My experience working with young people with SEN
I have spent my entire career choosing to work in settings where there are large numbers of students with a range of SEN needs as I find this work extremely rewarding. I have taught children in mainstream classrooms, small groups and in 1:1 situations. I have taught young people working at KS1,2 3,4 and 5. As a Senior Leader I led the inclusion provision, which enabled learners with a range of SEN needs/disengagement to receive the appropriate curriculum, intervention and social/emotional support to experience success. I trained teachers in adaptive and responsive teaching, forming positive relationships, scaffolding, using sensory approaches and lived out this model myself in my day to day teaching. This had a transformative impact on the students who were able to access pathways which made them feel seen and valued.
My experience working with young people with autism
I have worked extensively with young people with autism. My approach is centred around the needs of each individual - autism covers a wide spectrum and I understand the importance of adapting the learning according to the needs of each child. I use autism-friendly strategies rooted in routine, predictability and clear communication that reflects each child's experience of the world. I also understand the importance of flexibility dependent on a child's mood or presentation in a particular moment and this is why my students feel safe, able to express themselves and ultimately make progress in a way that is meaningful for them.
My experience working with young people with PDA
I have worked with many young people with PDA and have been able over time to reduce their anxiety, make them feel in control, help them to self regulate and collaborate with them closely to construct a way forward which empowers them to believe in themselves. When learners feel listened to it enables them to feel valued. These learners often benefit from establishing their own topic of interest and constructing a learning plan collaboratively with their tutor; this enables them to construct meaningful ways to access the required knowledge and skills.
My experience working with young people with ADD/ADHD
Many students I have taught have had a range of learning/developmental needs associated with ADD/ADHD. My approach has always been to establish positive relationships first - acknowledging the child's presentation in the moment is key. I understand the need for movement breaks, chunking of tasks with a clear time frame, investing in a topic/subject which is student led, working at the appropriate pace for each child and understanding the need for adaptability, changes of direction and reassurance. Being present for these learners is key to establishing trust and this is the starting point for progress.
My experience working with young people with SEMH
Throughout my teaching career I worked in schools with many students who were struggling socially, emotionally or with their mental health/wellbeing. Many of these types of learners benefit from a trauma informed approach. De-escalation is key, as is the ability to use relational practice. My extensive experience in working with these types of learners has taught me that an adult's ability to empathise with, acknowledge and help students to regulate their emotions is crucial to moving forward together productively. These learners often struggle to form bonds with adults and I have led staff training on how to form positive relationships with disenfranchised/disengaged students because my strategies were seen by others as a model of success.
My experience teaching English/Drama/Art/Music
I have taught English Language and Literature with students working at KS1,2,3,4 and 5. I have taught Drama at KS1,2,3 and 4, Music at KS2,3 and 4 and Art at KS2, 3 and 4. I have worked with students with a range of SEN and additional/complex needs in all subjects. My unique ability lies in the fact that I am able to take a highly creative, fun and often different route into some of the more complex skills and knowledge that learners need to acquire. I am able to break down pre-conceived barriers that students may have and a find a route which hooks each child often before they have even realised they are learning something they normally find difficult.
My experience working with dyslexic students
I have worked widely with dyslexic students for over 30 years and am able to apply a range of strategies to build confidence and enable young people to access learning in a way that it powerful for them. It may be that learners require a particular font style, colour or size or a certain colour of paper is helpful to them. They may find oral rehearsal and verbal modelling of words useful. I know that reducing the amount of text to avoid overwhelming students, using text to speech software, visual aids and multi-sensory approaches have proved life changing for some of my students. I recall a child talking another and saying, " I used to hate reading but now I think it's cool." There is no greater reward for an educator than to hear this.
My experience creating engaging sessions which inspire a love of learning and boost confidence
My background in the Arts places me in a unique position to approach learning in a creative, innovative way. I create experiences which are purpose built for each individual learner and are designed to capture their imagination. I create opportunities for learners to experience success quickly and build on this so that they develop a growth mindset and truly believe they can achieve as this becomes part of their lived experience in each session. Learners often describe my lessons as 'fun' and they become excited about what each session holds. There is no greater reward than to see the light in a child's eye as something suddenly makes sense and they begin to develop their understanding of the world.
