Jane

As a mainstream teacher and teacher of children with SEND, I have taught all UK and IPC (PYP/ IB) curriculum subjects. I also teach study skills, executive functioning skills and exam techniques for those that need it. My skills and experience support the development of meaningful and trusting relationships and listening, caring, understanding and being flexible. A common comment from students is they like the fact that I am honest – this then allows them to be the same and much progress is made based on this. I have very good relationships with all my students and this is based on a foundation of genuine care. To support children, I give clear expectations, minimise demands, and foster flexibility as well as help alleviate anxiety so that the student enjoys and participates in the sessions more.

I have many years of experience working with students on the Autism spectrum, initially as a class teacher within a specialist unit for pupils with language and communication difficulties, as an inclusive teacher in a range of mainstream schools and extensively as a 1:1 tutor. I have worked with a number of students with ADHD, those on the autistic spectrum and students with Asperger’s syndrome, including those who have PDA.

My skills and experience teaching students with Autism, PDA, ADD and ADHD; patience – knowing them and supporting them at their level and finding strategies that work with each child (student accommodations), multiple interactive teaching resources to help with their short attention span, timed activities with timers to help them stay focussed. I’m also careful with instructions and break problem-solving activities down to manageable pieces.  I give instructions one at a time, work on the most difficult task early in the day, use visual aids such as charts, pictures as well as colour coding and create outlines to make note-taking easy for them.

My skills and experiences working with students in English, Mathematics and Science (those with Autism, PDA, Dyslexia and Dyscalculia include): intervention activities and lessons enabling them to reach their next goals so that they can continue to excel against their own progress. I am confident supporting children in achieving their goals as well as (where appropriate)  prepping for and passing exams in English, Maths and Science: using signposting and helping them develop English, Maths and Science comprehension skills and essay /problem solving strategies alongside pre-learning of key concepts. I’ve taught these skills for both mainstream and non- mainstream children as well as those experiencing EOTAS. I use a wide range of online systems, apps and resources per session to ensure children access the depth and breadth of the Maths, English and Science curriculums and that they find it fun, challenging and interesting.

I am able to support children with working memory needs by identifying working memory demands and to assess the demands that different tasks place on pupils’ working memory as well as recognise when a child is experiencing memory overloads. I adapt teaching to reduce demands and modify lesson structure and content accordingly. In addition, I use multi-sensory strategies to consolidate learning and make it more memorable.

Children with processing needs benefit from my approach and skills. I clarify instructions and improve listening skills and support success by providing patience, understanding, and time. Learners with slow processing speed need more time to take in and respond to information including reading comprehension, understanding lessons, and completing tasks. Whilst pace is important, I allow as much time as they need so that they feel confident when learning and enjoy the process, which in turn, encourages learning and enhances enjoyment. I also support children with working memory difficulties by using routines, providing visual aids, and breaking down tasks into smaller chunks.

My sessions always take the sensory needs of a child into account where needed. I am able to slowly and carefully support a child with sensory issues by avoiding triggers, being sensitive to their needs and I am able to support children to do activities they would normally avoid.

I am confident and empathetic supporting children with SEMH. I make an effort to decrease anxiety and stress. I am able to pre-empt when children may become distressed and do not allow them to become overwhelmed when transitioning from one level of learning to another or from one activity to another. I provide breaks/ walks in the garden, games or other diversions if a child may benefit from them or need them.

My experience and skills working with students to boost their confidence and self-esteem (including those with anxiety): I always start where the children feel most comfortable and tailor make a curriculum for each student based on their interests, strengths and learning styles. Working with the student at their starting point and using a wide range of activities and resources enables students to see progression in every lesson. Lessons are also very visual and each question / activity supported and marked (with feedback or consolidation / challenge) so students’ confidence grows within each part of each session. Students are consistently praised for attempting or achieving. Clear, simple explanations with fun learning activities supports quick growth in learning, which in turn immediately develops self-esteem. Students’ ‘can-do’ attitude shows marked increase within a short time.

I am experienced with working with children who have executive dysfunctions and support them by eventually holding them accountable, thereby bolstering executive functions. I am confident helping children develop study skills and executive functioning skills. I Introduce effective time-management tools and personalised organisational strategies. This is developed over time so that children feel they are in control and the process is seamless.

One of the things that helps children develop confidence and self-esteem as well as a love of learning within my sessions is my high level of patience. I get to know and understand them and support them at their level and find strategies that work with each child (student accommodations). I use multiple interactive teaching resources to help with their short attention span and (when useful for the child) timed activities with timers to help them stay focussed. I’m also careful with instructions and break problem-solving activities down to manageable pieces.  I give instructions one at a time, work on the most difficult task early in the day, use visual aids such as charts, pictures as well as colour coding and create outlines to make note-taking easy for them.

My sessions are interactive but always at a pace that suits the child’s temperament, interest or capability.

I have mentioned skills used when teaching Science above but generally, I use a range of resources including animations, games, scientific activities and resources as well as teach children how to do fair testing and record appropriately. I help them use and understand the language associated with each science topic. I enjoy using ‘Concept Science’ to encourage critical thinking skills.

I like to be organised and create a friendly but structured environment which helps decrease negative behaviours, lessen student anxiety, and increase a love of learning as well as improved confidence, self-esteem and independence.  I am extremely empathetic and sensitive to the needs of learners. I am positive, friendly, personable, patient and approachable, which enables students to feel comfortable with me.

My experience and skills working with students to boost their confidence and self-esteem (including those with anxiety): I always start where the children feel most comfortable and tailor make a curriculum for each student based on their interests, strengths and learning styles. Working with the student at their starting point and using a wide range of activities and resources enables students to see progression in every lesson. Lessons are also very visual and each question / activity supported and marked (with feedback or consolidation / challenge) so students’ confidence grows within each part of each session. Students are consistently praised for attempting or achieving. Clear simple explanations with fun learning activities supports quick growth in learning, which in turn immediately develops self-esteem. Students’ ‘can-do’ attitude shows marked increase within a short time.

Each child is different and so different approaches must be taken when encouraging independence. I create a careful plan to ensure children develop independence at a rate that is effective and sustainable for each child.

Throughout my career I have supported children in the care system as well as those who have experienced trauma and am familiar with attachment-related behaviours, which of course are different with each child. As a trained SENCo and Safeguarding officer, I have had direct contact and had to manage children and staff related to outcomes of the needs. I’ve also worked in schools that solely specialise in educating children with EBD (emotional behavioural difficulties).

The heart of my experience lies in creating inclusive and supportive environments that cater to the unique requirements of each child. Particularly, I’ve collaborated with children who rely on sight and touch devices, such as Augmentative and Alternative Communication (AAC) tools, to facilitate their learning. These innovative tools not only enhance communication skills but also empower these remarkable children to engage with the world around them. Nurturing their individual abilities and tailoring educational approaches to their specific medical needs has been a rewarding challenge that continuously fuels my passion for promoting inclusivity and fostering a positive educational experience for every child.

In my dedicated work with children, I’ve had the privilege of supporting those with diverse medical needs, ranging from children who use wheelchairs to those reliant on enteral feeding, stints, and facing challenges with hearing and sight impairments. I have cultivated a holistic approach, ensuring that each child receives personalised care and education tailored to their unique requirements. Adapting teaching methodologies to accommodate mobility constraints, incorporating sensory-rich learning experiences, and fostering a compassionate and inclusive environment are integral aspects of my approach. Whether assisting a child with a wheelchair-accessible curriculum or employing creative techniques to engage those with hearing or sight impairments, I am committed to breaking down barriers and championing the development of every child, regardless of their medical challenges.