Giselle

I am a highly experienced tutor/SENDCo with QTS: 13 years of experience working with children and young people and adults with special educational needs. Currently I work as a SENDCo in an Independent Private school, for pupils aged 13-19. I have also completed my post-graduate qualification and am qualified to assess and diagnose for SpLD (specific learning difficulties). This is the CCET+AAC=CTP3A, which is accredited by the BPS (British Psychological society). Prior to this I managed an Alternative provision (KS3 and KS4), attached to a state school for students with challenging behaviour and SEND (Special educational needs and disabilities). I have taken up private tuition and been a nanny, delivering English language, humanities, maths and mentoring (KS2-KS5), working within family homes and within the community to break down pupil barriers to learning, supporting the re-engagement back into education and provide personalised tuition in subjects the children were struggling within, in addition to supporting their participation in extra curricular activities.

MY SPECIALIST EXPERIENCE TEACHING STUDENTS WITH SEN (GENERAL): I have 10 years of experience teaching students with various SEND, within large classrooms, small groups and on a 1:1 basis, within schools and the home environment. This includes students with ASD, ADHD, medical problems, SpLD, and SEMH. I understand the need to deliver lessons creatively to enhance engagement and learning, in addition to differentiating tasks so that the students can access the curriculum. I understand the affect and challenges children with SEN may pose on the family and want to play an imperative supporting role. I am experienced in taking a therapeutic and professional stance in advocating and being a medium to support positive relationships and aid academic and individual progress. My specialist experience teaching students with speech and language needs: I have ample experience teaching and supporting students with speech and language needs. I understand that they may struggle with word retrieval, comprehension/inferencing, articulating themselves and transferring their thoughts onto paper. I have a variety of resources available to support students in these areas from a phonics programme, synonyms and words banks to help expand their vocabulary, reading comprehension activities, but also discussions and conversations around topics of interest to help build their confidence along the way.

My specialist experience teaching students with SEMH, including anxiety; With 14 years of experience working with children with SEMH, I am well-versed in understanding how behaviours/emotional outbursts/withdrawals, may represent emotions that children are struggling to articulate. I am able to build trusting relations with young people, forming a safe-outlet, rational perspective, positive encouragement and personalised strategies to better help them manage their challenges. I understand the need for children with SEMH to have rest breaks, additional time to process information, in addition to differentiated activities.

My specialist experience teaching students with ADHD/ADD; I thoroughly enjoy supporting students with ADHD/ADD. They are often very warm-hearted, personable and creative souls. I understand their challenges with organisation, executive-functioning, time-management, transferring their thoughts onto paper, emotional regulation, focus and concentration. I have supported such students in academic and non-academic settings and have a vast tool bank to enhance their productivity. I am incredibly empathetic, whilst striking the right balance in being firm and assertive, with clear concise boundaries. I am well equipped to support via a therapeutic stance, in addition to academic, i.e. through differentiated literary support. Such would include, providing writing frames to support essay work, using synonyms to aid comprehension, breaking down larger tasks in to smaller manageable chunks, using real-life relatable examples to enhance engagement and understanding of work that they may have completed in school. Other strategies may be around trouble-shooting challenges, supporting with self-management of daily/weekly activities (timetabling/prioritising workload). Currently I support students with ADHD on a weekly basis via learning support session 1:1 in person and online.

My specialist experience supporting students with ASD/neurodiversity: Aside from having family members with ASD, I have also taught children with such needs. I understand the impact on families and the challenges that come with communication and understanding. In this sense, I take a therapeutic approach, but maintain firm boundaries. I find it important to use student strengths and interests to help engage them within learning, allowing them the freedom/flexibility to express their ideas in their way. Using literal language is key, as opposed to figurative, and offering real-life relatable examples to help them see alternative perspectives, as they often require support to see things from other’s perspectives. Such students often require lots of praise and encourage, but also the opportunity to be stretched and challenged- key for those who are high functioning and like to be treated like an adult.

