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Supporting children in early years;

I studied for a degree in Early Childhood Studies, which included modules on child development and child psychology. I then qualified as a teacher through the School Direct programme, gaining a year of teaching experience while completing a PGCE, which I received with distinction. I am a true early years teacher (pasta necklace and all) and love creating multi-sensory and imaginative activities to capture a child’s interest. Early years teaching is about fostering a child’s love of learning, so why not sing, dance, dress up, and get messy? During my six years as an early years teacher, I have taught hundreds of children with a wide range of needs. An especially important role in early years teaching is assessing children’s current abilities and understanding the steps they need to take to develop further. I have outstanding knowledge of teaching phonics, writing and early maths, particularly for children with SEN.

I have extensive experience in teaching phonics. I use a systematic phonics programme when working with children but also recognise that not all children learn to read through phonics alone and may need support with whole-word reading. Fun, interesting, and varied books are vital for children.

From my time as an early years teacher, I also recognise that children’s fine and gross motor skills can be barriers to learning, especially writing. I understand the steps needed to develop these skills, starting with gross motor skills such as strength, coordination, and balance. Activities like ribbon dancing, obstacle courses, gardening, and bike riding are just some of the methods I have used to develop these skills. Alongside these, I support children’s fine motor skills through activities such as Dough Disco, Lego building, bubble wrap popping, cooking, and more. I have developed hundreds of children’s pre-writing skills and, having worked alongside OTs, understand the necessary steps before children begin writing letters.

My experience as a SENCo;

During my time as a SENDCo, I had the privilege of working alongside exceptional professionals, including play therapists, speech and language therapists, occupational therapists, physiotherapists, educational psychologists, and specialist teachers. This experience has provided me with practical and invaluable knowledge. I have supported children with complex needs, such as a child who suffered a brain injury and required multi-disciplinary support. In my role, I advised and trained teachers on various strategies and interventions. I implemented SEN strategies school-wide, including visual timetables (I especially like Widget), sensory-friendly classrooms, calm spaces, morning physical activity, mindfulness, sensory trays, and emotion scales. I am passionate about inclusion and believe these strategies benefit everyone.

Having worked with and observed hundreds of pupils with varied SEN, I understand the importance of a flexible approach and a willingness to experiment. What works for one child may not work for another. However, I have found that some strategies are effective for most children, such as creating a calm environment. Establishing calm in a chaotic situation often de-escalates tension and helps a child feel more in control. Another effective strategy is distraction; I often use a bank of interesting facts (based on the child’s interests) when needed. In the process, I’ve accumulated a fair amount of “unwanted” knowledge, including facts about Ronaldo.

Supporting children with autism and attention-deficit/hyperactive disorder 

My approach to working with children with ASC (Autism Spectrum Conditions) or ADHD is centred around recognising and responding to their individual needs, as this is crucial for effective support. While some children may thrive in a calm and quiet environment, others might focus better with more stimulating conditions, such as listening to metal music through headphones. Understanding each child’s unique preferences and requirements is essential.

Movement breaks and brain breaks are often crucial, as they help children manage their energy and maintain focus. I use a structured approach but remain adaptable, ready to adjust or abandon plans as needed. Visual timetables are particularly effective, as they provide children with a clear understanding of what to expect next, which helps to reduce anxiety. Incorporating sensory activities into lessons also aids in maintaining focus and engagement. I have extensive experience in assessing children’s sensory needs and creating tailored sensory diets to integrate into their daily routines. This may include activities like tactile play, deep pressure input, or sensory-rich breaks to help them stay on task.

Flexibility in learning methods is another key strategy; whether a child needs to stand, jump, or balance on their head while learning, the goal is to ensure they are engaged and absorbing information in a way that works for them. I am also experienced in developing social skills, utilising tools such as social stories, emotion coaching, and puppets to explore and explain social situations and perspectives. I am always open to learning as much as possible about a specialist subject and prepared to be told some blunt truths about myself. This is certainly something I am experienced in.

In addition, I implement organisational strategies, such as using colour-coded materials and providing clear, step-by-step instructions, to help children with ASC or ADHD stay organised and manage tasks. I also incorporate positive reinforcement and establish clear, consistent routines to provide stability and support. My goal is always to create an inclusive and adaptable learning environment that meets each child’s individual needs and helps them succeed.

Supporting children with speech and language difficulties;

Having worked with many children with speech and language difficulties, I feel confident in supporting their development in these areas. Whether it is improving their speech sounds through Cued Articulation or enhancing comprehension through Language Through Colour, I have a wealth of knowledge and experience. For children with selective mutism, I have employed a range of strategies, such as using an iPad for them to record and listen to their voice in a different room, which has proven effective in creating a less intimidating environment. The magic of hearing this little girl’s voice for the first time will stay with me forever.

I have utilised Picture Exchange Communication Systems (PECS) to support communication and have a foundational knowledge of Makaton; I am currently attending a British Sign Language (BSL) class to further expand my skills. Visual aids are a key component of my teaching approach, but I also find that using real objects often provides greater clarity for children with speech and language needs, as it helps to bridge the gap between abstract concepts and their understanding.

