught across key stages 1 and 2 following the English national curriculum and supported children in both mainstream and specialist provision. I have tutored students in both mainstream and special provisions to prepare them for their SATS.

My experience teaching Primary Maths:
I have 10 years of experience teaching Maths at Primary level, supporting children of all abilities to develop confidence and strong foundational skills. I use a hands-on, practical approach, incorporating tactile resources like counters, number lines, and visual models to reinforce understanding. My lessons are engaging and structured, tailored to each child’s learning style. I have successfully prepared students for SATs, focusing on exam techniques, problem-solving strategies, and building mathematical fluency. I create a supportive environment that reduces anxiety and encourages a positive mindset toward maths. My goal is to make learning enjoyable, ensuring every child feels capable and ready to succeed.

My experience supporting young people with community activities:

Learning can take place in the home, school and in the wider community and is not bound by a student’s age or strict time frames. Some of my recent lessons have taken place at Pizza Hut, the local library and at Power League! One of my favourite lessons to teach and to support is cooking, I find it particularly rewarding when this is coupled with researching recipes, making a shopping list and taking a trip into the community to purchase ingredients. I am confident in supporting students in the community and believe that taking traditional learning into real-life contexts is highly valuable, helps consolidate learning and makes learning more meaningful and purposeful.

My experience working with young people to boost their confidence and self-esteem:
Boosting students’ confidence and self-esteem is a central focus of my teaching philosophy. I use strengths-based approaches, celebrating each student’s achievements and providing opportunities for them to succeed in various areas. Through positive reinforcement, encouragement, and tailored support, I help students build a strong sense of self-worth and confidence in their abilities. Over time, I feel it is important to introduce more challenge, celebrating each attempt to try something new or out of their comfort zone.

My specialist experience providing engaging sessions to inspire a love of learning:
Creating engaging and inspiring lessons is a passion of mine. I use a variety of interactive and hands-on activities, integrating technology, art, and real-world applications to make learning exciting and relevant. My goal is to ignite a love of learning in my students, encouraging curiosity and a lifelong passion for discovery. Using the students’ interests as a starting point for inspiration helps build engagement.

My skills and experience supporting young people to develop their independence:
Supporting students to develop their independence is a key aspect of teaching. I encourage self-advocacy and provide opportunities for young people to take responsibility for their learning. Through individualised support, teaching functional life skills, and fostering a growth mindset, I help young people become more confident and capable individuals, ready to navigate the challenges of the future more independently.

Holding a PGCE with QTS and a Master's in Education, I have dedicated my career to supporting students with diverse learning needs, particularly those with special educational needs (SEN). My journey in education has seen me take on various leadership roles, including serving as a Head of Science and curriculum lead, where I've spearheaded initiatives to enhance educational provision for students with SEN.

Throughout my extensive career in education, I've had the privilege of guiding learners with diverse needs, including autism, dyslexia, dyspraxia, ADHD, and various mental health challenges. This journey has been immensely fulfilling, shaping my teaching philosophy and approach to student support, and also extending into my worldview. Central to my methodology is getting a full picture of the student I am supporting, understanding their motivators and their triggers and creating a bespoke and tailor-made learning plan to reach their desired outcome.

Fostering strong relationships with my students is paramount to my teaching approach. I will provide unwavering patience, active listening, empathy, and regular feedback, I cultivate a supportive learning environment where students feel valued and empowered to succeed. I hold high expectations for student achievement and thrive in dynamic educational settings where challenges are embraced.

There is never a one-size fits all approach to education, and sometimes what works for one student will not work for another. With that in mind, after creating an open dialogue with the parents and carers in a young person’s life, there are some over-arching ways to support their needs, below are a few examples of what my sessions will bring!