I have also worked with them to support difficulties around OCD. Support around balance in life is paramount. I understand the masking, sensory overload, emotional dysregulation and PDA that may come with such a diagnoses and provide a safe, supportive environment to implement strategies to support, develop independence skills, and prepare them for adulthood. Building a rapport with them and developing a trusting relationship is paramount.

Specialist experience teaching English, including phonics reading and writing – I am a qualified English teacher, who also completed further training within Primary phonics. This training was imperative in understanding the literacy fundamental skills learnt in Primary to enable students to access the curriculum in KS3 and 4. Having this training means that I am able to amend resources to match a students attainment level and needs. I am experienced in teaching English language, functional skills phonics and literacy to a variety of students with various SEND. The foundation of these skills are generally taught in primary school. However, some students have gaps within their learning, have had their learning disrupted, or have needs which means that these fundamental skills require further support/intervention. Once grasped, the skills can be transferred to other literary subjects and even worded mathematical questions. For such students, I have experience in;

• teaching English (KS2-4) and Humanities
• devising differentiated lessons and preparing students for KS2 SATs, Paper 1 and Paper 2, of the GCSE English language exam •
• breaking-down how to answer questions: looking at mark schemes, putting together model answers, producing writing frames/sentence starters to support their independent work 
• Teaching students with writing resistance/difficulties with transferring thoughts onto paper. Writing support includes: discussions, note-tasking, devising and using tables, spider diagrams, text annotations, images, plans to support essay writing, structure/organisation of ideas, paragraphing
• providing fun sessions to help students engage in learning;
•  teaching students with behavioural needs/ emotional regulation difficulties;
• teaching English: reading, reading comprehension, handwriting, writing and spelling • primary school phonics, reading, spellings (supporting with memory and processing difficulties)& phonics to students 11+ through the Ruth Muskin programme (Aim:- teaching primary literacy skills to secondary school pupils)
• adopting a calm nurturing firm approach
• supporting difficulties with auditory and literary processing (key dyslexic and ASD traits): making lessons creative and engaging/teaching in a multi-sensory way, using colours, role-play, videos and images
• develop focus, attention and concentration skills, whilst engaging students in their learning: understand individual likes/dislikes/interests, establish learning styles and amend lessons accordingly to incorporate (key for ADHD students)
•  supporting memory retention through repetition and pneumonic’s
• Understanding worded maths questions • supporting students with their homework (cross-curricular)
• enhancing written skills: spelling, punctuation, grammar. I address sentence structures (simple, complex, compound), synonyms/vocabulary and how to make writing effective 
•  literary devices: definitions, examples and the effects on the reader (KS3 and 4)
• summarising texts and picking out the key information learnt
• illegible handwriting/how to hold a pen/pencil in a functional way, letter formation and spacing
• Creating word banks using synonyms.

My experience providing fun sessions to help students engage in learning: I am known for having a really warm, bubbly, friendly personality. I am generally an up-beat smiley person, who injects bundles of energy into lessons, making them fun. I am a great listener and keen for students to voice their opinions about their challenges, strengths and weaknesses. I will then tailor sessions, finding creative ways to help students learn and engage in lessons. This includes adapting lessons to incorporate interests, devising a series of short activities to sustain engagement, allowing movement, using lots of visuals and even sensory items to enhance engagement, participation, learning and progress. Assessment of learning can also be done in a number of ways to gauge progress.

My experience helping young people to prepare for their GCSE examinations: Not only do I work in a GCSE and 6^thform College, supporting all of the students with SEND and examination access arrangements, I also deliver weekly 1:1 Learning Support in school and privately. I have supported many students through their GCSEs delivering study skills, exam revision and preparation for students with ADHD, dyslexia, ASD, anxiety and many other needs. We have looked at past papers together, alongside exam board mark schemes, producing writing frames to assist with written answers. Timed answer practise, organising revision notes and class notes, discussions around GCSE subject topics to ensuring understanding and confidence with it. I provided this for English language, and other literary subjects such as History, R/S, Geography and Business Studies, in addition to Art and Photography. Drawing in student likes/interests and humour to sessions helps with engagement and progress. Such sessions can be provided online, or face-to-face. I utilise sentence starters, writing frames and model answers to support with written work.

