Katie

Personal Qualities:

I consider my main areas of strength to be in my ability to form relationships through excellent communication skills,  enthusiasm, approachability and flexibility. I believe that both my teaching and leadership experience have given me the necessary skills required to make a real difference to children with SEN and give them the chance to flourish and reach their individual potential. I can identify barriers to learning and create bespoke, fun and functional sessions to overcome these challenges. I am patient, creative in my approach and believe passionately in the power of education to transform lives.

SEN Experience:

I have a deep understanding of the importance of creating an environment of trust and acceptance for pupils with SEN to thrive. I understand the need for effective communication and collaboration between the pupil and their parents and/or caregivers to ensure the best possible outcomes for the pupil. I have worked with pupils with a range of SEN including but not limited to: Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Dyslexia, Dyspraxia, SEMH, PDA, Anxiety and Behavioural Difficulties. I am experienced in using a range of strategies to meet the individual needs of my pupils, tailoring my approach to their individual style of learning. I am passionate about supporting pupils with SEN to reach their full potential, and firmly believe that every child has the right to an education that is both inclusive and tailored to their individual needs.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships:  

 I have a deep understanding of the importance of creating an environment of trust and acceptance for pupils with SEN to thrive. I understand the need for effective communication and collaboration between the pupil and their parents and/or caregivers to ensure the best possible outcomes for the pupil. I have worked with pupils with a range of SEN including but not limited to: Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Dyslexia, Dyspraxia, Anxiety, PDA and Behavioural Difficulties. I am experienced in using a range of strategies to meet the individual needs of my pupils, tailoring my approach to their individual style of learning. I am passionate about supporting pupils with SEN to reach their full potential, and firmly believe that every child has the right to an education that is both inclusive and tailored to their individual needs. 

My experience teaching young people with anxiety: 

Supporting young people with anxiety requires a compassionate and individualised approach. Sadly, anxiety is more common among children and young people and can significantly impact their daily ability to function, learn and thrive. Flexibility, empathy and patience are essential skills when supporting young people with anxiety. I am aware that there are many different types of anxiety disorder including: generalised anxiety, separation anxiety and social anxiety. In my previous role as Deputy and SENCO I worked closely with our Therapeutic Inclusion Lead and learnt the importance of gathering information about the young person’s symptoms, triggers and impact on their daily life. I believe it is the duty of professionals to work together to support pupils’ by providing appropriate interventions, fostering a safe and supportive environment in order to manage their anxiety, enabling the young person to thrive both academically and emotionally.   

My specialist experience teaching young people with ADHD: 

My wide experience of teaching pupils with ADHD has taught me that ADHD is unique, and each pupils’ needs will vary. Being flexible, patient and having a willingness to adapt my approach to meet the individual needs is essential. I strongly believe that by providing the right support, and interventions young people with ADHD can thrive academically, socially and emotionally. Pupils with ADHD often benefit from differentiated instructions, which involve tailoring teaching strategies and resources to their individual needs. I have found that multi-sensory activities can be particularly beneficial and breaking tasks into manageable steps will help pupils to succeed. Consistency is key; as pupils with ADHD often struggle with social skills and emotional regulation; therefore creating an environment where pupils feel able to express their emotions and learn effective communication techniques is essential. 

My experience teaching young people with Down’s Syndrome: 

 Whilst I do not have any direct experience of teaching young people with Down’s syndrome; I am confident that the skills and knowledge  I have developed  over many years of teaching children with SEN are transferable. I would ensure I spent time reading and learning about specific techniques that would best support young people with Down’s syndrome. I appreciate that people with Down’s sydrome will have differing levels of learning disability; some will be more independent that others. First and foremost I would priortise  getting to know the young person and developing a strong, trusting relationship. I fully appreciate that individuals with Down’s syndrome often benefit from a structured and predictable environment; I pride myself on always providing clear routines and visual prompts to enhance understanding and communication. I pride myself on keeping  instructions clear and concise, and providing constant positive reinforcement and praise.

 I have found that by taking the time to understand each pupil’s unique needs and interests, I have been able to create an environment that is conducive to learning. I have also found that by using visual cues, such as pictures and diagrams, and a wide range of manipulatives, I can help my pupils focus better and understand concepts more easily. Additionally, I have learned that providing plenty of positive reinforcement helps pupils stay motivated and engaged throughout their lessons. Overall, I believe the skills I have developed over the past twenty years are transferrable and I am confident I could provide an incredibly rewarding experience, and would saviour the opportunity to supports pupils with Down’s syndrome to reach their potential. 