Experience Teaching Science: With over seven years of experience as a middle leader in schools and alternative educational provisions, I have developed a strong expertise in teaching science across various educational settings. I have held leadership roles such as Head of Science and Head of KS5 Science, where I taught Biology, Chemistry, and Physics at A-Level. Throughout my career, I have maintained a proven track record of student achievement, supported by my deep understanding of examiner expectations, honed through extensive examiner training. My knowledge extends to the practical aspects of science, including the delivery, marking, and moderation of applied science coursework, BTEC science coursework, and entry-level science qualifications.

I have played a key role in designing and implementing bespoke science curricula that align with student needs and educational goals. Additionally, I have successfully tracked student progress, providing personalized support tailored to diverse learning needs, all within an inclusive framework that emphasises differentiation and accessibility.

Specialist support for anxiety

Supporting students with anxiety in the classroom requires a multi-faceted approach rooted in evidence-based strategies. It is of the utmost importance to create a supportive and empathetic classroom environment, where my students feel safe to express their feelings and concerns without judgment, this means I am extremely mindful of my language and will modify lessons and resource to ensure that my student in comfortable. Implementing relaxation techniques, such as deep breathing exercises or mindfulness practices, can help students manage anxiety symptoms effectively. Prior to my lessons, I provide an itinerary of what the lesson will contain and ensure predictable routines, along with structured tasks and assignments, which can reduce uncertainty and alleviate anxiety levels. Additionally, offering flexible seating arrangements, allowing movement breaks when needed, and providing access to quiet spaces can empower students to regulate their emotions and maintain focus. Collaborating with mental health professionals and incorporating cognitive-behavioural strategies, such as challenging negative thoughts and promoting positive self-talk, can further enhance students' coping mechanisms. Ultimately, fostering a supportive and understanding classroom culture, combined with evidence-based interventions, can significantly mitigate the impact of anxiety on students' academic performance and well-being.

Specialist support for ASD

Supporting students with Autism Spectrum Disorder (ASD) in the classroom necessitates a tailored approach that accommodates their unique needs. My lessons will follow a structured and predictable routine with the aims of fostering a sense of security and aid in reducing anxiety. I have found that providing visual aids, such as schedules, charts, and diagrams, can enhance understanding and facilitate communication for students with ASD. I utilise clear and concise language, breaking tasks into manageable steps, and offering regular breaks to help keep my students stay focused and engaged. Additionally, I offer opportunities for sensory regulation, such as providing sensory tools or a designated quiet space which can assist students in managing sensory sensitivities. My priority with my students with ASD is collaborating with parents, caregivers, and specialists to develop individualised education plans and employing evidence-based interventions to help my students achieve academic success and social integration within the classroom.

Specialist support for dyslexia

Supporting students with dyslexia in the classroom involves implementing strategies that accommodate their specific learning needs. I provide a multisensory learning experience, such as incorporating tactile, auditory, and visual elements into lessons, to enhance comprehension and retention. Utilizing dyslexia-friendly fonts and formatting materials to improve readability, which I have found can also facilitate access to written content. I ensure there is frequent opportunities for repetition, reinforcement, and explicit instruction in phonics and decoding skills which can help strengthen reading proficiency. I provide ample time for reading and writing tasks, along with alternative assessment methods and frequently leverage technology in the classroom which can alleviate time pressure and reduce anxiety.

Specialist support for ADHD

I provide structured routines and clear expectations to promote organisation and minimize distractions. Incorporating active learning strategies, such as movement breaks and hands-on activities, can help channel excess energy and enhance engagement ensuring that there are often practical elements to my teaching. I provide frequent opportunities for feedback and positive reinforcement which can motivate students and reinforce desired behaviours. Offering freedom of movement and minimising environmental stimuli can create a conducive learning space.