My experience with emotional regulation, boosting confidence and self-esteem/Holistic therapeutic approach: – I believe its imperative for students to understand their mental/emotional blocks that may be having a negative impact upon their academic learning. I work with students to identify triggers, set targets to aid improvements and devise strategies to help them better-manage their emotions. In turn, this helps them to feel empowered, making progress both personally and academically. This alongside focusing on their strengths helps to build their confidence and self-esteem. Ensuring that work set is accessible is imperative in this area, challenges tasks should also be attainable. When a young person is able to see their achievements, it builds an intrinsic motivation to continue and want to do better. Fostering a learning environment that encompasses this is key and something I practise daily.

My specialist experience supporting students develop their independence/Mentoring: I was a Connexions PA for the local authority for 5 years before going into schools and teaching. I have an appreciation for education that goes beyond the academics within the classroom, and am in full support of engagement within activities within the wider community, but also for the development of their independence. I am a realist who always tries to implement a mentor/positive role model role to teaching. Character building, but also life skills and are imperative for any growing young person. I always try to relate the curriculum to real life examples, whilst giving real-life scenarios to help students think about the the wider world and prepare them for adult-hood. Giving them options to allow them to make informed decisions, encouraging accountability over their learning, mapping out/timetabling when they can complete their homework/prioritising their workload vs play/social free time, are some of the matters I discuss with students to help develop their independence. Listening and taking on board their views before offering an alternative perspective is also key. Their engagement in such discussions and within other activities can reduce academic pressures, support with the boosting of self-esteem and confidence, general knowledge and enhance learning. The development of independence skills ties in heavily with study and the development of executive functioning skills also, for which, I support students with on a weekly basis. Consistency is key. I was also a nanny to 3 children where we engaged in a variety of activities within the home and wider community; baking, cooking, trampolining, theatre trips, museums, theme parks, swimming, football, ballet etc. such activities also serve as great rapport building.

My experience teaching 1:1 Learning Support/ Study Skills/ Mentoring and executive functioning skills/supporting students with their homework: Particularly effective with students with dyslexia, slow processing and memory difficulties, ADHD/ADD, ASD (including high-functioning autism), sensory processing disorder, PDA, those disengaged with learning, anxiety and depression, low self-esteem/confidence, and those who have English as a second language/studying abroad. My experience includes:

•  supporting students in the community
•  teaching study and executive functioning skills; – note taking, revision techniques, exam techniques, focus and concentration;
•  develop a meaningful trusting relationship – paramount to student engagement, development of independence, and key to enhancing significant progress (primary age through to 6th form/college/young adults)
• support with understanding and consolidating class notes, in addition to support with organisation and homework completion
•  Providing therapeutic mentoring, counselling-like support 
• supporting with emotional dysregulation
•  providing fun sessions to help students engage in learning;
• devising bespoke visual timetables to support revision and independent study/work completion- enabling structure, routine and develop of independence skills
• Support to troubleshoot issues, providing an external neutral/non-biased perspective to help reduce anxiety
• sustained attention strategies
• personalised social stories to help them understand social/behaviour/communication/peer group difficulties.
  set clear expectations/realistic goals, maintain respectful boundaries. I will hold students accountable, encouraging them to take responsibility over their learning (in particular for teenagers and young adults)
• differentiated and appropriate scaffolding e.g. writing frames, sentence starters, prompts (visual and verbal), additional links to read.
• revision and organisational skills: time/workload management
•  motivational coaching to increase confidence, self-esteem and work out-put
• past paper exam questions (if working towards an exam) alongside mark schemes
• identify strengths and find examples, lots of praise and encouragement, positive reinforcement and positive affirmations to reset a positive mindset
• ability to use a clock/diary effectively
• coaching and role play to help the development of positive peer relationships
• exam stress-management
• going through work completed in class to embed learning and clarifying misunderstandings
• developing working memory (repetition, auditory and visual recall, use of colour and bold headings, spacing of work)
• support to help develop social skills, so that children may devise healthy meaningful friendships

