Angela

My experience working with autistic young people:

As Teacher in Charge of a special needs resource unit for children with autism I led and managed a passionate team. I worked closely with pupils, parents, speech and language therapists, occupational therapists and staff in local schools. I developed a deep understanding of autism and ways to help children learn, despite often significant barriers. I learned how to break down barriers to learning and help pupils flourish. I developed many strategies for promoting social skills learning and understand the importance of learning in context. I strengthened and developed a broad knowledge of speech and language and speech sounds development and the best ways to support and encourage learning. As a local authority specialist outreach teacher consultant, I helped teachers to help autistic pupils learn in the mainstream setting. Skilled observation and analysis in classrooms allowed me to provide bespoke personalised insights, strategies and goals. I am proud to have helped raise awareness and understanding for the pupils I supported, as well as increasing skills and confidence for staff. I currently tutor autistic young people for my local authority and have a successful track record.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships:

I understand the importance of developing strong, trusting and meaningful relationships with the children I tutor. I think when you genuinely care about getting the best outcomes for the pupils you work with then these relationships develop and strengthen naturally. A positive relationship between tutor and pupil is vital and I work hard at establishing this from the outset by being interested and fully focused on my pupils. I have worked on supporting young people to understand and regulate their emotions and have the luxury of devoting all of my attention and time on one pupil. My pupils know I am there for them unconditionally. The families of my students have expressed gratitude for the support and care my pupils have received during my tutoring sessions and knowing I make a difference for the young people I work with is a wonderful feeling.

My experience working with young people with dyscalculia

I have experience teaching young people with dyscalculia in the mainstream and specialist setting. Making lessons relevant,  hands on and fun is always where I start. I use carefully selected and bespoke resources helping to support the understanding of mathematical concepts in young learners. Absolutely crucial is a really strong , supportive and  encouraging relationship… I strive to achieve this from the moment I meet my pupils and have a good track record of success in forming strong, trusting relationships…it is within these relationships that the best learning happens.

My experience working with young people with PDA:

I have many years’ experience teaching children with autism including some diagnosed with PDA, in a range of settings. As teacher in charge of a resource unit for children with autism for five years, I gained a wealth of experience, knowledge and training about how to engage and support learners to reach their full potential including those with multiple diagnoses including PDA. I have taught autistic pupils across the age ranges including the early years stage, across all Key Stages 1,2,3 and 4. and I have a deep insight into the strengths and challenges of pupils with neurodiverse brains. I have a good understanding of PDA and know how to approach tasks with sensitivity. I know the importance of understanding the drivers of any challenging behaviours and I always try to minimise anxiety in order to get the best outcomes. I do this by being careful with my communication and wording direct requests in a more suitable way. I am flexible in my approach, sometimes even disguising learning as a game. I have an analytical approach to problems and enjoy breaking interactions and behaviours down to better understand triggers and possible solutions. It is vital to understand the anxiety that often drives PDA and to work in a patient and tailored way to get the best outcomes. I take successes as they come and work with families to understand and prioritise targets for learning.

My experience working with young people with sensory and processing needs:

I have a lot of understanding, empathy and skill in supporting young people with sensory and processing needs. I always try to put myself in their position and imagine the overwhelm when, due to difference in brain make up, the world can seem overwhelming. Understanding the individual is key; strategies for support can be tried tested and modified as per individual need. I have a range of ideas to draw upon, from simply allowing more processing time, to singing, to whispering, to using specialist equipment such as standing desks, to doodle pads; and I always work in collaboration with my pupil’s O.T. and family to ensure positive outcomes.

My experience working with young people with working memory difficulties:

I manage the cognitive demand I put upon my pupils and break tasks down into manageable chunks to ensure success. I use back chaining successfully and always make sure I build in something that can give the young person a sense of achievement and autonomy which, when repeated often enough boosts self esteem and engagement.

My experience working with young people with speech and language needs including social communication and friendship skills needs:

 I have had lots of experience and training about how to help young learners develop expressive and receptive language skills. I can communicate effectively with my pupils and know how to reassure and support even the most anxious child. I especially enjoy the challenge of being creative in how I can bring learning to life and strive to make lessons fun, relevant and engaging. I gained a strong understanding of how to support and encourage language and social skills development in young learners and how to adapt the environment and learning resources to meet needs successfully. I know of the aspects of communication that can be challenging socially for my pupils and have a toolbox of support strategies at my disposal. I know how to use augmentative and alternative methods of communication such as visual timetables, talking tiles, communication boards, line drawings and PECS. I am familiar with Makaton and enjoy enhancing communication using this programme. I have supported learning about how to make and keep friends with a range of ages of children through role play;and have created bespoke  social stories and  comic strip cartoons. I have delivered training to staff in schools on this topic and have advised teachers on the topic in my role as autism specialist teacher consultant for my local authority.