Specialist support for working memory difficulties

Working memory difficulties can significantly impact a student's ability to process and retain information in science. Students with working memory challenges often struggle to hold onto multiple pieces of information at once, especially when learning complex scientific concepts that require integration of various facts or steps. My approach to supporting students with working memory difficulties is designed to break down content into manageable chunks to ensure it is more easily processed and retained. In science lessons, I use visual aids, PHET simulations, diagrams, and mind maps to support the organisation and visualisation of complex ideas. This allows students to see the relationships between different concepts in a clear, structured format. For example, when explaining the process of photosynthesis or cellular respiration, I break down the steps in a visual flowchart that illustrates each stage, helping students grasp the sequence of events. I also incorporate frequent, low-stakes quizzes and activities that allow students to reinforce their learning without overwhelming them. These activities help improve retention and recall over time. Additionally, I provide written notes and summary sheets that students can refer to during lessons and revision sessions, allowing them to revisit key information as needed. During practical sessions, I use step-by-step instructions that students can follow at their own pace. I make sure that tasks are clear and provide visual demonstrations when possible, so students can engage with the material without needing to rely on memory alone. Overall, my goal is to create an inclusive and supportive learning environment where students with working memory difficulties can succeed in science. By using a variety of strategies tailored to individual needs, I ensure that all students can access the content, feel confident in their learning, and build a strong foundation in science.

I am an experienced primary teacher with over 18 years of experience working in a range of schools; state, independent and a specialist school for autistic children and young people.  I have been a class teacher for every year group from one to six and therefore have extensive knowledge of child development and curriculum progression.  In my former role, I was part of the senior leadership team, led subjects and monitored teaching to ensure best practice.

My specialist experience teaching children with ADHD: I have taught many children with ADHD and appreciate that it presents differently in each child.  I have found that children with ADHD often prefer to work on wobble cushions or at standing desks or alternate between the two.  I ensure that I plan structured sessions with clear targets, incorporating plenty of movement breaks.

My specialist experience teaching children with dyslexia: Over the years, I have taught many children with suspected or confirmed dyslexia.  Dyslexia can be frustrating for children so I ensure that I plan sessions which focus on building confidence as well as strategies for reading, writing and spelling.  Examples of these strategies include using highlighters to focus attention on key information, key spelling cards (often with pictorial cues), learning spelling through mnemonics, recording information and using mind mapping when planning.  Children with dyslexia are often very creative and imaginative and because of this, will often find unique ways of doing things which often just need to be tweaked to help them progress.

My specialist experience teaching autistic children:  Having always had an interest in working with children and young people with autism, I completed the first year of an MA course culminating in a PGCE, ‘Working with children and young people who have autistic spectrum disorders’, early on in my teaching career.  I have used this knowledge ever since in my classrooms (whether in a specialist or mainstream setting) and gained valuable experience when teaching in a specialist school for autistic children.  I have experience of using PECS, ALD boards and colourful semantics with non-verbal children, as well as the TEACCH approach to learning.  I was also incredibly lucky to receive social story training on two occasions from the developer of Social Stories, Carol Gray, whilst working in a specialist ASD school.

Every human being is an individual and every autistic person is unique.  I take time to get to know each autistic child and get to know what motivates and engages them so that I can plan stimulating activities and rewards.  I ensure that each session is structured with a clear timetable of events (written or pictorial) to reduce anxiety and depending on the student, I may use a ‘now and next’ board or visual timers.  I understand that many autistic children require kinaesthetic supports to aid concentration and I am an advocate of using deep pressure to calm anxiety.

My specialist experience teaching children with vision impairments: I have experience planning for, and teaching, students with vision impairments.  I am familiar with the accessibility features on laptops/phones which enable students to use documents and the internet.  I am also confident supporting children to use magnifiers in order to access text, enabling them to become independent in their learning.  I can adapt resources according to the student's visual capabilities, whether that be by size, boldness or using colours.

My experience supporting children with OT programmes and sensory processing disorders (SPD):  I have supported many children through specialist OT programmes devised by Occupational Therapists to develop sensory, gross and fine motor skills.  I have facilitated sensory circuits for children with the aim of aiding sensory processing to help children regulate and organise their senses so that they are more able to access different learning activities.  

