My specialist experience working with young people with SEN to develop trusting and meaningful relationships:
Through my experiences of working with children with SEN in classroom environments and 1 to 1 settings, the most important thing that I have learned is that every child is unique and has their own individual learning styles. I have therefore fostered a personalised approach to their learning, by taking time to get to know the child’s needs and interests and then tailoring the curriculum. This in turn creates a sense of ‘being heard’ by the child, encouraging trust, boosting their confidence, creating a positive rapport and ultimately enabling the child to access their learning.
My experience working with autistic young people:
I have vast experience of working with autistic children across the spectrum both in the classroom and in tutoring sessions. I ensure that my calm and patient manner allows the child to feel at ease, whilst following a clear routine. I take time to get to know the child, therefore allowing me to create a personalised approach to their learning. Where appropriate, visual aids, symbols and sensory resources are used to support learning.
My experience working with PDA:
I feel that an important quality to supporting children with PDA is to be calm and patient. Understanding that what can appear to be a simple everyday task can be a barrier to their learning is important in enabling the child to avoid challenging situations. Working closely with children with PDA, I have ensured clear, low demand routines are kept, often supported by visual timetables and repeated verbal instructions to ensure smooth transitions. I adopt a consistent approach throughout all of my sessions so that clear boundaries are kept, whilst ensuring that tasks are broken down into manageable chunks to achieve success. This is all embedded in an empathetic and flexible outlook.
My experience working with speech and language needs:
I have worked with many children with speech and language needs. I ensure that clear and effective communication methods are used, using resources where appropriate to support sessions. I have also worked alongside SALT’s to support any learning done in their sessions, enabling continuity for the child.
My experience working with dyslexia:
Whilst supporting many pupils with dyslexia, I have found that a multi-sensory and personalised approach helps the child succeed. Using interventions such as scanning pens, recording devices, word processing, spellcheck and coloured overlays can benefit the child when used appropriately.
My experience teaching Maths and English:
I have taught Maths and English to Key Stages 1, 2 and 3, with a specific specialism in English. I am experienced in teaching the basics of English and Maths including phonics, handwriting, whole numbers, place value and the four operations. At Key Stage 2 level, I have developed the basics taught in Key Stage 1, and extended reading, creative writing, comprehension, mental maths and fluency, reasoning and problem-solving skills.. I have supported Key Stage 3 children by ensuring that the foundations of Key Stage 2 are firmly in place so that they can progress with future learning. Over the years, I have created curriculums for a variety of needs and abilities. I thrive in creating fun, exciting and relevant lessons, personalised to a child’s interest and needs. I use a variety of engaging visual and interactive resources and use IT where appropriate to extend learning.
My specialist experience providing engaging sessions to inspire a love of learning:
My main aim when first meeting a child is to create a trusting and respectful relationship. This in turn creates a positive working environment where self-belief and confidence go hand-in-hand. With this mindset, a child is then open to conversations about their interest and beliefs, which can then lead to creating personalised learning where the child has a real interest in what they are doing.
My skills and experience supporting young people to develop their independence:
In order to boost independence, a child has to have self-belief and confidence to thrive. I aim to give all children opportunities where they feel supported, have guidance but also allow them to understand that it is okay to make mistakes so as to learn. By fostering a highly personalised approach, I present these opportunities to allow children to be confident in their own abilities to become independent learners.