My experience working with young people with SEMH needs including trauma;

I have a lot of experience supporting young people across the age ranges who have SEMH needs. I have trained specifically in this area and can offer a deep understanding and empathy within this important area. A relaxed and happy child who feels heard can learn, and I can provide bespoke activities in this area as needed. I have many resources such as Mood Cards, anxiety prompt notes, calming stories and visualisations, stories, affirmations and calming sensory activities to name a few. I have supported pupils suffering from trauma due to adverse experiences in schools and can bring empathy, understanding and a trauma informed approach.

My experience working with young people to boost their confidence and self-esteem:

 I make finding out how pupils best learn a priority and can adapt my lessons accordingly, acknowledging each step mastered no matter how big or small. Helping a pupil achieve something new and then witnessing their joy and pride at their own achievement, makes this job so rewarding. I am skilled at helping pupils feel confident by allowing independence where appropriate. My nurturing personality allows my pupils to feel safe and confident and when my pupils feel confident they can learn successfully. My specialist training has equipped me with many skills that allow me to nurture, support and encourage independence in my learners. Young people thrive when the conditions for success are in place and I help to make that a reality for the pupils I tutor. Self-esteem is so important and I find praise and encouragement for each step of learning works incredibly well to help pupils build on their sense of achievement. All learners like to know they have done a good job, or tried hard; being instrumental in helping my pupils achieve this is joyful. I see it as my job to get my pupils to want to do their best by being reliable, approachable, friendly, interested in them and by providing high quality learning experiences.

 My specialist experience providing engaging sessions to inspire a love of learning:

I start where the pupil is and often find that allowing choice of activity or use of a special interest is a way into the learning. I have used his method successfully many times by starting with projects on topics such as space, cats, lego or football then building from there. I use a multisensory approach and know that each learner responds differently to different types of teaching. Games, songs and treasure hunts have worked well for me and I enjoy the challenge of thinking of ways to make the learning enjoyable.

 My skills and experience supporting young people to develop their independence:

 I think promoting independence is really important and I always support independence in my pupils as appropriate, tailoring expectations to individual needs. I avoid doing the things that a pupil could achieve themselves and acknowledge all efforts made. Confidence and self-esteem are built when pupils master new skills independently and I provide opportunities via a range of strategies such as setting goals and challenges or providing choices.

 My experience supporting young people with executive functioning skills:

 There are many strategies and systems to support young people with their executive functioning skills and I enjoy working collaboratively in this area with families and young people. Understanding of main areas for support is where I start and then I offer ideas accordingly, for example, if initiating tasks is a problem area then I can help develop a personalised plan for success, breaking learning down into chunks from start to finish. Each learner is individual and whether they need support organising their learning space, their files and folders or even their school backpack I have a wealth of ideas to implement. I am skilled at helping learners understand and regulate their impulses using tried and tested techniques to build self-esteem, confidence and resilience.

My experience teaching Early Years and primary Maths

I have taught the Maths curriculum for many years and am familiar with the requirements of the National Curriculum from early years to Year 6. Thorough assessment to quickly identify strengths and gaps is essential to good teaching. I aim to make my maths sessions relevant, hands on and fun. I have a sound understanding of this subject and love to make maths fun and relevant. I use play ,rhymes and stories as a starting point for EYFS pupils and can build on and develop existing strengths.

My experience teaching Early Years and primary English

I love teaching English and am passionate about the subject. I have a thorough understanding of child development in this area and apply this knowledge when working out how best to meet the individual needs of my pupils. I love phonics and teaching children to read, children’s literature, rhymes, letter writing, creative writing in all its forms, poetry, drama and anything English related ! I love teaching all ages from EYFS to older pupils.  My sound knowledge of  English Literature and Language means I can guide my pupils towards and through what they will will need to do in Year 7 and beyond. My enthusiasm can sometimes be catching and I utilise this with younger children whilst  incorporating the building blocks for their future English learning needs in my lessons.

My experience teaching primary project based design technology, science, history and geography:

With many years of teaching in the primary phase I am skilled at delivering topic based learning. I can design an appropriate curriculum for my learners and have a passion for teaching in these areas. I find that topic work can be especially motivating for young learners providing wonderful opportunities for cross curricular learning. I have very good science background knowledge, love history, and am very experienced in the food technology aspect of design technology.