My specialist experience supporting children with anxiety, their emotional regulation, boosting confidence and self-esteem: I have always been interested in supporting children’s wellbeing and one of my most recent roles in school was ‘Director of Pastoral’ with the responsibility of supervising the pastoral education of all of the children in the school, including writing the Personal, Social, Health and Economic (PSHE) curriculum.  I truly believe that in order to learn, each individual needs to feel happy, secure and able to regulate their emotions.  

In my experience, young people with anxiety do not always feel confident to use their voice aloud initially and it is important to give people the opportunity to communicate on their own terms, whether this be through other means such as written notes or comic strip conversations.  I have always given any child the time and support they need, and I have been praised for going above and beyond to build up relationships with children.  

In the last few years, I have found the zones of regulation a useful tool in developing emotional understanding and allowing children to self-identify how they are feeling.  Being a lover of children’s books, I also like to use books as a discussion starter about feelings and situations we may find ourselves in.  I have a keen interest in Play Therapy and a few years ago, completed a five day Play Therapy summer school at the University of Roehampton.

My specialist experience working with students with SEN to develop trusting and meaningful relationships:  Trust between tutor and student is fundamental to a positive working relationship and I always ensure that I prioritise building up a good relationship with each child that I work with.  Children need to feel secure, heard and listened to and if they are happy, they will engage with their learning.

My specialist experience teaching English including phonics, reading, spelling, handwriting and writing:  Being an experienced primary school teacher, I understand how important it is to model good interaction skills and everyday reading and writing, and I ensure that I am always a good role model.

It is fundamental that children build up strong phonological skills within the development of early reading, spelling and communication skills.  I teach phonics using a structured approach and ensure that writing is taught alongside phonics.  I have had great success using mnemonics when teaching the spelling of tricky and common exception words - children retain mnemonics and often like to make up their own.  Handwriting also goes alongside spelling, and I enjoy watching children progress with their handwriting after some focused 1:1 support.  Many of my early phonics, spelling and handwriting sessions are taught in a fun, kinaesthetic way, aimed at developing confidence, rather than committing straight to paper.

Many of my English sessions are built around high-quality children’s books to stimulate and engage the child.  Reading and writing are enjoyable when you are reading and writing for meaning.

My specialist experience teaching Maths and children with dyscalculia: It is essential that children have a solid understanding of numbers and an essential foundation of key facts before they can master more sophisticated manipulation of numbers and shapes.  I therefore begin by assessing how confident children are with the fundamentals; place value, counting, number bonds etc.  I then plan sessions from the child’s starting point incorporating a range of games and specialist Maths manipulatives: Base 10, numicon, counters etc.  I ensure that the sessions follow the ‘mastery approach’ and include problem solving tasks as well as working on fluency.

Children with dyscalculia need lots of confidence-building activities and benefit from using a range of kinaesthetic manipulatives.  Children with dyscalculia often need to spend longer on fluency before moving on and as an experienced teacher, I can create a range of different activities on a theme to prevent disengagement. 

My specialist experience teaching Science, History and Geography: Having been teaching for nearly twenty years, I have vast experience of planning and delivering the whole range of subjects taught in primary schools.  I ensure that the sessions have clear learning objectives and are taught through a wide range of engaging tasks - ideally through ‘hands-on’ activities or using the outdoors.

My specialist experience providing fun sessions to help children engage in learning: Throughout my time in the classroom and tutoring on a 1:1 basis, I have always planned fun, stimulating sessions based on the interests of the children that I am working with.  I use songs, video clips, games (online and board games), kinaesthetic activities and manipulatives, high-quality literature and tasks with a purpose to engage children as well as including ‘brain breaks’ to help maintain concentration. 

