Jane

Specialist experience of developing trusting and meaningful relationships with SEN learners

I have taught many children who have experienced problems with concentration whilst working and portrayed resistant techniques. I have used effective strategies to lift, encourage and motivate students whilst keep them on task. I am aware that such difficulties are ongoing and need to be targeted continually, but with empathy and understanding, using variable approaches, that are appropriate for the particular child. Through working this way I have the opportunity to learn about the child, and what works and does not work for them. This in turn allows a solid, trusting relationship to grow as they can grasp I am on their page and am working specifically with their individual needs and challenges.

Pupils with Autism

I understand that an autistic young person's view of the world can be very different to others; their world can be seen very literally by comparison, and that a learning activity needs to be delivered in smaller sections as it is not always easy to recall a given sequence of tasks. Such children frequently socially interact in a specific way, and require a lot of empathy regarding their emotional needs. I have gathered a lot of experience in teaching autistic children, particularly in English and maths, focusing on their functional, communication and social skills. Lessons have been geared towards helping pupils easily access tasks, whilst gathering confidence and independence, alongside learning all areas of the language as set out by the national curriculum. Lessons can be a mix of study, interactive, fun/hands-on, depending on the specific bespoke timetable designed for the cyoung person.

Learning with Anxiety

In today's culture especially, learning with anxiety is increasing. I have the most experience in this field of SEMH. To give a case study of one child with whom I work, initially they were so anxious I could not go in the same room as them. Sessions began as a 10 minute interactive period with me sitting in the hallway adjacent to the room where the child was, with the door closed. A month later the young person was able to come downstairs where I was in the lounge and the child stood my the doorway to talk to me. After another 2 weeks, the student was able to sit on one sofa with me on another and we began the learning process. I still teach this student and have done for 2 years. They are progressing exceptionally well. Anxiety remains a part of their life but it is reduced and manageable.

Anxiety needs to be met with empathy and understanding, using variable approaches, that are appropriate for the particular child. Through working in this style I find I have the opportunity to learn about the child I am with and what works for them. This in allows a solid, trusting relationship to grow as they grasp I am on their page and am working specifically with their individual needs.

Working with students with a PDA profile

I have worked with many children with a PDA behavioural pattern, and understand the necessity to paraphrase questions and ensure language is directed appropriately so that it does not trigger any anxiety. Before an initial lesson, I would hope to find out as much as possible about how a child's PDA impacts on them, as every situation is different. Adaptability is very important for the role of tutor with a PDA student, and I would be mindful of not setting up a rigid structure during lessons, but be aware that adaptability is key. I know that autonomy for PDA students is crucial so it would be my intention to provide that as fully as possible, so letting go of any more regular teaching structures I may typically put in place for other children where I have more control of the lesson.

I am acutely aware that a PDA student can experience dysregulation and know the signs to spot to recognise the onset of a regulation issue. I have an awareness and understanding of how to implement strategies to minimise the dysregulation of a child with PDA and know how to communicate in such situations, which may actually involve not speaking at all as well as offering space and time for the situation to run its course.

Working with a diagnosis of ADHD

I am acutely aware that learners with such a diagnosis may have a shorter concentration span. As such, I would create a plan with short achievable targets at each stage, allowing for any longer-term projects to be split into manageable segments. I would take care not to overload a student with information, and build a timetable with regular changes to ensure variation and the opportunity for relaxation and/or "down" time when needed. I would seek to discover a student's strengths, and the way in which they can best access information, and build a curriculum from that point. I would always continually liaise with the parent/carer to ascertain their view of how things are progressing with the plans I have created, and tune into their advice re where to go next.

Teaching English

Teaching English is my passion; I have specialised in this subject since the beginning of my career. I have a full knowledge of every corner of the curriculum from reception through to year 11. I am passionate about teaching English and have dedicated my career to specializing in the subject. With a comprehensive understanding of the curriculum from Reception through to Year 11, I enjoy creating a wide variety of engaging lessons focused on developing students' reading, writing, listening, and speaking skills. My goal is to help children discover exciting ways to communicate and to absorb new information, fostering their interest in stories, poetry, and both fictional and non-fictional writing.