My experience teaching young learners with anxiety:

As a teacher and home tuition services tutor, I have especially enjoyed supporting pupils who struggle with learning differences, anxiety and mental health challenges. By providing an individual bespoke approach I have successfully built relationships that allow learning to flourish. I am patient, kind, empathetic and work at the learner’s pace, building trust and fostering a safe learning space in my lessons. I enjoy helping young people understand more about anxiety, its purpose, how it presents on our bodies and minds and ways to lessen it. I am adaptable and flexible and am always willing to go the extra mile for my pupils. I have worked with anxious learners across Key Stages 1,2 ,3 and 4 and can genuinely say that supporting pupils, both in schools or out of education for a variety of medical or mental health reasons, has been a career highlight for me.

My experience working with children with ADHD:

As a classroom teacher, in my tutoring work and as a Mother, I have lots experience of teaching and supporting young people with ADHD. I understand the challenges and strengths associated with this condition and I adapt my approach depending on individual need. I have read widely about ADHD and have a deep personal understanding of how this condition can affect every day learning and life and have had success with many of the support strategies that are available to educators and parents. I build strong relationships with my pupils, have genuine empathy and understanding and work to understand how best to enable my students to learn, putting strategies into place and trying new things as needed. I understand the potential impact of this condition on self esteem and confidence and work to empower my pupils to recognise their unique strengths and skills. Working one to one allows a bespoke approach starting with where each individual is and building self- awareness, resilience and key skills which allow learning to flourish.

My experience working with young people with dyslexia:

 I understand the challenges associated with dyslexia and can adapt my teaching style to accommodate individual need whilst building important skills. A flexible and patient multi-sensory approach works well, as does finding other ways to demonstrate and record learning. Keeping instructions clear and simple and finding ways to enable success for my learners is key to building confidence and a love of learning. I have taught many young people with dyslexia and really enjoy the challenge of thinking outside the box for ways to make learning and achieving possible for each individual. I have a sound understanding of teaching learners how to read and spell and can draw upon my existing skills to support those young people who find extra challenge in these important processes.

My experience working with young people with DCD:

 As an experienced educator I have often identified need and offered strategies to help students with dyspraxia to achieve. Each learner is unique and may need support in different areas such as fine motor skills development, concentration, communication or organisation. Having the opportunity to work one to one allows me to assess and then support each young person in a bespoke way and thus bring down some of the barriers to learning. I am skilled in working with families to understand priorities of need and enjoy multi-disciplinary collaboration with other professionals such as occupational therapists to ensure success for my pupils.

  My experience teaching life skills:

 I have experience of teaching life skills to young people and always start where the young person is and move in small steps to build confidence. Working in collaboration with families to understand priorities is an important part of the process. Skills might be anything from removing and hanging up coat, using a cashpoint machine to making a sandwich, but I approach each one by breaking the steps necessary for success down and building from the bottom up.

My experience working with students with PMLD:

During my training and career I have worked with children with PMLD across all age ranges.  In a variety of settings I have supported sensory based experiential learning and celebrated every achievement however small. I volunteer in my local community in a day care setting with all ages of children and young people from 0-19 years, many of whom have profound and multiple learning and health needs. We engage in a range of joyful activities with all ages including food preparation, outside walks, swimming, art activities, games, music therapy and singing. Developing communication through intensive interaction has been successful for me and I particularly enjoy bringing learning opportunities to my students that encourage the development of attention control whilst always bearing in mind existing strengths.  Each young person has taught me something new and that is part of the joy.

My experience working with students with global developmental delay:

 I have worked with children with global developmental delay many times in a range of settings from mainstream to hospital school. I get to know my pupils well and can tailor my teaching to individual need by building lessons that are achievable and interactive whilst taking into account natural interests and existing skills. I use a range of reward systems as appropriate to help motivate and encourage my students and find this often works well.

 My Experience working with young people with complex medical needs.

As a hospital school teacher I gained much experience teaching children with complex medical needs every day, on the wards, in the classroom and also in the intensive care setting. In addition, I have worked in a special school where many of the children had complex learning and medical needs. I volunteer regularly in a setting with children with complex learning and medical needs. I help with everyday tasks of daily living such as feeding, hoisting, and dressing as well as a range of creative learning activities. I also have nursing experience as I trained as a nurse before I was a teacher.