My experience preparing children for 7+ and 11+ examinations, including verbal and non-verbal reasoning: Having worked as a teacher in the independent sector and prepared children for examinations, I am well versed in the expectations schools have of students sitting the 7+ and 11+ examinations.  I can help children develop strategies for solving verbal and non-verbal reasoning papers as well as prepare children for the English and Maths papers.  Children sitting the 7+ and 11+ examinations need to develop a toolkit of skills which they will need to demonstrate (particularly with regards to the written element of the English paper) as well as confidence and stamina.  I can rehearse a range of questions and go through practice papers in order for the child to feel prepared.

My skills and experience supporting children to develop their independence:  Developing independence skills has been one of my main aims as an educator, and I believe that these skills should be taught from Early Years.  Strategies I use when supporting children to develop their independence include non-verbal cues, structured timetables, sequenced instructions and praise.

My experience teaching life skills: In order to live as a happy, independent member of a community, people need to develop fundamentally important social skills and life skills.  Through working in a specialist SEND setting, I have experience of taking children out into the community to rehearse and develop these skills and confidence.  Outings have included trips to local shops, garden centres, cafes, museums and theatres.

I am a qualified teacher with 16 years’ experience. I have worked in both mainstream and specialist SEN settings and across all primary key stages.  I have worked as an English Lead where I had joint responsibility for children's progress in English in a six-form entry primary school, across two sites.  Whilst in the post, I observed lessons, modelled lessons, coached staff, scrutinised data and planning, and devised a system for assessing progress throughout the school.  I had responsibility for leading phonics including the year one screening and ensured scores were consistently above both the National average and Borough average. I have also delivered many workshops for school staff, trainee teachers at Roehampton and for parents to ensure that they were able to support their children effectively at home.

I worked as an Early Years SEND Advisory Teacher for two London Boroughs.  In this role I was able to ensure children made accelerated progress by providing advice and coaching to maintained nursery teachers and school SENCo's on effective inclusion of children with SEND on topics such as early identification, effective teaching and use of intervention strategies. I successfully supported school staff teams by modelling strategies, providing written reports, providing support to monitor children’s progress and apply for funding where appropriate.

Games are a great way to motivate children to rehearse skills such as letter formation that require repetition to gain fluency.  Using a timer, for example, can turn a mundane task into a game.  Encouraging children to beat their own score can help motivate children and add an element of competition without putting a strain on their self-esteem. It also helps children take ownership of their own performance. I have many years of supporting children with organisation and time management.  Building a strong working relationship is key as is encouraging children to be as independent as possible.  Encouraging children to recognise their strengths and use them effectively to maximise their own learning is empowering and motivating.

My Experience of Working with Children with Dyslexia: I have worked with children of all age groups who have struggled to acquire literacy skills.  Consequently, I have lots of experience dealing with children who struggle with self-esteem due to finding reading, writing, and spelling extremely challenging.  Equally, I have worked for many years as an Early Years Teacher, ensuring that children get the best possible start to their journey to become literate.  As an English Lead in an Outstanding 6 form entry school, it was my responsibility to ensure that appropriate intervention was provided for individuals and groups of children to make accelerated progress.  I have always loved developing strategies and finding solutions to target areas of literacy acquisition that dyslexic students typically find challenging such as developing phoneme/grapheme correspondence (linking sounds to letters), reading, spelling, issues with handwriting, comprehension, memory, auditory memory etc.
Perhaps the most valuable experience I have to offer though is that I am the mother of a child with Dyslexia.  This experience has given me the dogged determination, creativity, and empathy needed to make a real difference.

My Experience of Working with Children with Language and Communication difficulties: I was extremely fortunate to receive extensive training from a wide range of professionals such as Speech and Language Therapists, Educational Psychologists and Portage training whilst taking part in a DfE funded project focused on strategies to support children with SEND particularly ASD.   It was particularly useful for supporting early communication including developing play and joint attention.   My experience as an English/Phonics Lead provided me with the opportunity to work with children who experienced difficulty with articulation and sound discrimination.

