Belinda

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

I work hard to get to know the children and young people I support and to build trusting, meaningful relationships. I seek to go beyond labels and limiting statements, taking time to understand each child as an individual. I work closely with parents and, where appropriate, other professionals involved in the young person's care.

I care deeply about your young person's thoughts, feelings, likes, and dislikes, and plan my sessions and interactions around what matters most to them. I have worked with many students who have experienced adverse childhood experiences, as well as young people with SEMH (social, emotional and mental health) and behavioural needs. I how important it is for children and young people to feel safe, heard and valued and these principles underpin all my work.

As an early year's specialist and primary education teacher I am highly skilled in using play to support learning. I use play and playful interactions to build connections and create positive learning experiences.

My experience working with autistic young people.

As a teacher and an adviser, I have worked with many children and young people with autism. I specialise in supporting pre-verbal and minimally verbal young people, as well as those who use a range of AAC (Alternative and Augmentative Communication) approaches including hi-tech communication aids, PECS (Picture Exchange Communication System), visual systems, and Makaton.

I have considerable experience planning and delivering engaging, personalised learning opportunities for autistic pupils. I use young people's interests and strengths to encourage engagement and carefully build on their prior learning experiences to support new learning.

In addition, I have been involved in planning and delivering training and workshops for parents and professionals including;

• Introduction to Intensive Interaction

• Autism and play

• Developing emotional literacy skills

• Using AAC to support communication and interaction skills

• Introducing and supporting the use of hi-tech communication devices

My experience working with young people with PDA.

I have worked with young people with PDA in both school and home settings. I prioritise helping pupils feel safe, understood, and comfortable, enabling them to take learning risks at their own pace.

I am skilled in planning and structuring learning opportunities that meet a young person's need for autonomy, while still working towards agreed and meaningful goals. I use pupils' interests and preferred learning styles to create engage learning moments.

I have delivered training and workshops to parents and education professionals on supportive approaches to learning for young people with PDA. I also have experience working with students with behaviours that challenge, and I work carefully to understand the underlying needs behind behaviours, supporting pupils to learn about themselves and their sensory systems in safe and positive ways.

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

I love teaching and working with children and young people and genuinely value their ideas, strengths, and individuality. By planning lessons that build on what pupils already know and using strategies they have previously been successful with, I help pupils to develop confidence and see themselves as capable learners.

Depending on individual needs, I communicate pride in pupils' effort and progress, celebrating achievements in ways that feel meaningful to them and aligned with their own developmental journey.

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

I have worked with many pupils who have had difficult or traumatic learning experiences, which have affected their confidence and enjoyment of learning. Through 1:1 tutoring that is shaped around pupils' interests, strengths, and prior experiences, I support children to rebuild positive relationships with learning.

Many pupils who had previously disengaged have been able to re-connect, regain confidence, and begin to enjoy learning again.

My experience working with young people with speech and language needs.

I have worked with many young people with speech and language needs in schools, pre-schools, and at home. As an early years specialist, communication and interaction skills are at the heart of all learning, and I have supported many pre-verbal and minimally verbal pupils.

I can use a range of techniques, strategies, and devices to support early communication skills, and I have also taught adults how to adopt and use these techniques. I am skilled in using AAC approaches including Makaton, visuals, hi-tech speech generating devices, and structured systems such as PECS. I use a total communication approach when working with pupils with communication needs.

I have worked closely alongside speech and language therapists to implement therapy plans and support pupils' access to targeted interventions. I have also supported pupils with speech difficulties including verbal dyspraxia and speech disorders, as well as pupils with language difficulties. Where appropriate, I have used phonological awareness activities alongside speech and language programmes to support progress.

My experience teaching Maths & English

As an early years and primary teacher, I have experience teaching English and Maths to pupils with additional needs. I have significant experience planning and delivering phonics and phonological awareness programmes.

I plan creative, fun, and engaging lessons that capture pupils' attention and support curiosity and motivation. I use tactile and visual resources to help pupils understand and visualise key concepts. In English lessons, I often use stories to explore themes and learning using a multi-sensory approach.

For pupils who find writing challenging, I explore alternative ways for them to record their ideas, ensuing they can express their thoughts and views successfully.

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

I am able to support pupils to work towards levels of independence that are meaningful, realistic, and achievable to them. I have worked with pupils with PMLD (profound and multiple learning disabilities) and complex needs, supporting the development of co-dependency skills, such as learning how to seek help from others appropriately.

I have also worked with other pupils by breaking down tasks to build independence in specific skills including:

• Dressing

• Using the toilet,

• Creating and writing a shopping list

• Following a recipe.

I am passionate about ensuring that children and young people with additional needs are supported to access the same opportunities, experiences, and life-skills as their neuro-typical peers and developing independence is a key part of this commitment.