In my most recent position as part of the Senior Leadership Team in a large SEN school, I managed the day to day running of a primary satellite provision. I have extensive experience in maintaining EHCPs, working with external agencies and ensuring that high quality teaching and learning takes place. However, my real passion is working directly with young people and supporting their growth. My teaching tool kit is full of well researched and successful interventions and strategies. The knowledge I have gathered regarding different types of individual enable me to quickly adapt and provide a progressive pathway for learning. Experienced in working with learners with autism, ADHD, SEMH, dyslexia, SPD, PDA, learning and communication difficulties including those who present with a spiky profile. I am curious about latest research in areas of SEN and adapt my teaching practise to ensure it is current and as cutting edge as it can be. Parental links and positive honest relationships are a key part of my teaching approach as we all work together to give the young person the best possible start. In school, I often run parent sessions on a variety of topics and have a wealth of ideas to develop the learning at home too. I am always happy to share and discuss ideas. My career has enabled me to work in a variety of special educational settings, alongside skilled therapists, psychologists and educators. As a specialist teacher, I now draw on these experiences and lead training sessions and advise SEN teachers with classroom strategies for a range of needs including: autism and visual communication, social communication, phonics and reading, SEN and early play, adapting Maths and English, sensory processing disorder and behaviours that challenge to name but a few. During my career I have combined my passion for travel alongside teaching children. I thrive on meeting new people, seeing new places and experiencing different cultures. From working at Summer Camps in America through to volunteer teaching and living in a remote village in Ghana, my understanding of and ability to connect with young people has always been a strength. I am passionate about creating positive opportunities for young people and will always go that extra mile to discover and understand what works for them to help them grow.
Experience of Early Years: I have significant experience of teaching children who are within the Early Years Foundation Stage as defined by their chronological age, as well as supporting children who are working at the early developmental stages through the Engagement Profile. The impact of play is a particular area of interest where I use Intensive Interaction and Attention Autism interventions for individuals and groups. Working closely with speech and language therapists I have a toolbox of strategies to initiate positive interactions and engagement within the Early Learning Goal of communication. I’m particularly proud of leading an SEN reception class through an outstanding Ofsted inspection, where reading and engagement opportunities for children was recognised. I deliver fun, exciting opportunities for young learners and provide support for the team and parents around the child, throughout the process.
Experience of teaching children with speech and language needs; including non-verbal: Being able to communicate and express your needs and wants is a fundamental lifeskill and for this reason I have a broad range of training in Makaton, PECS and Intensive interaction. Alongside this I work closely with speech and language therapists towards specific set targets as part of a team approach.
Meaningful and trusting relationships: Early in my career I recognised that developing respectful and trusting relationships was the way to provide a safe environment for children to take risks and challenge themselves with their learning. Through the training I deliver to SEN teachers, I prioritise this key teaching skill and find that working with special interests is often a great starting point for a relationship.
Experienced in supporting young people with dyslexia and dyscalculia: Having supported primary aged students who have difficulties with English and Maths throughout my teaching career, I am soon to become a certified Level 5 practitioner. By identify specific learning needs through short assessments, I apply strategies to best support learners using a multi-sensory approach. Successful formats include: short interactive tasks with opportunity for over learning to focus on working memory skills and developing learners self-help skills to create strategies for life. I work with children who have difficulties with executive function skills and use visual approaches to organise the structure of learning alongside emotional regulation. My positive, upbeat style boosts the confidence of individuals allowing them to challenge and progress themselves in both English and Maths.
Experience supporting young people with ADHD: My work in supporting children with ADHD closely follows the psychology of the brain. I work alongside Occupational Therapists and deliver short burst of tasks, with opportunities for a child to feel in control. As a really positive tutor, I focus on developing the self-esteem of children with ADHD and am aware of RSD affecting how some children learn. Movement breaks are vital for many and I can use yoga and mindfulness tasks throughout a session.
Processing, working memory and comprehension skills: As a fully qualified teacher, I have extensive experience in teaching reading and developing spoken language to primary children. Through working closely with speech and language therapists, I use Blanks levels to develop comprehension skills. I value good quality reading books to explore the world around us as well as a stimulus to navigate social situations. Neurodiverse children often process information in a variety of ways and I am skilled in adapting tasks to enable successful outcomes. As part of the Level 5 dyslexia course, I use and adapt strategies to support children’s working memory, providing practical, fun and therefore memorable activities as part of the sessions.