I love designing diverse lessons with a focus on all four core skills. My hope is to inspire children to find their own unique voice in both speaking and writing, while also developing a love for language in all its forms—from the creativity of fiction and poetry to the practical skills of writing for different purposes.

I am skilled at creating engaging lessons that build students' reading, writing, listening, and speaking skills, empowering them to become confident and expressive communicators.

Helping young people with Study Skills and Executive Function Skills

For a student who struggles with organization and task initiation, I break down every assignment, no matter how big, into small, manageable steps. We use visual planners and checklists together so he can see his progress and feel a sense of accomplishment. My sessions are built on patience and positive reinforcement, creating a safe space where he can feel confident and capable, not overwhelmed. Ultimately, I am a partner in his learning, helping him develop the skills to navigate his academic journey successfully.

Having worked with many pupils who are approaching SATS, 11+ exams, GCSEs and post 16 exams, I have had a lot of experience in helping students organise their homework and prepare for their exams in the following areas: time management, organisation, prioritising, planning ahead, planning long or short-term projects or assignments, modifying notes in preparation for revision, creating study visuals for revisional purposes, seing goals, checking work and establishing good routines and habits.

Helping Students with Confidence and Self-Esteem

Supporting a learner with SEND to build confidence and self‑esteem begins with creating a space where they feel safe and important. My lessons would always be in a calm environment with a set plan of which they will be made aware at the start. It would be stressed that errors are welcomed and perfection would never be a target; more to explore the subject via different tasks, all of which would be explained. The language I would use would be affirming phrases that acknolwedge what they have done well. Areas for improvement would be pointed out in a positive narrative, encouraging a student to note an error and then, if unable to correct it, give them possibilties re how to find a route. Mistakes would be ositively integrated as a part of the whole learning journey. Choices, where possible, would be offered, to create a zone where autonomy is not one sided, and the child has some control also. Building trust slowly between myself and my pupil would be my continual aim; I would hope that as a student can see that I believe in them, they will grow in confidence and become more self-assured and resilient. h

Working towards independence

I would consider it a priority to understand the background and SEN of a pupil, and use extreme empathy at all times, keeping a full awareness that someone's SEN can be due to many factors which could be related to physical or mental health, illness, genetics, background, cultural or political factors. Bearing all this in mind I would strive within each lesson to give a student as many independent learning opportunities as possible, whilst always factoring in the student's specific SEN. Most importantly, I would take each lesson as it evolves, and not have pre planned expectations of what levels of independence may be achieved. I am aware that SEN has differing factors that can impact on someone's ability to learn. On different days they may feel more confident and able to be independent than others. As such I feel it is important to be open to the possibility of variation each day, and hence would not enter a lesson with any preconceived thoughts or anticipation about how the lesson will evolve, but at the same time seize on any real potential to help a child be independent and think for themselves.

Promoting a love of learning

I appreciate the time it can take for a young person to have confidence in a tutor. I am very gradual in my approach towards students with any specific challenges and would not come to a lesson with pre conceived ideas. Before a first lesson I will have gathered information about all of the person's specific requirements, as well as information about their preferred learning style and interests. This would enable me to create an initial picture of a child's needs.My experience teaching engaging/bespoke sessions to inspire a love of learning

I find out the specifics about the pupils that I work with, in order to tailor lessons to suit them, keeping my lessons interactive and use brainstorming and additionally storyboard techniques for primary pupils. I also use a lot of visual resources within lessons, to help keep a student engaged, whilst bearing in mind their sensory needs. Time is given to each lesson plan before it takes place to factor in a pupil's specific requirements to ensure that the session that is given is accessible, engaging and interactive, both in terms of resources, educational content and delivery. I find that working consistently in this way leads to enjoyment for the student and teacher, and helps a student flourish and enjoy their learning environment.

Helping Students with SEMH

Helping students with SEMH is about providing them with a sense of control, safety and compassionate support to help them stay regulated. I would use my own composed state to "co regulate" with them, using a quiet voice, and avoiding lots of demands. I would ensure tasks are delivered in staggered stages, without high expectations.

