Lisa

I initially started my career working in private day nurseries while studying at University. I then spent several years teaching in Primary Schools predominately within Early Years classrooms. Since then I have gained 12 years of experience teaching children with SEND within Special Schools, Inclusion Resources and SEND Units. I have experience working with a wide range of needs including autism, communication, physical, chromosome and medical.

My personal philosophies have been driven with all children been respected, accepted and challenged. I have gained experiences along the way that have supported and influenced how I facilitate and evolve my practice. My grounding foundations are through Early Years pedagogy and play based learning. I strongly believe there are numerous benefits to all children, especially those with SEND, from the learning through play concept. Learning through play allows all children opportunities to enhance their skills, knowledge and understanding in a fun, safe and playful context. Without pressure, children can take their time to practice and develop skills at their own individual pace through enjoyable and favourable activities while also developing their skills for critical thinking and problem solving. I find this can be crucial to meet short term outcomes from EHCP’s and gives an opportunity for skills to be refined and developed in relaxed and meaningful contexts.

I am passionate about developing trusting relationships with children and their families. I create a positive and safe learning environment where encouraging the child to have a go and every success, no matter how small is celebrated. I tailor activities specifically to the child, to their skills and their interests to ensure a positive view to learning.

Throughout my experiences working with children with complex communication needs I have gained confidence with naturally embedding a total communication approach within my teaching to support the needs of the children I am teaching. I incorporate different techniques such as basic signing, objects of reference, photographs and symbols. I use a range of visual strategies to support the learner at their ability from simple symbol exchanges (within and outside a PEC’s framework) to visual timetables.

When working with children I provide a structured routine that creates consistency and awareness of expectations. This routine will consist of structured teaching activities, sensory regulation and play based opportunities planned taken into account the environment that is available.