My Experience of Supporting Children with Memory Difficulties: Many of the children I have worked with, both in mainstream and in a specialist setting, struggle to transfer information from their short-term memory to their long-term memory.  In order to do this successfully it is vital to firstly ensure that the child is focussed on the challenge in the first place.  I have found that breaking the challenge down into manageable chunks and rehearsing the sequence often brings success.  Once the child is confident with the task, I might ask them to teach it to me.

My Experience of Supporting Children with Processing Difficulties: The most important factor when supporting children to process information is to ensure that they are relaxed and comfortable.  I have found that allowing take up time is also important, as is ensuring that the delivery of information is at an appropriate level for each individual student.  Encouraging children to ask questions to clarify their thinking and helping them to increase their focus for longer periods of time are also important.
My experience providing fun sessions to help students engage in learning: Learning should always be fun. To keep the fun alive I ensure that all lessons are well-paced and interactive. Games are a great way of practising skills such as handwriting or spellings. I always try to incorporate children's individual interests to ensure they remain engaged and enjoy learning.

My Experience of Providing Play Based Learning: As I have been a Reception Teacher for many years, I know that play is vital to children’s development. It provides a means for them to explore concepts and develop skills such as problem solving, independence and social skills. The best part is that children don’t even believe that they are learning.

My Experience of Working with Children with ASD: I was employed as an Early Years SEND Advisory Teacher for two outer London Boroughs where I received extensive training from a wide range of professionals such as Speech and Language Therapists, Occupational Therapists, Physiotherapists and Educational Psychologists, including Portage training.  I was able to ensure children made accelerated progress by providing advice and coaching to maintained nursery teachers and school SENCo's on effective inclusion of children with SEND on topics such as early identification, effective teaching and use of intervention strategies.  I have made good use of my training and experience in this role to support children I have taught in mainstream.

My Experience of Working with Children with ADD/ ADHD: As with all learners, I have found that ensuring that my lessons are well paced, fun, and exciting with a range of different activities and games is the most effective way to support children who struggle with concentration.  Many children with ADD/ADHD need opportunities to practise skills and overlearn concepts to help them transfer what they’ve learnt from their short-term memory to their long-term memory.

My Experience of Working with Children with Sensory Processing Issues: My dissertation focused on sensory processing and as it is a subject that I find fascinating, I have ensured that my knowledge in this area is always up to date.  Focussing on this subject so early on in my career provided me with an excellent foundation on which I could build my classroom practice.  I can honestly say that I used the knowledge gained from this research every day in my teaching career both in mainstream and special needs settings.  The impact of providing the correct sensory experience at the right time is phenomenal.

My Experience of Working with Children with Global Developmental Delay: Whilst working as an Early Years SEND Advisory Teacher for 2 London Boroughs, I was very fortunate to receive Portage Training.  This training has been invaluable to me as a teacher in supporting children with GDD to break down certain skills into small, easily taught steps.  By working closely with parents and involving them in the ‘Assess, Plan, Do, Review’ cycle, I have ensured that appropriate, manageable targets for children have been identified and achieved.  This has not only maximised children’s progress but provided children and their families with a sense of empowerment.

My skills and experience supporting students to develop their independence: I am convinced that encouraging independence is the most effective way to build self esteem. Having worked as a Reception Teacher for many years I am well used to training children to become independent learners. A good teacher will always be able to highlight the small steps that children have taken towards their goal and provide encouragement and instruction on how to move to the next step.