During any potential escalation that may occur, I would be a safe presence, avoiding any reasoning with the child, instead creating space for them to process their needs. When the moment passes I would reconnect without any reference to what happened other than maybe a gentle nod to the fact they are now ok.

Teaching Maths

I have a wealth of experience in teaching maths at primary level to SEND children and to Functional Level 1, working towards different exam boards including City & Guilds, Open Awards and NCFE.

I have worked with many children in primary school with maths challenges. I would always use scaffolding techniques with every task set, ensuring that activities are modified and broken down into smaller sections, initially with no time limit placed on the completion of a task. Once I became more familiar with a student's skill set, I would slowly build in a time expectation for the completion of work. I would aim to use hand held maths resources in every lesson to assist use of motor skills. I also feel that the familiarity with the use of mathematical equipment would assist the development of overall maths skills and maths language.

I would opt for low-demand, high-success approach that prioritizes emotional safety alongside the curriculum. To manage a PDA/ADHD pupil, I would avoid direct instructions, but rather using softer non-declarative language at all times to bypass the demand-avoidance and keep their ADHD brain stimulated. I would try wherever possible to incorporate a child's interests into lessons, something that is very doable within the context of maths.

Teaching Functional Skills in English and Maths

With 35 years of experience in special education, I specialize in providing bespoke, high-impact tuition for children with complex profiles, including the delicate intersection of Autism, ADHD, and Pathological Demand Avoidance (PDA). To teach Functional Skills in Maths and English, my approach will be rooted in "low-demand, high-success" strategies that bypass the anxiety associated with declarative language, instead using collaborative, interest-led learning.

I understand that for a child with low self-esteem, every academic task can feel like a mountain; therefore, I focus on building a secure emotional foundation where the student feels in control of their learning journey. For Functional English, I would focus on a "Literacy for Life" approach, incoporating their special interests: eg animals/jungle. Eg set up an animal/jungle environment, suggest that we "scout" the jungle and not observations about their size, colour, shape and texture. I would replace the idea of lined paper with fun boxes or a similar concept to make the task feel less like school work, and more creative.

For Functional Maths on a similar theme of animals/jungle, I may set up a "Jungle Shop" where animals or food for animals is for sale. I would present real money for a child so they can get used to spending proper money. If this is too advanced I would use the idea of tokens.

I might also factor in a measurement task; which animal in the jungle is the tallest/shortest etc? In addition, create a recipe task to make a "Jungle Cake" whereby children add measured ingredients.

Working towards independence

I would consider it a priority to understand the background and SEN of a pupil, and use extreme empathy at all times, keeping a full awareness that someone's SEN can be due to many factors which could be related to physical or mental health, illness, genetics, background, cultural or political factors. Bearing all this in mind I would strive within each lesson to give a student as many independent learning opportunities as possible, whilst always factoring in the student's specific SEN. Most importantly, I would take each lesson as it evolves, and not have pre planned expectations of what levels of independence may be achieved. I am aware that SEN has differing factors that can impact on someone's ability to learn. On different days they may feel more confident and able to be independent than others. As such I feel it is important to be open to the possibility of variation each day, and hence would not enter a lesson with any preconceived thoughts or anticipation about how the lesson will evolve, but at the same time seize on any real potential to help a child be independent and think for themselves.

Helping Students with SEMH

Helping students with SEMH is about providing them with a sense of control, safety and compassionate support to help them stay regulated. I would use my own composed state to "co regulate" with them, using a quiet voice, and avoiding lots of demands. I would ensure tasks are delivered in staggered stages, without high expectations.

During any potential escalation that may occur, I would be a safe presence, avoiding any reasoning with the child, instead creating space for them to process their needs. When the moment passes I would reconnect without any reference to what happened other than maybe a gentle nod to the fact they are now ok.

My experience working with students with sensory processing difficulties

I have a lot of work experience with pupils that find sensory processing challenging. Due to under or over sensitivity at various times of the day, sensory experiences can impact very much on their behaviour, communication and feelings. It is important not to underestimate this. I have spent a lot of time working with children who may have suffered anxiety due to their sensory experiences. I have the patience, understanding and skills to deal with such difficulties, and I understand that SEN children will need a more "bespoke" approach. I would be keep a watchful eye on a child to ensure they do not experience "overload" and feel any sense of stress or panic. I would always find out a history of the child before planning any lessons for them, so that I am aware of any potential sensory triggers, and can create an environment that is as conducive to their needs as possible.

