Jay

In my previous setting I have primarily supported students with social emotional mental health needs (SEMH) and neurodivergence including PDA. My practice is rooted in building and nurturing trusting relationships with students and families. I focus on the wellbeing of the whole student, emotionally and socially as well as academically. I specialise in addressing challenging behaviour, co-regulating with students and empowering them to use strategies to regulate their own emotions. I create a nurturing, consistent and safe learning environment with predictable boundaries to help students rebuild trust in education and develop emotional literacy.

To support students with needs such as autism, PDA and ADHD I use various strategies to make learning more accessible. These include using visuals, short predictable chunked learning, brain breaks, movement breaks, sensory tools and adapting learning to students' interests. I always offer students elements of choice so that they feel that they have control over their learning. I use creative learning opportunities to pique students’ interest, and rely heavily on humour, indirect language and playfulness to relieve anxiety and pressure around learning. I often use ‘disguised learning’ opportunities so that pupils are still enhancing their skills without the anxiety of feeling that they are ‘working’. I endeavour to meet pupils' sensory needs and preferences such as movement, deep pressure, proprioception, visuals or sensory seeking activities.

I have taught English, Maths, Phonics and Handwriting in an alternative provision for 5 years, primarily for students working at KS1 and lower KS2. These lessons have focused on identifying and filling foundational gaps that children may have acquired while struggling to access mainstream education due to various barriers to learning. English sessions usually surround story books, reading fluency and reading for pleasure. Within these sessions many creative and playful activities can take place such as arts, games and drama based tasks. This can gradually help to break down the demand of writing which a lot of pupils find challenging. In Maths lessons, I focus on play and the use of practical resources. These activities initially resolve the foundational building blocks of number and place value that students may have missed out on in mainstream education.

All lessons are presented in a consistent, predictable manner so that students feel safe and are aware of what is coming in every session. Each lesson is broken down into 3 or 4 manageable chunks, using visuals to further embed the predictability of each session. Lessons are initially presented as low demand, accessible and achievable, in order to enhance learner confidence, self-esteem and to empower students to gradually develop independence.

With a background in Fine Art, I use my love of creativity in all sessions. I love to teach practical subjects such as art, design and technology, cooking, forest school, sensory play and activities that enhance emotional literacy and physical wellbeing. I try to weave creative opportunities into all areas of learning so that pupils find sessions engaging and foster a love of learning. I believe that creative subjects are crucial to children's wellbeing and development and will always endeavour to adapt learning to their individual interests.