My specialist experience teaching students with dyslexia, dyspraxia, processing and memory difficulties:differentiation is key for students with dyslexia. For students in year 7, this may include amending KS3 resources down to primary level, so that it is accessible for the child. Whilst managing and teaching within the Alternative provision, I implemented this on a weekly basis. This takes into account Maslows hierarchy of needs, but also Blooms Taxonomy questioning model. Amending the curriculum so that it is accessible is key to ensure that a student’s confidence is not knocked due to their weaknesses within their academics. Differentiation allows them to make marginal progress and boost their confidence at the same time, whilst learning. Thus making learning fun and more enjoyable. Support I give to students with dyslexia/dyspraxia, processing and memory difficulties may include:

•  breaking down larger texts into smaller, more manageable chunks
• reading texts aloud to them
• using pastel colours to help information to stand out
• support with writing: 1:1 discussions, note taking together, writing frames, model answers, sentence starters, paragraph headings, planning work together
• handwriting/touch type- practise
• repetition of key information, and activities I.e. mnemonics to aid memory  
• using bullet points, tables, spider diagrams, pictures/images/videos to help with the processing of information and support independent work
• ensuring teaching is multi-sensory • spelling practise • using synonyms and giving real life relatable examples to enhance engagements, aid comprehension and the processing of information
• providing a variety of activities with short breaks. I understand that maintaining sustained concentration can be challenging and overwhelming and so short breaks/changes in activities may be required.

My experience teaching social skills  and friendship skills: Many students that I work with struggle to socialise with other students. They may experience difficulties starting and or maintain conversations and friendships. I break down these barriers by discussing with young people what they challenges are, talking about social situations and giving suggestions as to what to say, how to say it and when to say it. We also discuss how to read other people’s body language, and or interpret things that they may have said- thus gaining a better understanding of other people’s perspectives. This is turn can help to reduce anxiety, rationalise thoughts and provide a more meaningful and purposeful action point moving forward.

My experience teaching students with PDA: Such difficulties are often combined with others making it challenging for such students to learn. Being patient and using their strengths and interests to engage them in their learning is paramount. Empowering the young person, making them feel as those they have options is also key, when creating boundaries. I understand the need not to get into prolonged discussions/debates and to ignore certain probes in order to make progress on tasks. I appreciate that such young people need lots of praise and encouragement and consistency. It is important to give them ‘options’ that will help them to feel valued, an ‘equal’ and in control. Building a rapport is key.

My experience working as a specialist mentor to help with transitions: I have supported many students with transitions within education: from an alternative provision, home tutors, specialist school, hospital school to mainstream school. I understand that support needs to be gradual and building a rapport is key. Young people need to feel safe and reassured. Working closely with families, schools, and other working professionals will be key to ensuring that any transition is smooth and successful. I have also supported with the completion of EHCPs, contributed within annual reviews, made referrals to ther special services, and supported students with EOTAS packages. 

My specialist experience supporting young people with complex needs: Many of the young people that to work with have complex needs: they have a combination of Specific learning difficulties, with disabilities and other medical needs. Multi-agency work is key to understanding the holistic needs of any young person. Being understanding and patient will also be key. Many of these young people have experienced some for of trauma, it will be key to be empathetic, whilst taking a positive theraputic mentoring approach. Getting to know the young person and building trust will be key in fostering consistent engagement and enable progress.

My experience teaching young people with sensory and auditory needs: Many students I teach have sensory needs. Understanding triggers and how they may respond to light, noise and textures are key factors that can enhance and dehabilitae their learning. Being mindful of this and adapting learning environments where necessary are key factors to consider in each lesson.   

My special experience with students with OCD: I have worked with a variety of teenagers who have OCD. In particular around hygiene, writing, morning routines/rituals, noise, colours. They require a degree of patience, but also strategies to help them work towards overcoming some of their challenges. I have worked with students with various needs of severity and adapt my strategies accordingly. Using humour help with engagement, but also coming from a therapeutic practical standpoint.