Study skills / executive functioning skills: Preparation, organisation and being ready to learn can be a challenge. Through the use of visuals, prompts, prior rehearsal and technology, I work together with the child to identify a preferred method to support day to day challenge areas. Scaffolding around these key areas can be put in place with a long term view of developing the independence of the child.
Experience of teaching Maths and English: As an experienced class teacher, I’m able to deliver the Maths and English curriculum from Year R through to Year 6. I use a range of practical activities to ensure sessions are delivered in a fun and engaging way. Special interests can be woven into topics and I present work in such a way that builds the confidence of the young person.
Confidence and self esteem: My philosophy has always been to support children to become confident and curious learners. Children should experience endless opportunities for success, and in doing so create a secure foundation from which develops the courage to grow.
Love of learning: Children learn best when a safe environment is created, where mistakes can be made and support and encouragement is on hand. I aim to use children’s special interests wherever possible to showcase what they are capable of.
Developing independence: The ultimate aim of any SEND tutor is to initially scaffold work in order to develop an independent and confident learner. Through my practise I promote strategies such as curiosity and wonder to develop the small steps of self-awareness which in turn contribute to a child approaching life with a ‘can do’ attitude.
Fun, engaging sessions: As a Thrive practitioner, I believe that children should feel intrinsically motivated to learn through fun and engaging activities. I use the engagement profile regularly in identifying skills to develop, which in turn, supports all areas of learning. Fun is at the centre of my work and I am a strong believer in that positive learning happens when anxieties are reduced, often through humour.
Experienced in supporting young people with autism and PDA: During my 22 year teaching career, over 18 years have been in specialist provisions working with young people with autism and PDA. For the past 10 years I have managed SEND provisions. My knowledge and skills have progressed from specific training such as TEACCH, Attention Autism and lego therapy to current research and seminars to ensure I deliver for each individual. I am known for my ability to create engaging learning resources and activities for children with autism. When supporting those with PDA, I follow strategies and approaches as advised from Laura Kerbey’s training. I am skilled in recognising the need for autonomy, using humour and creating low demand environments. During the past 2 years I have supported a primary student with PDA and developed learning opportunities which had a focus on reducing anxiety and meeting sensory needs.
Social skills and friendship skills: As a result of working alongside speech and language therapists in specialist provisions, I am able to progress children through the initial stages of self-awareness to awareness of others and ultimately become part of a wider community. This entails small steps from developing ‘self’ to then working with a partner and group using a range of games and strategies including shared attention, listening skills and turn taking. I also worked recently with the updated PSHE curriculum for SEND children with the focus on developing relationships.
Experience of Sensory Processing Disorder: Much of my teaching experience has been with neurodivergent young people who also have sensory needs. From creating sensory circuits to recognising and supporting regulation, as well as exploring and identifying needs, my work has been as varied as the individuals I have taught. I have been fortunate to work closely with occupational therapists within special school settings and have completed sensory processing practitioner courses. More recently, I have led whole school training in the area of sensory processing.
Experience of teaching maths: As an experienced class teacher, I’m able to deliver the maths curriculum from Year R through to Year 6. I use a range of practical activities to ensure sessions are delivered in a fun and engaging way. Special interests can be woven into maths topics and I present work in such a way that builds the confidence of the young person.
Managing teams and consultancy: In my most recent position as part of the Senior Leadership Team in a large SEN school, I managed the day to day running of a primary satellite provision. I have extensive experience in maintaining EHCPs, working with external agencies and ensuring that high quality teaching and learning takes place. However, my real passion is working directly with young people and supporting their growth.
My career has enabled me to work in a variety of special educational settings, alongside skilled therapists, psychologists and educators. As a specialist teacher, I now draw on these experiences and lead training sessions and advise SEN teachers with classroom strategies for a range of needs including: autism and visual communication, social communication, phonics and reading, SEN and early play, adapting Maths and English, sensory processing disorder and behaviours that challenge to name but a few.