 My experience teaching Functional Skills:

Since becoming a 1:1 tutor, I have been delivering functional skills sessions to one of my home schooled pupils. Focusing on the core skills of English, Maths, and Computing ensures young people are learning and developing practical skills that can be applied in real life situations, which makes the teaching process so much more relevant. Wherever possible I try to make the functional skills relatable and practical; making connections and relating the skills to their interests can help maintain their engagement. I also think practising these skills out and about in the community is an imperative part of  developing Functional Skills.

My experience working with young people to boost their confidence & self esteem: 

My ultimate aim as a teacher and tutor is to provide fun and inspiring sessions to help pupils engage, therefore developing their confidence and self-esteem in order to get the most from their learning. I have seen how successful tailoring sessions to pupils’ interests and specific topics can be. These activities are designed to help pupils understand the concept and to apply their knowledge in a creative and fun way, which leads to a feeling of positivity and success; which directly impacts on a pupil’s emotional well-being and self-esteem and self-worth. I have used a variety of different methods such as role-play, games, and first-hand experiences and activities. I have also used technology such as apps and online games to help pupils understand and interact with the subject. Furthermore, I have incorporated a variety of different learning styles to ensure that all pupils are engaged and able to understand the concept or topic being taught.  

My experience providing engaging sessions to inspire a love of learning:

I am driven by the passion I have to facilitate and support pupils by providing experiences which are rich and exciting. The richness comes from learning in many different ways: outdoors, through cross curricuar links or by seeing, hearing and doing. I am passionate about inspiring a love for learning, and ensuring young people are fully immersed and pro-active participants in their learning. I feel it is so important to empower young people to be actively involved in their learning.

 My skills and experience supporting students to develop their independence: 

 As a class teacher and tutor I have extensive experience of supporting pupils to develop their independence. It is such a hugely important aspect of a child’s development and there are many strategies that I have employed over the years to support pupils to become more independent in their learning and life in general. Having the commitment to creating a safe and inclusive learning environment must come first. I set achievable goals and celebrate their successes, encouraging pupils to take risks and make mistakes and proactively celebrate these. My knowledge of different teaching strategies to support pupil learning and my ability to think creatively and come up with innovative solutions to any problems, ensures pupils feel safe to challenge themselves recognising and trusting that all their efforts will be celebrated. It is important to allow pupils to make choices and give them a sense of control, whilst as the teacher / tutor retaining overall direction and control of the sessions. 

My experience teaching students with receptive and expressive language difficulties:

I have had the opportunity to teach pupils with receptive and expressive language difficulties. As a class teacher and SENCO I worked with Speech & Language therapists to develop and improve pupils ability to understand and use language in order to communicate effectively in their everyday lives. To do this, I used various strategies such as visual aids and social stories.

My experience teaching students with sensory needs:

I have experience of teaching pupils with sensory needs. I consider their individual needs and how to best support them. I have had to learn different strategies to help them in the classroom such as modified seating, sensory breaks, and visual supports. I have also had to create a calm and soothing environment to help reduce their anxiety.

Most importantly, I have had to focus on building positive relationships with the pupils. I believe that it is important to take the time to get to know the pupil and understand their individual needs so that I can create an environment that is safe and supportive for them.

My specialist experience supporting children to develop their focus and concentration skills:

I have a wide range of experience supporting children to develop their focus and concentration skills. I have worked with children of all ages and backgrounds in a variety of settings, including schools and private homes. I have used a variety of approaches to help children develop their focus and concentration skills, including mindfulness training and educational strategies. I have also worked with parents to help them create supportive home environments that promote learning and focus. Additionally, in my role as SENCO I have provided individualised strategies and recommendations to teachers and other professionals to help them work effectively with children who have difficulty concentrating.

Teaching Pedagogies for SEN:

I have found that by taking the time to understand each pupil’s unique needs and interests, I have been able to create an environment that is conducive to learning. I have also found that by using visual cues, such as pictures and diagrams, and a wide range of manipulatives, I can help my pupils focus better and understand concepts more easily. I have had to learn different strategies to help pupils overcome sensory difficulties in the classroom such as modified seating, sensory breaks, and visual supports. I have also had to create a calm and soothing environment to help reduce their anxiety.

Approaches to support learning:

I have a wide range of experience supporting children to develop their focus and concentration skills. I have worked with children of all ages and backgrounds in a variety of settings, including schools and private homes. I have used a variety of approaches to help children develop their focus and concentration skills, including mindfulness training and educational strategies. I have also worked with parents to help them create supportive home environments that promote learning and focus.