Supporting students with visual stress: Such students may become tired, overwhelmed, drained by excessive amount of reading and/or having to use a variety of resources to produce a piece of text. Sharing the load, directing them to a source, and or simplifying sources can be key to supporting management of workload and revision. Breaking larger tasks down into smaller chunks, supporting with organisation and using colours to highlight information can be useful. Being patient and encouraging will also be key here.

My specialist experience teaching students with speech and language needs: I have ample experience teaching and supporting students with speech and language needs. I understand that they may struggle with word retrieval, comprehension/inferencing, articulating themselves and transferring their thoughts onto paper. I have a variety of resources available to support students in these areas from a phonics programme, synonyms and words banks to help expand their vocabulary, reading comprehension activities, but also discussions and conversations around topics of interest to help build their confidence along the way.

Experience teaching Maths: I have experience tutoring maths at primary school level and modules in the KS3 syllabus. I can support with worded maths questions, times tables, create fun, engaging lessons using games to support with processing and memory difficulties, whilst enhancing cognitive skills.

My SENDCo role: As a SENDCo, I manage the school’s Special needs provision: co-ordinate interventions for students who are struggling to access the curriculum, or who are working below their attainment levels. These interventions are personalised to individual needs and include: additional literacy or numeracy support, social emotional communication support, study skills, counselling, referrals for further specialist assessments, Occupational therapist, Speech and language therapist, etc. I liaise with such professionals on a frequent basis, interpreting their professional reports to implement suitable teaching strategies to enhance teaching differentiation and aid student progress. I have written/reviewed EHCPs, chaired annual review meetings and delivered staff training/INSET on SEND. Many of our EHCP students have a multitude of profound needs, or have been out of school for a long time. I work with these students on a weekly 1:1 basis, alongside other professionals to get them back into full-time education. I am able to accommodate in delivering sessions online, as well as face-to-face in person. I complete all matters pertaining to examination access arrangements (25% extra time, laptop, scribe/speech recognition software, prompter, a reader, rest breaks); collating evidence for student files, Form 8s, applications online to JCQ. These can be implemented on the grounds of special educational needs, i.e. dyslexia, or due a medical condition. All students on the SEND register meet with myself to review their needs; establish their areas of difficulties, what’s working/not working well, devise aspiring targets and establish strategies to support their needs. These are then reviewed on a termly basis. I deliver 1:1 learning support sessions on a weekly basis.

EXPERIENCE AS AN ALTERNATIVE PROVISION MANAGER: Here I managed an Alternative provision for students aged 11-15. I created and taught innovative Schemes of work, delivered small group intervention work and 1:1s, supported SEND and addressed challenging behaviour. This also included a lot of multi-agency work. I engaged well with the students, created a safe therapeutic learning environment, structure, routine, boundaries, and used real life -relatable examples to aid their comprehension. I am skilled at differentiating year 7 lessons down to primary school level, and stretching high-functioning/gifted pupils. Whether scaling up or down, both are a means to enable children to access the curriculum at a level appropriate to their needs. Establishing baseline data through assessments was key here, especially to be able to mark progress. I delivered group tuition/intervention classes to children with literacy difficulties and 1:1s to those who were reading at a level below their chronological reading age.

Behaviour management:- I am pro-active in encouraging a positive attitude to learning, implementing sanctions and rewards. I build am excellent rapport with students, establish a mutual level of respect, maintain high standards and am consistent with maintaining boundaries. There is often a need to install a degree of routine and set clear expectations. I believe it is key to not make wrong actions personal, but more so highlight socially acceptable behaviours in terms of right, or wrong. As a result, student feels less-attacked personally and therefore more inclined to reconcile/re-engage/see their errors. I use Theory of mind, where I try to help children see scenarios from another persons’ perspective. I find common interests and incorporate them into learning. I give non-verbal cues and allow autonomy of movement within the lesson. I also believe it is Important to address behaviour imminently and be consistent with it.

Working with families: I have ample experience working closely with families; as a SENDCo, 1:1 tutor, mentor/coach, nanny. I am flexible and able to easily adapt to the families needs. I use my initiative well and am a quick thinker/problem solver. I am committed and innovative in supporting the understanding of your child’s difficulties, suggesting and implementing constructive marginal changes to support.