In my assessment of children’s language needs, I have used the Speech and Language Link programme, which provides detailed reports on developmental areas and offers targeted strategies. Additionally, I have studied the Nuffield Language Course and applied their assessment tools and interventions with many children. These resources have been invaluable in tailoring support to each child’s specific needs.

I am particularly passionate about enhancing children’s vocabulary. I incorporate various strategies to introduce new language, such as using themed books, exploring synonyms and antonyms, and engaging in interactive storytelling. Singing songs with adapted lyrics and creating word games or scavenger hunts are also effective in making vocabulary acquisition enjoyable. To further support language development, I integrate techniques such as repetition, modelling correct usage, and providing ample opportunities for children to practice new words in context.

As the saying goes, “Without grammar, very little can be conveyed; without vocabulary, nothing can be conveyed.” I believe that building a rich vocabulary is fundamental to effective communication and learning, and I am committed to making this process engaging and accessible for every child.

My experience supporting children with visual, hearing, and physical impairments;

I have a range of experience supporting children with visual impairments, hearing impairments, and physical impairments. This has led me to understand that a tailored approach is required to ensure their unique needs are met with sensitivity and effectiveness. For children with visual impairments, providing accessible materials such as large print reading resources and incorporating auditory and tactile learning resources helps ensure they can engage fully in their education. For those with hearing impairments, using visual aids, providing written instructions, and ensuring a quiet, distraction-free environment are key strategies. I also understand the importance of supporting their social development within the learning environment. Although all children benefit from a structured routine, breaking tasks into manageable steps and providing frequent breaks can be particularly useful for children who are working hard due to their SEN. In the case of physical impairments, I have adapted classroom layouts to ensure accessibility, used assistive technologies, and provided physical support where needed to enable these children to participate actively in all activities. I have worked closely with specialist teachers, OTs, physios, and speech and language therapists to ensure their learning environment accommodates and celebrates diverse abilities.

Supporting children with social emotional and mental health needs;

My approach when working with children with SEMH needs is centred around creating a nurturing environment that fosters attachment and emotional development. I prioritise developing a strong, trusting relationship with each child, which lays the foundation for their emotional security and willingness to engage. By celebrating small wins and offering positive and meaningful praise, I help boost their confidence and reinforce their progress. I integrate tools such as “Starving the Anxiety Gremlin,” “Zones of Regulation,” and the “5 Point Scale” to provide structured support and empower children to understand and manage their emotions effectively. Additionally, I incorporate mindfulness and yoga into my teaching, equipping children with valuable life skills for self-regulation and resilience. This holistic approach ensures that each child receives the support they need to thrive both academically and emotionally.

In addition to my focus on emotional support, I find that project-based learning is a particularly powerful tool for children with SEMH needs. This approach empowers children by giving them a sense of control and ownership over their learning, which often alleviates anxiety and fosters greater confidence. By engaging in projects that allow them to explore their interests and express themselves creatively, children experience a boost in self-esteem and motivation. This method not only makes learning more engaging but also reinforces their sense of accomplishment and capability, contributing to their overall emotional and academic development.

Writing; 

Throughout my nine years of teaching experience, I have worked with students across all primary school age groups. My extensive background in early years education has equipped me with the skills and insight needed to understand where children should start to build a solid foundation for their progress. I am passionate about the belief that writing should be more than just pen and paper; it should be a medium through which children can express their creativity and individuality. I have previously used wild pens, written underneath tables, delivered invisible letters to MI5, and chalked on pavements—all in the aim of helping children develop a love for writing.

Over the years, I have employed various tools and strategies to overcome barriers to writing. For instance, I worked with a Key Stage 2 student with ASC, ADHD, and SEMH needs who initially resisted writing tasks. His attitude changed significantly when we engaged in a project to create a “How to Survive Guide,” similar to Bear Grylls’. This approach captured his interest and made the writing process feel more relevant and meaningful to him, leading to noticeable progress.

While I recognise the importance of mastering letter formation, I also appreciate the value of innovative programmes like CLICKR. Such tools provide children with alternative methods to succeed in writing and help to alleviate some of the pressures associated with traditional writing tasks. These strategies collectively contribute to a more engaging and supportive writing environment for all students.

Maths; 

I believe that maths should go beyond rote learning and incorporate strategies that make learning both engaging and practical. I am a strong advocate for teaching children to use manipulatives independently. Tools such as Numicon, bead string lines, counting frames, and base ten sets help students visualise and grasp abstract concepts more concretely. They also enable them to figure out answers independently by exploring alternatives. Additionally, I emphasise child-led problem-solving, encouraging students to explore mathematical ideas through their own reasoning and inquiry. This approach fosters a deeper understanding and cultivates critical thinking skills.

One notable example of applying these strategies was a project with a Key Stage 2 student with GDD, where we built a birdhouse. This real-life task required him to calculate measurements, determine material quantities, and apply mathematical concepts to solve practical problems. By connecting mathematics to a hands-on project, the student not only engaged more deeply but also developed a greater appreciation for the relevance of maths in everyday life.

Incorporating such real-world applications, along with tools and strategies that cater to diverse learning styles, helps create a more dynamic and effective learning environment. These methods not only address the theoretical aspects of mathematics but also make learning meaningful and applicable.