Specialist Experience and Skills
My specialist SEN teaching experience (autism, ADHD, dyslexia, challenging behaviour): Having worked with a variety of children of different ages who have a range of learning difficulties I pride myself on being adaptable to the differing needs of the cohort of pupils in my class/care. I have had the privilege of facilitating pupil’s development from low end P-levels, working on skills such as mark making, through to writing sentences and working from targets set out in the national curriculum. Likewise, I have been able to develop pupils from reading with visuals in print, into confident you... Read More
My specialist SEN teaching experience (autism, ADHD, dyslexia, challenging behaviour): Having worked with a variety of children of different ages who have a range of learning difficulties I pride myself on being adaptable to the differing needs of the cohort of pupils in my class/care. I have had the privilege of facilitating pupil’s development from low end P-levels, working on skills such as mark making, through to writing sentences and working from targets set out in the national curriculum. Likewise, I have been able to develop pupils from reading with visuals in print, into confident young readers of books.
My Specialist Maths support experience: I have worked with children of a variety of ages and stages of the curriculum who have found grasping and retaining mathematical concepts difficult. I have had great success using tactile resources such as Numicon, Cuisenaire sets, dean sets and other methods. I really enjoy being part of a pupils journey of understanding and watching them with confidence as they learn how to apply mathematical skills both on paper and practically in their everyday lives. I have also taught and tutored both mainstream and children with EHCP at year 6 maths level in preparation for SATS and have led 16+ streamed maths sessions at a special school. This involved following the national curriculum for secondary school maths from the ages of 13 upwards. I have planned and delivered both group and 1:1 key stage 3 and 4 maths lesson, working on concepts such as reasoning and problem solving. I have had great success in seeing pupils learn the ability to break down problems into a series of smaller steps in order to achieve.
My specialist experience in Autism including high functioning and boosting students confidence and self esteem: For the past year and a half I have worked as an Additionally Resourced Provision Leader - The provision caters for up t0 19 pupils who have a diagnosis of Autism, that are split between two classes. One class predominately semi-formal learners and some pre-formal and the other class formalised learners, who are high functioning and integrate into the mainstream school for streamed learning sessions. In this role I have had the honour to work with a range of pupils on the spectrum and have enjoyed setting the most meaningful and productive provision for them. I have also had the opportunity to work with pupils who suffer with self esteem issues and have enjoyed seeing them transform and manage to transition back into their mainstream setting. This role has seen a close working relationship with parents/carers and members of the National Autistic Society in order to create a bespoke education package for their children.
My experience working with students with dyslexia: I have had the privilege of working with pupils with dyslexia in the classroom, small group settings and one to one. I have used school insets on dyslexia to create learning programmes that develop the skills of dyslexic pupils. I use a variety of proven methods in these learning programmes such as: Colourful Semantics; Clicker6; Reading interventions and auditory and processing skills programmes to effect. It has been a pleasure to see children become more confident when reading and spelling independently when they once would have shied away from the task.
ADHD/ Focus and Attention: Experience has taught me that one of the biggest challenges a child may face in the classroom or during private tuition is remaining focused throughout a task. I have been fortunate that I have taught a few pupils with ADHD and other difficulties around focus and attention. Working closely with Speech and Language Therapists and Occupational Therapists I have managed to fine tune a variety of methods and practices that have allowed for pupils and I to break through these barriers. Such methods include 'Turning writing into a game,' 'The productive use of movement breaks,' 'Attention Autism,' and 'Step by step Instruction Packages.' This has resulted in pupils to be and feel successful in their approach to learning.
My experience supporting children with demand avoidance behaviour and other behavioural needs: When taking into account a child's behaviour difficulties a priority of mine is to put a plan in place that allows the child to identify behaviours and then begin working on over correcting through self management. This is to allow them a sense of ownership and control over their behaviour as they mature. I have had great success using 'Zones of Regulation,' Sensory diet programmes and reward chart systems with pupils. I also believe that not one hat fits all and it is this approach I take when designing behavioural resources around individual children.
My experience developing social communication skills, and appropriate language: The vast majority of children that I have worked with have had social and communication targets set out on their ECHP. I particularly enjoy this element to my job as I get to collaborate with other professionals; such as Speech and Language Therapists; Play therapists and the parents of the children in order to develop realistic and achievable targets that can be achieved through daily interventions. In one to one and group settings I have enjoyed working on targets such as friendship building and effective listening through interventions such as Lego Therapy and feelings board games. I have successfully taught appropriate language and communication skills needed for the classroom and wider environment through 'Smile Therapy,' and use of 'Zones of Regulation' resources. Each year I look forward to the opportunity to teach PSHE lessons to children where I am able to set activities that address topics such as conflict resolution, identifying one's feelings, respect for others and independence skills, such as travel safety and hygiene management.
Specialist English Coordinator: During my time as an English coordinator in previous employment, I was responsible for re-designing the English curriculum so that it met the needs of all pupils across the school. This ranged from pre-formal learners; semi-formal and formal learners. I enjoyed overseeing the implementation of the new curriculum as I could see the positive effects it had on children’s learning. A large part of this role required me to work hands on with pupils and other teachers to introduce interventions and methods that would allow for the greatest success amongst pupils and the broad educational needs in the school. In this time I delivered numerous whole school and parent training sessions on: phonics; colourful semantics; a reading and language intervention; and literacy based computer programmes. I also delivered training on writing and effective use of Communicate In Print and Clicker6 in both school and the home.
Auditory processing difficulties: I am experienced in supporting pupils with auditory processing difficulties and at one time I taught two pupils who wore hearing devices and needed to be supported via Makaton, visual aids and fm radio devices. I enjoyed finding creative ways to overcome barriers to learning that presented themselves in the classroom due to auditory difficulties. In this time I worked closely with the local boroughs Teacher of the Deaf to implement strategies and approaches that resulted in successful outcomes for both pupils.