Due to under/over sensitivity, sensory experiences can impact very much on behaviour, communication and feelings. I would seek to create an environment that is as conducive to their needs as possible. Lesson environments would be kept calm and steady. I would look out for any signs of anxiety or potential sensory overload/seeking; if anything were spotted I would encourage a brief period of time out to re-group.

My knowledge of GCSE AQA English Language

I know the AQA English Language GCSE curriculum inside out, having consistently focused on helping SEND students achieve levels higher than their previous predicted levels across both required papers. I'm very familiar with Paper 1 (Explorations in Creative Reading and Writing) and Paper 2 (Writers' Viewpoints and Perspectives), ensuring all students quickly master the core assessment objectives (AOs).

I have designed and implemented my own Schemes of Work and ensuring my students experience past papers align with AQA's specific mark schemes. I feel my extensive, focused teaching experience makes me an expert in AQA GCSE English language preparation and delivery.

Working with Dyslexia

Creating a supporting learning environment for dyslexic children requires a varied approach. Specific strategies need to address the core challenges of dyslexia. One technique is to break down complex tasks into more manageable steps, allowing pupils to focus on one elements at a time. Sensory strategies can help, for example the use of coloured overlays on text can reduce visual stress, plus letter tiles or blocks can ease phonics for younger students. A grasp of the relationship between sounds and letters is essential. Technology, such as text-to-speech platforms of digital audiobooks, can ease reading challenges and help a young person understand content more readily. Mind-mapping and graphic organisers can help children visually structure their thoughts and improve planning abilities. Praise for all achievements is important to build self-esteem and confidence, helping students believe that can tackle whatever comes next. Adapting the size and style of font can prove useful to dyslexic learners.

Using a variety of techniques, it is essential for a dyslexic student to identify and use reading strategies tailored to their unique rhythms and learning style, ensuring they can absorb information most effectively.

Ability to work with students with trauma and social and emotional mental health challenges

Having experienced many SEN settings I have a great empathy with pupils who are experiencing differing levels of mental health issues. I have spent time working with traumatised children and teenagers and realise that sometimes deep, distressing experiences can overwhelms a student, impacting on their mental, physical, and emotional well-being. I fully appreciate that it takes time to build trust and create an environment that ensures they feel completely safe with me. I know to anticipate differing symptoms that could arise with a student with a traumatic past; my pace would need to be adjusted to suit their needs, in addition to my communication skills that would create a calm and peaceful setting. Through private tutoring together with my experience in SEND educational settings I have spent the past 3 decades on a continual learning curve understanding the challenges a child with mental health issues faces, and have as such found excellent strategies to help them progress. My patience is exceptional and my skills put me in an excellent position to create a reassuring place for a student to learn within a completely non-judgemental place that shows empathy and an appreciation of what they need.

My Experience of working with students with speech/language needs

I have a good understanding of stages in language development and how to assist students with SEND conditions as they are accessing language. I would use methods such as social stories and visual timetables, using signs and symbols to communicate, to ensure that the student's needs are met.

I would carry out assessments informally to ensure progress is monitored and narrowed down, so that a bespoke plan can be created and continually adjusted. I would factor in a breakdown of activities to ensure a plan is achievable, highlighting opportunities for communication and social interaction, such as via role-playing techniques or practising real-life situations that could occur in daily life.

I would want to liaise with other SLTs and ask for advice re speech and language techniques that I could possibly use to help my student.

Ability to work with students with trauma and social and emotional mental health challenges

Having experienced many SEN settings I have a great empathy with pupils who are experiencing differing levels of mental health issues. I have spent time working with traumatised children and teenagers and realise that sometimes deep, distressing experiences can overwhelms a student, impacting on their mental, physical, and emotional well-being. I fully appreciate that it takes time to build trust and create an environment that ensures they feel completely safe with me. I know to anticipate differing symptoms that could arise with a student with a traumatic past; my pace would need to be adjusted to suit their needs, in addition to my communication skills that would create a calm and peaceful setting. Through private tutoring together with my experience in SEND educational settings I have spent the past 3 decades on a continual learning curve understanding the challenges a child with mental health issues faces, and have as such found excellent strategies to help them progress. My patience is exceptional and my skills put me in an excellent position to create a reassuring place for a student to learn within a completely non-judgemental place that shows empathy and an appreciation of what they need.

