Jane

I am a highly skilled specialist primary English and Maths tutor, and confident to teach/support pupils with autism, epilepsy, MLD, working memory challenges, global developmental delay, dyslexia, dyscalculia, organisational challenges, concentration/focus problems, working memory challenges, speech and language difficulties (including non-verbal), APD, social and emotional difficulties, sensory processing difficulties, dysgraphia and comprehension/inference challenges.

I have worked with many children over the years in groups/individually, focusing specifically on reading, writing, numeracy/maths, listening and speaking skills. Over the years as a teacher I have worked with many children with both dyslexia and dyscalculia, both within the primary and secondary school sector. I understand that children with specific learning difficulties such as these do not always respond best to the mainstream style of teaching, and as such often need a more practical approach with different techniques. I have found that the use of games and visual techniques, as well as a breakdown of the language used in Maths and English helps to make the curriculum much more accessible to children with a variety of SEN, including both dyslexia and dyscalculia.

I have a great capacity to work with students with English (reading and writing) and Maths challenges, and have worked with many SEN children individually with a cross section of language and learning needs, 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 as well as to increase confidence in their approach to reading.

In addition to Literacy and Maths SEN teaching I am an experienced mainstream English teacher, having taught at all levels from age 6-18 years. I have a lot of experience of teaching the primary maths curriculum from reception to year 5, particularly to SEN children on individual learning programmes.

I have taught many children who have experienced problems with concentration whilst working, and have used many effective techniques that would motivate them and help to keep them on task. My most recent post was for 15 hours a week from Nov 19-July 20 with a child with extreme focus challenges. The child made excellent progress throughout the year. I know that with such difficulties it can be an ongoing issue that is constantly present and needs to be targeted continually, but with empathy and understanding, using variable approaches, depending on the particular child.

Having worked with children with various verbal challenges, I have gathered a lot of experience teaching young people from early years to age 18 who are non-verbal (ASD), selective mute, and children with very limited verbal abilities.

Having experienced many SEN settings I have encountered children with school phobia and have a great empathy with children in situations who are experiencing any level of anxiety due to school culture.I have a great understanding of students 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 across the age groups with SEN faces, and have as such found excellent strategies to help them progress.

Teaching and interacting with children/young people brings out the best in me as an individual. I feel I have great interaction skills with young people, 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 am fully aware that many children do not best respond to the mainstream method of education and need something different and I have the skills to adapt to different children's needs. 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 pupils. 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 & Language 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 work with SLT and other professionals includes many schools, past recent and present, including my recent post at a Primary School in Acton and my most recent post at a Primary School in Gloucester Road. 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, language, communication 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, whether their needs be specifically maths and/or literacy, or finer points that relate to communication and/or non verbal challenges.

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.

When first meeting a new pupil I would always assess exactly what their needs are and evaluate the difficulties being encountered. This would be a 3 way process involving myself, the child and parent/guardian (plus the school if appropriate.) My plan would then be to decide what the best learning approach would be, and how I would use various multi sensory resources, ideas, techniques to help the child move forward. I frequently use mind maps  in my approach, as I believe this is a tangible way to breakdown a concept and understand it on different levels. I would also use mind maps and other techniques to help a child process language breakdown, evaluating the meaning and use of language that could appear confusing, whilst incorporating visuals where appropriate, rather than standard techniques and resources that may appear in the mainstream. I would also aim to give the child as much learning independence as possible during each session, so that their confidence potential would be developed.

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.