I am a highly experienced and qualified Early Years, KS1 and KS2 teacher with QTS, a specialism in Early years and phonics. I have extensive knowledge and experience working with students who have been diagnosed with autism spectrum conditions, ADD, ADHD, communication and language delays, anxiety, selective mutism, hearing impairments, dyslexia and children who have suffered trauma. I believe each and every child deserves a tailored support, designed to meet their own educational and developmental needs in order to maximise their own personal success and progress.
My teaching experience: I have vast experience of teaching the primary curriculum and working with children with SEN, and their families ranging from Early Years up to KS2 age pupils, working at various points within the curriculum to meet the needs of the child. I have an extensive experience of child development initiatives including behaviour management, social and emotional needs, academic progress and parental support along with a thorough understanding and experience of working with children on the autistic spectrum incorporating proven interventions and strategies to overcome many barriers to learning.
My specialist experience working with young people with SEN to develop trusting and meaningful relationships; I believe that fostering positive relationships for children with Special Educational Needs involves understanding their unique challenges and providing them with the right support to thrive. It is important to me to find each childs strengths and motivations and build a relationship based on mutual respect by getting to know them and following their lead. I have formed robust and effective relationships with children and parents and I am equipped with the knowledge needed to support children and parents at different stages in their learning and developmental journey. I work closely with a variety of professionals and have gained invaluable knowledge from professionals including behavioural psychologists, SENCos, speech and language therapists, occupational therapists, CAMHS, social workers and the inclusion special educational needs and disabilities support service.
My experience of teaching children with autism I have worked with many wonderful children who have autism and each child has displayed unique patterns of behaviour and levels of severity- from low functioning to high functioning. Some children I have taught have difficulty learning while others learn quickly, yet struggle communicating and applying what they know to everyday life and adjusting to social situations. When working with children with ASD support needed depends on each individual child. In the past I have used interventions such as first and next baskets, ready steady go games, early vocab building, playscripts, musical interaction to support childrens needs.
My experience teaching young people with Sensory and/or auditory processing difficulties;
I have worked with a number of children who have sensory difficulties- both over responsive and under responsive. I have found it crucial to work with
parents to understand each child’s triggers and sensory strategies to support their child. In the past I have supported children with strategies to develop
appropriate responses to the demands of the environment and to self regulate.
My experience of teaching across different ages groups and abilities has equipped me with extensive knowledge of the national curriculum, Pre key stage standards, the Early years framework and P-levels, as well as vast knowledge of adaptive curriculums including creating and implementing a personal curriculum to fully support individual children from where they are in their learning journey and to meet their unique needs.
My experience teaching young people with speech and language needs: Communication is a considerable barrier to children’s development and it is essential to support the areas of communication for any child with SEN. Communication is an essential part of life that many children with SEND find extremely difficult. It can affect how children make connections with others, express their thoughts and feelings, learn new concepts, and build relationships. Behaviour is often a form of communication. To support with this, I am proficient in a number of communication styles such as PECs and Makaton. I am familiar with a number of strategies used by professionals to enable learning and support the growth of social communication, language skills and boost confidence such as using objects of reference, visual prompts and strategies such as early vocabulary building & playscripts.