Working with children with Challenging Behaviour

Working with children with challenging behaviour requires a deep and compassionate understanding of the underlying causes. As a skilled SEND tutor I am aware that these are not acts of defiance but rather forms of communication. I would hope to be a comforting presence, providing security, patience, safety and low-demands, serving to build a strong bond between myself and my pupil.

I would use various strategies such as visual aids that offer controlled choices instead of direct commands, tailoring all activities to the child's specific interests and strengths. My mindset would be flexible and adaptive, recognizing a need to redirect a lesson to address the child's emotional state. I would involve my learner in their own learning plan and note all successes, hoping to create a smooth and positive dynamic that is based on collaboration and support.

Social and Friendship Skills

My first approach would be to discover my student's interests in life and their strengths. I would encourage them to think in terms of small steps forward towards engaging with people socially and building friendships. Initially I would want to gently find out what they may be fearful of, or alternatively what they would most like to do socially if there were no barriers, hoping that this would lead to the identification of, and then the challenging of some of their core beliefs. Depending on my student's specific profile, I may encourage them to write a positive affirmation daily, for example "I am resilient", and then have goals that link to the affirmation such as "This week I will ..." or "Next week I will go to the....", which could be goals that they may be avoiding yet wanting to experience. For other students, such as those with a PDA profile, I would encourage conversations on this topic using suggestive, non-declarative language

Talking during sessions would be very important, including the debate of various topics that they were interested in. My intention would be to support my student to project their voice and talk with more confidence. A diary of goals and achievements is a good strategy to help people with social/friendship challenges focus on their aims and steps forward. In addition, colourful posters that they have themselves created are excellent ways to continually reinforce positivity throughout the week.

My experience teaching Community Support and outside activities

I would keep regular contact each week with parents/carers and other professionals involved in my student's care. I would look further afield than just within my own teaching zone and reach out to the local community for support with local clubs, groups and activities that may be suitable. I would look for routes to enable my student to build relationships with people in the community who can provide support, such as sports or arts programmes or youth groups that re suitable to my student's profile. I would hope to steer my pupil into a world where they can grow and mature, aligning with local community life where they can learn to exist independently and be aware how to problem solve and deal with regular as well as potentially tricky situations that could occur in everyday life.

Working with Pupils with Cerebral Palsy

My approach to teaching a student with cerebral palsy would be deeply set in empathy, adaptability, and a thorough understanding of a complex learning profile. I recognise that cerebral palsy can affect motor skills, speech, and processing of information; with of 30 years of experience in SEND, I am skilled at tailoring lessons to meet individual needs. I can adapt all tasks, using a variety of multi-sensory techniques for literacy, or teaching mathematical concepts concrete through hands-on strategies using accessible materials. My aim is to create an inclusive setting for all my pupils, with the commitment to fostering their confidence and as much as possible, their independence. Tasks will be delivered in slow, manageable steps, without any rush to move onto the next stage until I am happy that my pupil has understood the aim of the current activity.

Working with Children with Complex Medical Needs

Teaching a child with complex medical needs requires a very specialized skill set. An acute awareness of their physical well-being is vital, constantly monitoring for subtle changes in their health that might impact their ability to learn. As a tutor I would be observant and seek to fully understand the child's profile as lessons begin and any changes as they continue. I always show empathy and patience, as progress can be slow and interrupted. I am always ready to modify lessons to accommodate fluctuating physical needs, potential pain or discomfort, always aiming for my student to be as comfortable and safe as possible before continuing. I would look for alternative teaching methods where appropriate, such as multi-sensory activities or assistive technologies, maximising a student's potential to learn despite physical limitations. I aim to build a trusting and meaningful bond with my pupil, where their security is. Above all, I cultivate a deep sense of empathy and a positive, encouraging demeaner, building a trusting relationship where they feel secure, valued, and empowered to learn at their own pace, celebrating every small victory along the way.

