Hugh

I previously worked as Head of Mathematics, in a SEND school specialising in ASC (Autism). I have a wealth of experience with students with ASC and ADHD, regularly using targeted strategies to aid regulation in my teaching. I have worked with many students displaying anxiety and sensory needs among a range of ability levels, from A Level, GCSE, Functional Skills and Entry level.

I have taught and currently tutor A level Maths in a SEND school and online, adapting complex mathematical concepts to meet diverse learning needs.

I qualified with a PGCE in Mathematics and was initially placed at an outstanding SEND school: this experience sparked my enthusiasm for SEND teaching. I then completed my NQT years at a mainstream school which provided an excellent CPD scheme tailored towards adaptive teaching. In leading the department at Gretton School, I mentored teachers; improved the curriculum for autistic pupils in KS3, 4 and 5; and laid the groundwork for an Outstanding Ofsted review.

In recent years, I have worked with several non-verbal students. After speaking to caregivers, I was able to form a plan of how to keep them engaged. In one instance, I soon found that the student was comfortable working from a textbook. After I had provided a demonstration to the class, I would approach them calmly and ask them to complete questions from the textbook. If they were finding it too easy, I always made sure there was an extension that I took care in explaining to them. Concise clear instructions ensured that they and were able to make progress in the classroom.

Using technology has always been an integral part of my practice. One fantastic tool for students with profound learning difficulties was the Microsoft Kinect Sensor. By tracking the students' arms they were able to engage in fun maths games, ensuring inclusion in learning without the need for writing in a book.

I am passionate about utilising the natural curiosity of students, exploring and linking their questions to the learning is crucial to guiding them on their maths journey. I use methods such as example problem pairs which helps cognitive load and working memory: I always like to include a visual representation in my delivery.

I believe learning can be more enjoyable with pattern recognition rather than repetition of the same questions over and over. As such, my starter activities always link back to prior learning, be it recent or long term. I use strategies such as rest breaks for students with ADHD to help them focus; I'm willing to engage in all sorts of conversations that help regulate and allow students to get themselves in the zone for learning without being over-demanding. A lot of issues in maths can stem from confidence, and once I have got the ball rolling I can keep the momentum.

I think it is really important to have a big bank of strategies to help students. In the past I have used a therapy dog to help students calm themselves before commencing an assessment.This proved to be beneficial and allowed them to complete an assessment for learning which they had never been able to do before.

Where possible I like to include a game that involves maths, such as the BIDMAS game that can be entertaining for all levels. Showing students neat number tricks, such as Kaprekars Constant always makes me seem like a mathemagician!