As a SENDCo, teacher and senior leader in mainstream schools for the last 20 years I have developed a deep understanding of how to support children with a range of special needs. I have continued to teach from EYFS to year 6 as well as my role as a senior leader and have a thorough and up to date understanding of the primary curriculum. I have a passion for teaching primary literacy and Read Write Inc phonics
My skills and experience teaching students with ASC and ADHD
I have worked with children with ASC and ADHD for 20 years as a learning support assistant, then teacher and now SENDCo. I have delivered extensive ASC training to teachers in mainstream schools and have a solid understanding of how best to support Autistic children within the classroom. I am passionate about empowering children with ASC with strategies to thrive in their learning. Every child with ASC is different so I adapt a range of strategies for support including visual timetables, now and next boards, check lists and emotional check ins. I use emotional literacy in all my work to improve self-awareness and social communication. For ADHD learners I ensure the tasks are manageable and ‘chunked’ and that physical adaptations are considered. I will always use a range of manipulatives with learners as in my experience it has a huge impact on retention of information. So many children with ADHD have low self-esteem and self-worth, so an important part of my tutoring work is to help children understand their strengths and how to use them. I always recognise and praise effort.
My skills and experience teaching students with anxiety:
I strive to create a nurturing and understanding environment for children with anxiety. It is important to understand triggers for the child and remove those from the session. Patience and kindness is key and this supports open communication within my tutoring sessions. I have received training on School based avoidance and have supported many children in mainstream settings with managing this.
My skills and experience teaching students with Dyslexia:
Throughout my career, I’ve taught dyslexic children both in the classroom and in small group intervention. In my current role, I have worked with the staff team to develop our universal approach to teaching dyslexic children in the classroom to normalise and celebrate dyslexia. I have created inclusive environments using multisensory approaches and visual aids. In my tutoring sessions, I tailor instruction to the specific needs and strengths of each dyslexic student. I use overlearning and visuals to develop memory skills. I love to use visual literacy where I can, and often start learning with an image or a film clip to spark interest. I teach transferable skills to support dyslexic students to overcome challenges. Support with reading, spelling and executive functioning using a range of approaches is the key to breaking down learning barriers for Dyslexia learners. I also am a strong believer in using technology to support Dyslexic learners and have a bank of programmes and tools to help.
My skills and experience teaching students with behaviour that challenges
ALL behaviour is a form of communication! Building a trusting and supportive relationship is paramount to supportive children with more challenging behaviour. I build excellent relationships with my students and ensure I understand their likes and dislikes so I can relate to them. In my tutoring sessions I set clear and consistent expectations and communicate these in a fun and positive way. I use humour, nurture and distraction as key strategies.
My skills and experience supporting pupils in building independence.
Building independence is essential for student’s growth and development and becoming successful leaners. A creative learning approach will build both confidence and independence. I use a solution focussed approach in all my teaching and I encourage decision making to foster independence and build confidence. I always provide opportunities for choice in my sessions and encourage children to takes risks and not fear failure.
