Lauren

I am a qualified teacher with QTS, have a Bachelors of Science (BSc) in Mathematics and Psychology,  have recently gained the national SENCO Award, and have previously implemented the whole-school literacy intervention programme (addressing handwriting, comprehension, reading, phonics and spelling). I have 10 years' experience of working with children; 7 of which have included supporting students with Special Educational Needs through either tutoring or teaching. This has encompassed students with SEN aged 5 - 18 in Maths, English and 11+ Entrance Examinations. I have worked within a variety of educational settings including Independent, mainstream and specialist provisions providing a broad experience of curriculum ranging from Key Stage 1 to Key Stage 4.

I fundamentally believe that boosting confidence and self-esteem is vital for students' success. I have a thorough knowledge of strategies and interventions that work to enhance the progress of student, and specialise in teaching students with a variety of needs including Dyslexia, Dyspraxia, Autism (including high-functioning), speech and communication delay, Attention Deficit Hyperactivity Disorder, Oppositional Defiant Disorder, Pathological Demand Avoidance,  Processing Disorders - including auditory, spacial and visual. Trained in supporting students with Social, Emotional and Mental Health needs such as Anxiety and attachment disorders.

I develop and provide tailor-made, personalised specialist programmes for students to ensure that they achieve their full potential. My sessions are fun, engaging and creative, which increases their confidence and self esteem. I work to provide a rich and stimulating programme of activities bespoke to your child’s needs and interests. This individual programme ensures that students are able to understand mathematical and literacy concepts at a deeper level, therefore increasing memory retention. I carefully consider the interests of the student to ensure that the learning experience is interesting, relevant and engaging.

As part of my aspiring SENCO position, I have previously implemented a whole school literacy intervention programme aimed at students facing difficulties with speech, language and communication. This programme addressed phonics, handwriting, reading, comprehension and spelling. These literacy interventions have been designed to address gaps in students learning which are holding them back or affecting their confidence and engagement in the classroom. My current role requires mapping of the student’s individual needs against Educational Health and Care Plans and specialist reports to ensure that these needs are at the forefront of their education. Additionally I have worked with multiple agencies including Education Psychologists, Occupational Therapists, Speech and Language Therapists and Social Workers.

Specific experience working with children with dyspraxia, dyslexia, autism and sensory needs: 

I have further studied the impacts of Dyspraxia, Dyslexia and Autism on a child’s development both at home and within a school setting at great length, allowing me to understand the barriers the student is experiencing and successfully address these using a range of proven techniques. These include using a variety of methods and explanations to explain key concepts. This can range from drawings, diagrams, using physical objects or even a song! Finding the best way for your child to learn and progress is fundamental and is something I find great reward in achieving. I have supported many students with complex sensory needs.

Experience with Executive Functions and Cognitive Processes, including presentation, organisational and time management skills:

I have experience working with students who are challenged by executive functions - i.e. organisation, presentation, working memory, planning and time management skills. It is imperative that students are able to reason and explain why they have or haven’t chosen specific answers. By working on this reasoning, students develop confidence and ownership in their work and achievement. In addition I work closely with parents and students to ensure planning and presentation of work is organised and concise. This can be achieved through a combination of handwriting intervention, use of graphic organisers and developing consistent frameworks.

I have a strong understanding of how a broad range of factors can affect a student’s social, communication, physical and intellectual development and I have a plentitude of experience in adapting teaching to support these needs.

Experience preparing children for the 11+ Entrance Examinations:

Experience in preparing for Maths, English, Non Verbal Reasoning and Verbal Reasoning. Through looking closely at educational psychologist reports, EHCPs, academic reports and previous class/home work I ensure that all my sessions, including those that prepare children for the 11+, are tailored to your child’s needs. I am a strong believer in finding the areas that are a stumbling block for students and to focus attention on these skills. By tackling these topics I believe that your child can gain confidence in their own ability and master more challenging content. I find this approach to be particularly effective in the build up to 11+ Entrance Examinations and GCSEs as it allows me to draw up a structured plan targeting keys areas whilst making the most of time available. With 11+ Entrance Examinations I use a baseline assessment (a mixture of questions and worked examples) to highlight key areas for development and then draw up a plan to address these areas within an agreed time.

I work closely with parents and students to ensure that each session is tailored to address gaps in learning, misconceptions and as a result achieve mastery of topics and skills, whilst also aiming to increase the confidence and enjoyment of learning for the student.

Specific experience working with children with Social, Emotional and Mental Health needs, including Anxiety and attachment disorders:

I have supported students with complex mental health needs including Anxiety and Attachment Disorders in a variety of settings including in an SEMH Provision. By using a holistic approach I work with students to not only progress academically but to understand and respond to their own needs. It is imperative that students feel supported and encouraged to learn and explore in a calm and respectful environment. By working together to identify their own triggers, areas for improvement and achievements I believe that students can feel empowered and therefore progress further.