Jane

As a mainstream teacher, having worked both in state and private schools, I have taught all UK curriculum subjects since graduating. I also teach study skills and exam techniques. For infants and primary level, I can teach all curriculum subjects to an exceptionally high standard. For secondary level, I can teach English, Maths, Art, History, Morals, citizenship and Geography. I believe I am able to support the continued emotional, academic and mental development of children so that they may be challenged and supported to achieve success.

I have worked as a SENCo and trained special needs teams, as well as having worked with children with anxiety, planning and organisation difficulties, speech and language delay, working memory challenges, Autism, PDA, dyslexia, dyscalculia, dyspraxia, dysgraphia, ADHD, autism and those with cerebral palsy including quadriplegia, CF, HI, VI, ADHD, ODD, OCD, PMLD, Factor X, Down Syndrome and children with dwarfism. Working with children who receive EOTAS, I have completed PECs and Makaton training, worked alongside Speech and Language Therapists, made and followed SLT plans and incorporated suggested strategies to support the individual child. I use strategies for children with articulation/expressive disorders, fluency disorders, autism and a range of language disorders including receptive disorders in children who have difficulty understanding or processing language.

My experience teaching study skills and exam techniques to students: I have spent a few years helping children through entry tests and providing them with the study skills, time management understanding and how to specifically get good grades in the 11+ exams and other examinations. The techniques I use include supporting students to self-assess and self-edit their own work, check their own work, reading the question out loud; breaking down the question; underline the key words and digits; how to check answers; breaking down the question; how to use evidence from the text; underling the text (e.g. using colour-coding it); how to use your evidence in your answer; PEE (L) technique and more. I am experienced with working with children who have executive dysfunctions and support them by holding them accountable, thereby bolstering executive functions.

My experience and skills working with students with anxiety to boost their confidence and self-esteem: I always start where the children feel most comfortable and tailor make a curriculum for each student based on their interests, strengths and learning styles. Working with the student at their starting point and using a wide range of activities and resources enables students to see progression in every lesson. Lessons are also very visual and each question / activity supported and marked (with feedback or consolidation / challenge) so students’ confidence grows within each part of each session. Students are consistently praised for attempting or achieving. Clear simple explanations with fun learning activities supports quick growth in learning, which in turn immediately develops self-esteem. Students’ ‘can-do’ attitude shows marked increase within a short time.

My skills and experience providing fun and engaging sessions: I do my utmost to ensure learning occurs in an environment of trust and acceptance. I get to know each student and make lessons to suit their personality, skills, life experiences as well as learning goals. I use a wide range of resources to make lessons fun, challenging and useful.

My skills and experiences working with students with dyslexia include: supporting age 12 & 15 year olds prepping for and passing exams in English and Maths using signposting and helping them develop comprehension skills and essay /problem solving strategies alongside pre-learning of key concepts. I’ve taught these skills for both mainstream and non- mainstream children as well as those experiencing EOTAS. I use a wide range of online systems, apps and resources per session To ensure children access the depth and breadth of the curriculum and that they find it fun, challenging and interesting. I have been included in a blog. (See links on the profile) on how this approach boosts self-esteem and confidence. I use a variety of activities with all children to develop communication skills that involve memory, attention, perception, organisation, regulation, and problem solving - these are particularly useful for children with dyslexia cognitive-communication disorders.

My skills and experience preparing students for their GCSEs and functional skills tests include helping children comprehend and analyse the questions, structure answers and essays as well as developing time management skills enabling children to achieve the correct level for the UK curriculum. My skills and experiences preparing students for functional skills/ GCSEs include bridging learning gaps, supporting children in their understanding of expectations, methods of identifying what is required and how to answer questions in English, Maths, Science, History and Geography at GCSE.

My skills and experience helping international students transition to the UK curriculum include teaching a range of curriculums and understanding the bridge needed between both. I’ve run British schools internationally and fully understand the range of issues parents and children face when transitioning and am able to apply a range of Skills / strategies as well as support children emotionally, academically and intellectually.

My other specialism is Early Years and I’ve worked in both mainstream and SEN settings with Early Years children or older children accessing the Early Years curriculum. I’ve been an Early Years manager and have worked with children with all kinds of special needs within these settings including non-verbal (using PECS, Clicker, Makaton online), hearing and sight impaired as well as children with global delay.

I am SEN trained and my degree specialism was SEN. I have spent years training staff in inclusion, policies, best practice, understanding the child with different needs. I’ve worked with a wide range of children with emotional needs over my many years of teaching. The ranges include abuse/neglect/ sexual assault issues/ death of parents/ children coping with their SEN as well as emotional needs stemming from mental illness. Throughout my career I have had to deal with children in the care system and am familiar with the attachment-related behaviours, which of course are different with each child. As a trained SENCo and Safeguarding officer, I have had direct contact and had to manage children and staff related to any outcomes of the needs. I’ve also worked in schools that solely specialise in educating children with EBD (emotional behavioural difficulties).

My skills and experience working with students who are visually impaired include: Providing contrast on any visual materials used: black and white, avoiding italic or ornate script and making text more visually distinctive, supplementing visual material with clear verbal explanation, using concrete material and hands-on experience