Working with Non-speaking Students

My expertise as a SEND teacher for non-speaking students lies in my commitment to allowing all students to communicate, regardless of their communication method. I would use Augmentative and Alternative Communication (AAC) strategeis, including PECS and communication boards, and and I will identify appropriate tools for each individual. I am am skilled at observing non-verbal cues, and can create engaging lessons that allow students to feel heard, valued, and empowered to learn.

Techniques for pupils with speech difficulties, communication, language and behavioural challenges

For children with communication problems, I would keep my language "stripped back", repetitive, and slow paced. I would pause regularly to ensure everything is understood. I have developed many social stories and time out strategies for children who may suffer with emotional, language, communication and behavioural difficulties, and can help them to adapt to different situations. I have worked with many speech therapists throughout my career which has given me invaluable skills regarding how to assist students with speech difficulties. Learning through play is a great help for children with speech and language challenges, as while playing, children learn without having to focus so much; they can find out and experience their world in a more relaxing situation and at the same time allow their language to grow.

My experience teaching Social Communication and Language Skills

I have a good understanding of stages in language development and how to assist students with SEND conditions as they are accessing language. I would use methods such as social stories and visual timetables, using signs and symbols to communicate, to ensure that the student's needs are met.

I would carry out assessments informally to ensure progress is monitored and narrowed down, so that a bespoke plan can be created and continually adjusted. I would factor in a breakdown of activities to ensure a plan is achievable, highlighting opportunities for communication and social interaction, such as via role-playing techniques or practising real-life situations that could occur in daily life.

I would want to liaise with other SLTs and ask for advice re speech and language techniques that I could possibly use to help my student.

Supporting Working Memory Challenges

I always aim to deliver information in a simple and clear format. Lessons would have a clear structure to them and objectives would be clearly stated at the start. I encourage students to highlight more relevant details in their work when answering questions, and use colours to present information on flow charts or mind maps, to help with their recall. A helpful technique is to encourage pupils to inform me about a topic, so they get the opportunity to revisit information verbally. Repetition is key, so any opportunity to repeat or recap on work is important.

Teaching Study Skills & Executive Function Skills

Planning and organisation can be extremely difficult for some SEN students. In addition to this their ability to process and memorise information can be challenging. Emotions can become fraught with some young people as their executive function skills seem, at times, chaotic. My approach would be to take everything at a slower pace, using scaffolding skills to break tasks into smaller sections and stop regularly to ensure information has been understood. I would additionally ensure a student kept their notes concise and uncomplicated, to make sure that when they revisit the work it would make sense. The way a pupil would approach their study skills in all areas (classwork, homework, exams) needs to be structured and managed at all times. The use of different timetabled templates can be very helpful to these students as they can visualise what needs to be done and what has been completed. In addition, topic timetables are a great tool to help students see a list of skills required within a subject area. When they can see the skills they can identify which ones are difficult and focus on them one by one.

Techniques for pupils post TBI including speech, communication and language difficulties

For post TBI children who are experiencing communication problems, I would keep my language more "stripped back", repetitive, and slow paced. I would pause regularly to ensure everything is understood. I have developed many social stories and time out strategies for children who may suffer with emotional, language, communication and behavioural difficulties, and can help them to adapt to different situations. I have worked with many speech therapists throughout my career which has given me a lot of invaluable skills regarding how to assist students post TBI with speech difficulties and bespoke learning patterns. Learning through play is a great help for children with such challenges, as while playing, children learn without having to focus so much; they can find out and experience their world in a more relaxing situation and at the same time allow their language to grow.

Phonics and Writing

My first approach would be to assess exactly where the child is currently and where the specific challenges exist. Using the Jolly Phonics system, (a fun, child centred approach to teaching literacy through synthetic phonics), I would work slowly through the 42 letter sounds, incorporating reading material each week that specifically revisits the sound we are focusing on. The 42 letter sounds are split into 7 groups, which makes it easy to follow, teach, learn and revisit. I have had a lot of success using this method, and it is easily adaptable to all learning needs, as the pace, resources and delivery can be modified to suit the challenges of the child being taught. I have worked with on intensive reading programmes to help SEN children overcome reading difficulties such as decoding, phonemic awareness, phonics, and learning graphemes/phonemes, whilst always incorporating the importance of reading comprehension. I have used various age appropriate word games/ techniques to enhance reading skills as well as to increase confidence in their approach to reading.

