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 thrive in creating a holistic view of every child I teach, so that I can understand their needs, difficulties and targets. This allows me to create a personal learning style to suit them and support them to reach their potential. Prior to starting with your child, I would ensure to have conversations with you, whether through email or telephone calls to get to know a little more information about him and your family. I strive to keep this communication open and regular to ensure that I continue to meet your child’s needs and incorporate any targets from other professionals.

I create a safe and nurturing learning environment, while building a positive and trusting relationship to support a child's holistic development. I strive to help children to develop their confidence and self esteem and recognise the importance this has on their emotional well-being, mental health, resilience and learning. I feel this is particularly essential when negative experiences have occurred through education placement. I will strive to create positive learning experiences alongside fun and laughter where they can value themselves and their abilities. I will encourage and support a ‘have a go’ attitude where mistakes are part of the learning process and all small steps are celebrated together. I am clear and consist with expectations and ensuring clear boundaries are in place.

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 to ensure that all children can effectively communicate and participate. 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. . I always create visual timetables at an appropriate level for all learners to support clear expectations and understanding of what is happening. I have used AAC devices such as Proloquo2go and Widgit Go. I understand the importance of working with professionals such as Speech and Language to ensure consistency and that specific targets are captured within our learning.

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. I approach all interactions with a positive and friendly manner and understand the importance of patience, listening and supporting. I prioritise connecting with children through their own interest and at a pace they are comfortable with

My qualifications are BA (Hons) Early Childhood Education with QTS, National Professional Qualification for Middle Leadership NPQML, National Award for Special Educational Needs Coordination NASENCO.

My training includes:

• Gastrostomy – Peg feeding

• Team Teach Level 1 and Level 2

• Food and Hygiene Level 2

• Prevent

• E-safety

• Designated Safeguarding Leader

• Paediatric First Aid

• Asthma and Epilepsy

• Level 2 Understanding Children and Young Peoples Mental Health

• Attention Autism

• Early Years English

• Communication – PEC’s and Widgit

• Early Years Maths with an outdoor focus

• PSED – Using puppets

• Level 2 Understanding Autism

• Communication training

• Musical Interaction Practical

• Musical Interaction Theory

• Teaching reading

• Lego base Therapy

• Reading and Phonics

• Positive Handling

• Healing Play for Children: Sand

• Level 1 Safe management of Medication in an Educational or Early Years Setting

• Child centred Practice with Resistant Families

• Outdoor Learning in the Early Years

• Continence Problems in Children with Autism

• Supporting children with communication difficulties in special Education Settings

• Level 2 Understanding the Care and Management of Diabetes

• Outstanding Learning in the New Primary Geography Curriculum

• Disney Reading Comprehension

• Middle Leader Training

• ECAT

• Makaton Module 1-4

• Basic BSL alongside speech