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My specialist experience working with young people with SEN to develop trusting and meaningful relationships;  My commitment to developing strong relationships with both the students and the parents/carers within my care is a key factor of my teaching philosophy which I believe supports all students making progress; a key quote that influences my pedagogy is “You’ve got to reach them before you can teach them.” Strategies that I have used to do this include using motivating objects such as favourite characters, regular communication with parents, and celebrating successes with both students and parents. 

My experience working with young people with Cerebral Palsy; throughout my classroom experience I have worked with several students who have Cerebral Palsy and I am confident in my understanding of their needs, I am familiar with reading and following specific care plans and working with a team of multidisciplinary professionals. I also ensure that I adapt my teaching and learning resources to ensure that they are fully accessible for the student. 

My experience teaching young people with Speech and Language needs; Throughout my career I have worked with students who have a variety of different communication methods; I am trained in PECs, CVBs and Signalong. I understand the importance of working with the student to find the best possible means for them to communicate alongside supporting the family with supporting the implementation of their chosen method to support a consistent approach. I am familiar with working alongside a team of multidisciplinary professionals to support learners and their families. 

My experience teaching Primary English and maths; As a trained Primary school teacher I am confident with the National Curriculum for both English and Maths. In my previous role I was responsible for overseeing Maths on a whole school level for 400 students completing a variety of qualifications. This required consistent monitoring of data analysis, identifying and running intervention groups, supporting Teachers and Teaching Assistants with their pedagogy as well as working closely alongside SLT to ensure wider school development plans were. As a result I have a deep understanding of the skills needed for students to achieve success and a bank of strategies which are proven to ensure students’ achieve the best possible results. I am also confident in teaching the Early Years Curriculum including phonics, continuous provision and early maths skills. 

My experience working with young people to boost their confidence and self-esteem; I am a creative and experienced practitioner who prides herself on ensuring that the learning is meaningful sessions which are motivating for the student and allow them to fully immerse themself in the learning. I achieve this through planning and devising sessions which are completely individual and personalised to each student making sure to include topics that are of interest to them and to strategically increase their Zone of Knowledge of a subject so that all sessions are pitched at the right level of challenge. I also understand the importance of ensuring students learn strategies which support them to become increasingly independent with both their academic and life skills. These strategies have consistently had a positive impact on students’ confidence and self-esteem and I have a proven track record of helping students to see their own potential.

My specialist experience providing engaging sessions to inspire a love of learning; My commitment to developing strong relationships with both the students and the parents/carers within my care is a key factor of my teaching philosophy which I believe supports all students making progress; a key quote that influences my pedagogy is “You’ve got to reach them before you can teach them.” Strategies that I have used to do this include using motivating objects such as favourite characters, regular communication with parents, and celebrating successes with both students and parents.

My skills and experience supporting students to develop their independence; I firmly believe that the best skill you can teach a student is to develop their independence and confidence and this is why it is firmly embedded into my pedagogy. I am confident with working within the different levels of prompting and I am constantly aiming to reduce the level of prompting a student requires in order to complete a task as they develop the skills needed for independent study.

My experience with working with students with a range of ASC (autism) has been incredibly rewarding and now I have a toolkit of strategies to support the student. I always believe in meeting the students where they are at and in my experience through listening and demonstrating patience have had a positive impact on their journey both academically and socially. I have spent the past five years working in a variety of classroom settings supporting students to reach their potential. I always go above and beyond to ensure that I develop trusting and meaningful relationships with students by ensuring that I take the time to get to know what interests and motivates them and how they best learn. I have found through my work supporting students with ASC and ADHD this is best achieved through ensuring a calm and organised learning environment, clear session structures where the outcome is understood. I have successfully provided Case Studies and taken part in Lesson Observations with the National Autistic Society which led to the school achieving Advanced status. 

My experience teaching young people with sensory and/or auditory processing needs; Due to the variety of students I have worked with in my career, I am confident in supporting a variety of needs. I am experienced in writing and executing Sensory Diets and implementing appropriate sensory breaks into a students’ day to support them to be able to access their learning.

 My experience teaching young people with challenging behaviour; I have experience with students who have had varying behavioural needs and I pride myself on always remaining calm and professional no matter the situation. I am committed to working with both the student and the wider multi disciplinary team and family to get to the root of challenging behaviour where possible