I am a qualified teacher, having gained my teaching status in 1989. Since then I have worked for 30 years as teacher of SEN, LSA and tutor. I have worked in different environments, including secondary and primary schools, nurseries, Pupil Referral Units, Pre-Schools and within a child’s home environment. I have worked with many children over the years in groups/individually, focusing specifically on reading, writing, listening and speaking skills.
per hour
(minimum 1.5 hour sessions)
I am highly skilled and confident to teach/support children with ASD, MLD, GDD, APD, social and emotional difficulties, sensory processing difficulties, learning difficulties including dysgraphia, dyslexia, organisational challenges, comprehension/inference skills, organisational challenges, and language and communication delay. I have a great capacity to work with children with reading challenges, and have worked with many SEN children individually on intensive reading programmes to help them overcome reading difficulties such as decoding, phonemic awareness, phonics, and learning graphemes/phonemes, whilst always incorporating the importance of reading comprehension. I have used various age appropriate word games/techniques to enhance reading skills in addition to increased confidence in their approach to reading. In addition to SEN teaching I am an experienced mainstream English, teacher, having taught at all levels from age 6-16 years.
I have a great understanding of children from differing backgrounds with a range of SEN. Through private tutoring together with my experience in educational settings I have spent the past 3 decades on a continual learning curve understanding the challenges a child with SEN faces, and have as such found excellent strategies to help them progress.
Teaching and interacting with children brings out the best in me as an individual. I feel I have great interaction skills with children, as well as an appropriate level of humour when required. I have a speciality for modifying work for SEN children and have modified worksheet packs across the curriculum both at primary and secondary level. I have an abundance of patience, understanding and effective communication which I believe have been highly instrumental in the success I have had historically with many SEN children. My testimonials from past and present students convey my ability to inspire children and and help them through challenges. I know that I would bring a great energy to any learning situation I was placed into, and am adaptable and versatile to differing situations and environments.
I have worked with many professionals both in and out of school, such as Educational Psychologists, Speech Therapists and Educational Social Workers, and have received speech therapy training to conduct sessions for ASD primary KS1, which I have been able to successfully put into practice. My experience of running reading intervention programmes has proven invaluable.
I keep close and continual assessments of the children with whom I work. I find this to be crucial when monitoring progress and also when reviewing a child's needs which is essential for an SEN child.
I would consider it a priority to know and understand the background and SEN of a pupil I was asked to work with, and use extreme empathy at all times, keeping a full awareness that a child's SEN can be due to many factors which could be related to physical or mental health, illness, genetics, background, cultural or political factors, issues from the child's pregnancy and/or birth as well as other possible factors.
Most importantly, I would take each lesson as it evolves, and not have pre planned expectations of what will be achieved. I am aware that a child with SEN has differing factors that can effect their ability to learn. As such I feel it is important to be open to the possibility of variation each day, and hence would not enter a lesson with any preconceived thoughts or anticipation about how the lesson will evolve.
I am aware that SEN children sometimes thrive in an alternative place other than the classroom. I also feel it is a fine balance and ultimately SEN should have as much inclusion as realistically possible into the classroom culture, but only as much as is comfortable and appropriate within the needs of the child.
I have developed many social stories for children who may suffer with emotional and behavioural difficulties, and can adapt them to any issue/situation. I am a believer in usual visuals as much as possible, in particular for younger primary children. The use of a routined system that involves regular images and language gives a child confidence and a sense of security.
I am skilled at adapting work programmes for children and have confidence in my abilities to amend programmes to suit any child with SEN.
In my experience I have found it invaluable to sometimes temporarily take a child away from a situation that is causing stress and take some time out to do an alternative activity. I am very experienced at using sensory techniques to help children learn effectively and also work through emotional challenges.
I am confident in writing and reviewing IEPs and find them invaluable in the educational experience of any child. I have spent a lot of time working with external agencies that support SEN and as such have taken a lot of their expertise which has helped me understand a child's mindset, abilities, difficulties, potential red flags, and overall has contributed towards a much more sophisticated and developed approach to my teaching technique.
- BA HONS Social Science 2:2
- PGCE Secondary - Specialising in English/SEN (Pass)
- Accredited CPD Safeguarding Level 1
- Speech Therapy Techniques KS1 children with ASD
- ECB Safe Hands
- SEND training for refugees
- Power of puppets training
- Social Stories inset training course
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Within 10 mile radius of central London
Postcodes HA1-HA9, UB5, UB6, UB9, WD3, WD23, NW9
You need someone who is extremely patient, approachable, adaptable to changing situations, has a sense of humour when required, who never makes any assumptions about what a child can or can't do, someone who is adaptable to all learning environments, a teacher that supports class inclusion but also appreciates there is a vast need for one to one learning in many situations for SEN children, that can adapt and modify any English lesson and any primary lesson, is experienced in using confidence building techniques, someone who will always care deeply about the progress and care of children with SEN.
I would approach all situations with patience, and allow a pupil space to get used to me in their own time. I would hope to encourage independent learning as much as possible, whilst also being fully supportive at every stage of their learning as required according to the child's SEN. I would organise a plan for each child, but until I had worked with them would not assume which strategies may or may not work best. As a teacher of SEN, I always begin with the perspective that no two children are the same. When approaching a lesson, I would gauge each situation separately, and find the approach that would be most appropriate. I would intend to always find a way to ensure that the child I was teaching understood the objective of the lesson. I would then seek to give some examples, possibly with the use of other resources. I would ensure instructions are clear, and that child knows the set task via a clear sequence of instructions, ensuring any potential confusion is addressed throughout, as and when required.
I find that positive reinforcement is very effective and would endeavour to use such strategies to motivate children through their challenges. I have used reward/sticker/smiley face charts successfully on many occasions for younger pupils. I use verbal praise throughout each day for all children when a child is trying hard to achieve the aims of the lesson, and am always be mindful of their specific needs. Hence I would always bear in mind the child's SEN, and use praise even if lesson objectives are not being met, but the child in question was making positive steps forward, no matter how small.
I am highly conscious of safeguarding every child that I come into contact with. This is a huge part of school culture, and my mindset as a teacher, whether it be in or outside of the school setting. I feel it is a big part of my job to be sure that children are safe first, before they can be educated. I would always do my utmost to maintain the safety of any children within my responsibility, and ensure that I knew who the appropriate staff members, managers are to talk to, should a situation arise. If I felt that any of the children for whom I were responsible for in my role required me to have a handling plan, then I would be sure to liaise with the appropriate member/s of staff or parent so that I knew exactly what the plan was, before beginning any tuition with that child.
I am, and will always be, fully committed to the welfare, safety and education of children, with a particular emphasis on developing the fullest possible learning experience and potential of children with SEN.
I can sing! I love to use singing in my lessons when appropriate. It always seems to go down very well. I also have my own special skill which I call "Teddy Shows" which is probably self explanatory. I use soft toys with younger children to approach many learning situations with great results, and have many "voices" for the teddies!
1 Review on “JaneT”
Jane has tutored my daughter for three years and is very patient, reliable, and gives 100%. She has been amazing and really helped my daughter to achieve her very best. Would highly recommend.