Regarding writing, it would depend on the child as to what strategy I would adopt. As with any other skill I would need to assess where a child currently is, and from there I would build on that. Writing needs to be enjoyable and for some children it may not be the case, so I would encourage a child to draw initially if writing is seen to be an issue. I would promote tracing over letters initially using bold colours, showing them where a letter should start and finish. Words used would be ones that I know they can read and are familiar with. When a pupil is ready I would progress from there by motivating them to reduce their font little by little and gradually use a pencil, then a pen and so on.

Spelling Strategies

I use specific spelling strategies which are very effective, as the technique allows a spelling to be broken down and then be learnt in stages, before being put together as whole word. Words are separated into groups of letters, grouped by both myself and the child, and then learnt in sections, phonetically. I have found this approach to be very useful, and helps students with spelling challenges not only to learn, but remember spellings.

How I work

When first meeting a new pupil I would always assess exactly what their needs are and evaluate the difficulties being encountered. This would be a 3 way process involving myself, the child and parent/guardian (plus the school if appropriate.) I would decide the best learning approach, factoring in resources, ideas, techniques to help the child move forward. I frequently use mind maps as a tangible way to breakdown a concept. I would aim to give the child as much learning independence as possible to assist their confidence. I have great interaction skills with young people, as well as an appropriate level of humour when required. I know that many children do not always respond well to mainstream education and need something different; I have the skills to adapt to different children's needs, an abundance of patience, understanding and effective communication. I believe these factors have been highly instrumental in the success I have had with many SEN pupils. My testimonials from past and present convey my ability to inspire children. I would bring a great energy to any learning situation I was placed into, and am adaptable and versatile to differing situations.

I keep continual assessments to monitor progress and contribute to EHCP reviews. I will write and review reports and IEPs as and when necessary. I have spent a lot of time working with external agencies that support SEN and have taken a lot of their expertise which has contributed towards a much more sophisticated and skilled approach to my technique.

I would approach all situations with optimism and patience, and allow a pupil space to get used to me in their own time. I would look at difficulties by setting reachable goals, encouraging independent learning as much as possible, whilst also being fully supportive at every stage of their learning as required according to the child's SEN. I would organise a plan for each child, but until I had worked with them would not assume which strategies may or may not work best. As a teacher of SEN, I always begin with the perspective that no two children are the same. When approaching a lesson, I would gauge each situation separately, and find the approach that would be most appropriate. I would intend to always find a way to ensure that the child I was teaching understood the objective of the lesson. I would then seek to give some examples, possibly with the use of other resources. I would ensure instructions are clear, and that child knows the set task via a clear sequence of instructions, ensuring any potential confusion is addressed throughout, as and when required. I find that positive reinforcement is very effective and would endeavour to use such strategies to motivate children through their challenges. I have used reward/sticker/smiley face charts successfully on many occasions for younger pupils. I use verbal praise throughout each day for all children when a child is trying hard to achieve the aims of the lesson, and am always be mindful of their specific needs. Hence I would always bear in mind the child's SEN, and use praise even if lesson objectives are not being met, but the child in question was making positive steps forward, no matter how small. I am highly conscious of safeguarding every child that I come into contact with. This is a huge part of school culture, and my mindset as a teacher, whether it be in or outside of the school setting. I feel it is a big part of my job to be sure that children are safe first, before they can be educated. I would always do my utmost to maintain the safety of any children within my responsibility, and ensure that I knew who the appropriate staff members, managers are to talk to, should a situation arise. If I felt that any of the children for whom I were responsible for in my role required me to have a handling plan, then I would be sure to liaise with the appropriate member/s of staff or parent so that I knew exactly what the plan was, before beginning any tuition with that child. I am, and will always be, fully committed to the welfare, safety and education of children, with a particular emphasis on developing the fullest possible learning experience and potential of children with SEN.