Jane

My experience and skills working with students to boost their confidence and self-esteem (including those with anxiety) and to support them as they develop trusting relationships: 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 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 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. Each child is different and so different approaches must be taken when encouraging independence.

My skills and experience teaching students with Autism, ADD and ADHD; I take time to get to know them and support them at their level as well as find strategies that work with each child (student accommodations). I use multiple interactive teaching resources to help with their short attention span, timed activities with timers to help them stay focussed. I am 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. I have many years of experience working with students on the 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/ with Asperger’s syndrome, including those who have PDA.

My experience teaching young people 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.

My experience and skills working with students with PDA: I am flexible and have an empathetic approach, focusing on building trust and reducing anxiety. For example, instead of issuing direct instructions, I might use indirect language, such as, “I wonder what would happen if we tried this…” to encourage participation. I emphasise collaboration, framing tasks as joint ventures, like designing a game together to learn about maths concepts. Providing choices is key, such as offering a selection of activities, so the child feels a sense of control. I also use creative tools, such as role-playing or storytelling, to engage interest and create a safe, non-demanding environment. By fostering relationships through patience, humour, and a calm demeanour, I help children feel understood and supported, enabling them to learn and thrive at their own pace. When working with children with PDA, I focus on creating a calm, supportive, and flexible environment where they feel safe and in control. I avoid direct demands, instead using gentle suggestions to spark curiosity. I always aim to build trust by respecting their feelings and listening carefully to their needs. Offering choices is a key strategy for me, as it gives them a sense of autonomy—whether it’s picking an activity or deciding how to approach a task. Most importantly, I stay patient and adaptable, recognising that their anxiety drives their responses, and my goal is to help them feel empowered and understood.

My skills and experiences working with Primary and Secondary students in English, Mathematics, Geography, History and Social Studies as well  as Science: 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 have 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 have mentioned skills used when teaching above but, 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.

My experience working with young people to boost their confidence and self-esteem; 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 am 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 experience supporting students to develop their independence: My skills and experiences supporting students to develop their independence; I have extensive experience supporting students in developing their independence by fostering a supportive yet challenging environment. I encourage them to take ownership of their learning by setting small, achievable goals and gradually increasing the complexity of tasks. Using clear instructions, personalised strategies, and consistent positive reinforcement, I help build their confidence in decision-making and problem-solving. I also promote self-advocacy, teaching them to communicate their needs and ask for help, when necessary, which empowers them to navigate challenges more effectively.

My experience supporting children to develop a love of learning: I use plenty of resources – most of which can be classified as gamified learning resources. I teach them lots of (what they are told are) ‘tricks’ to help them understand subjects easier and therefore it seems more fun for them. Once confident, and they see continuous steps of success, they quickly develop a greater love of learning. I hone in on their personality, learning style preferences and interests – all of which make learning more interesting for the student. I cross reference learning and help the children make sense of what they are learning within the context of other subjects – therefore helping them transfer skills which makes learning easier and more enjoyable.

My experience teaching young people with executive functioning skills/study skills: I am experienced 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.

My experience teaching young people with sensory and or auditory processing needs; Children benefit from my approach and skills. I clarify instructions, improve listening skills, and support success by providing patience, understanding, and time. Learners with SpL support or 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 experience teaching young people with DCD (dyspraxia): I have extensive experience teaching young people with DCD (dyspraxia), focusing on strategies to help them manage coordination difficulties and develop key skills. For example, I use step-by-step instructions and visual aids to break down complex tasks, like writing or tying shoelaces, into manageable parts. I incorporate multisensory learning, such as using tactile tools like textured pens or weighted objects, to support fine motor skills. Additionally, I emphasise patience and encouragement, helping students build confidence by celebrating small achievements and adapting activities to their unique needs.

My experience teaching young people with working memory difficulties: 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 revisit learning regularly to ensure children are reminded of what they have been taught before moving onto new learning.  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.

My experience supporting young people with SEMH/mental health needs: I am experienced, confident and empathetic supporting children with SEMH. I understand the wide range of mental health issues that people face today and how that impacts them on a minute-by-minute and day-to-day basis. 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.

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 have also worked in schools that solely specialise in educating children with EBD (Emotional Behavioural Difficulties).

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

My specialist experiences providing engaging sessions for children with challenging behaviour: When providing engaging sessions, I focus on creating a tailored, multisensory learning environment. I am patient and understanding as well as creative and flexible in engaging techniques. I use a combination of hands-on activities, visuals, and interactive tools to ensure lessons are accessible and stimulating. By incorporating the children’s interests into lessons, I keep them motivated and curious. I also break tasks into smaller, achievable goals, offering frequent positive reinforcement to build confidence. Patience and flexibility are key, allowing me to adjust methods in response to each child’s unique learning pace and style, ensuring they feel supported and encouraged throughout the session.

My experience supporting young people with PTSD: Supporting young people with PTSD following an illness has been both challenging and rewarding. I have seen how trauma can deeply affect their emotional well-being, self-esteem, and sense of safety, but I have also witnessed their incredible resilience. Creating a safe, compassionate environment where they feel heard is crucial. Through patience, active listening, and providing coping strategies, I have helped them gradually regain confidence and face their fears. Seeing their progress—whether it is a small step forward or a breakthrough moment—has been incredibly fulfilling.

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 by avoiding triggers, being sensitive to their needs and I am able to support children to do activities they would normally avoid.

My experience teaching young people with speech and language needs: In my experience teaching young people with speech and language needs, I have used various strategies to support their development. I regularly break down instructions into simpler, manageable steps to ensure clarity. I use visual aids and gestures to reinforce understanding and engage students in interactive activities like role-playing to enhance communication skills. Creating a supportive and patient learning environment is key, so I give extra time for responses and encourage peer support through collaborative tasks. Consistently tracking progress and adjusting approaches has helped me tailor learning to each student’s unique needs.

The heart of my experience lies in creating inclusive and supportive environments that cater to the unique requirements of each child. Particularly, I have 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 have 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 the challenges they encounter.