My Experience of Teaching English: Phonics and Reading: As an experienced teacher with 14 years’ experience both in mainstream and in specialist settings and across all key stages, I have had the privilege of teaching hundreds of children how to read and write.  As an English Lead/Phonics Lead, I was responsible for ensuring that gaps in children’s knowledge were addressed.  I love teaching phonics and have designed and delivered many workshops for teachers and parents including designing and delivering training at Roehampton. Spelling: I believe that learning spellings can and should be fun. Success can be achieved through the systematic development of a child’s phonemic awareness and providing training in how to use strategies involving their sensory system.  This winning combination provided children in my year 3 intervention groups to score just as highly (in many cases more highly) than their compatriots in the rest of the year group in their weekly age-appropriate spelling tests. Handwriting: Handwriting is an extremely complex skill.  It is vital that children have achieved all prerequisite skills such as core strength, shoulder, hand and finger strength, and visual discrimination to name but a few.  A carefully designed programme of games and multisensory activities can result in children successfully acquiring these skills.

My Experience of Teaching Maths: I have taught Maths across all Primary key stages. I believe children learn Mathematical concepts best when lessons are presented in a logical sequence and they are given plenty of opportunity to engage with practical resources so they can discover links for themselves. Consequently, they are much more likely to remember what they have learnt. Games are a great way to practise skills and build speed, automaticity and confidence.

My Experience Teaching Early Years: During my time as a teacher I taught across the Early Years Foundation Stage, in both Nursey and Reception. Additionally, I was employed as an Early Years SEND Advisory Teacher for two outer London Boroughs.

My Experience of Working with Children with Anxiety: As we all experience the world differently through our senses it is vital to build a strong, supportive relationship with learners so that they feel able to share their experiences with their teacher. By knowing how each individual is affected by their environment I have been able to reduce their stress and maximise their learning.

My Experience of Supporting Children’s Self Esteem: I particularly enjoy the challenge of changing children’s perceptions of themselves as learners and their ability to acquire literacy skills.  Many of the children I have worked with have come to me with a long history of struggle to acquire literacy skills.  I have turned learners’ perceptions around by forming good, honest relationships with them.  The first step is to listen to what they find difficult and why.  The next step is to find solutions and provide students with a clear and honest road map of how to improve their skills.  Ensuring that learners know what will be involved allows them to take ownership of their learning.  Regularly providing learners with solid evidence of progress is very motivating and improves self-esteem.

My Experience of Working with Children who Display Challenging Behaviour: Throughout my career, I have supported many children to deal with their emotions and improve their behaviour.  I believe that effective communication is the key to success.  Kindness and understanding together with firm boundaries help children to make good choices.

My Experience of Supporting Homework: Although my 3 children are grown now, I vividly remember how hectic it was trying to complete homework tasks.  As a teacher, I understand how hard children work in schools and how much effort it takes to complete tasks set.  I can help by breaking tasks down into small manageable chunks, finding the fun in the activity and keeping children on task.  Supporting children to successfully complete homework provides a fantastic opportunity to change a child’s mindset and re-frame how they see themselves by focussing on the positives and the progress.

My Experience of Working with Children with Developmental Coordination Disorder (Dyspraxia): I have many years of experience of working with students of all ages who struggle with the planning, sequencing, and coordinating of both fine motor and gross motor movements.  Even in Early Years, children are expected to perform many tasks that require these skills.  For example, they are required to dress themselves after PE, line up with their peers, begin to hold a pencil or paintbrush to name but a few.   It is vital that children who encounter problems in this area, receive lots of support and understanding to prevent loss of self-esteem as being unable to carry out these tasks can be a very public affair.  Older children with DCD may have problems with organising or sequencing tasks (needed for playing games) handwriting, PE or they may have problems with visual discrimination.
My interest in this area began when I carried out research for my dissertation on sensory processing.  I have used this research, together with strategies learnt from Occupational Therapists whilst working as an Early Years SEND Advisor for 2 London Boroughs to successfully support children both in mainstream and in a special needs setting.  This training has been invaluable in supporting children to develop the pre-requests necessary for academic success, such as bi-laterality, hand-eye co-ordination, proprioceptive and vestibular skills, core strength, visual discrimination, hand strength and dexterity and sequencing skills.