Rachel

I have over 18 years of extensive teaching experience as a Special Educational Needs and Disabilities (SEND) Intervention Teacher, with a track record of academic publications. I am also a  qualified Designated Safeguarding Lead and a Trauma Informed Teaching Specialist working with complex trauma cases for Law firms and Case Management companies, I am a member of the British Association of Brain Injury and Complex Case Management. My teaching career encompasses children and young people aged 2.5 to 21, spanning Primary, Secondary and young adult school settings, as well as whole provision SEND environments. I have also dedicated 20 years to Private Practice.  I currently teach children with ASC, ADHD, Executive Function, Speech and Language delay/challenges, FAS, Dyslexia & Dyscalculia, CP, Complex Trauma, Dyspraxia, Developmental Delay and Self-esteem challenges.  Throughout my career, I’ve been involved in various educational settings, including Specialist SEND schools, County Council Intervention teams, mainstream schools, Pupil Referral Units (PRUs), and Secure Children’s Educational settings. In these diverse contexts, I’ve provided teaching in subjects such as English, Maths, and Sciences.  I take pride in serving as a positive role model for my students, offering empathy and unwavering support as an educator.

My specialist experience working with young people with Autism: I bring extensive experience to my work with young people on the Autism spectrum, having served in both SEND educational settings and private practice. My primary goal is to establish an optimal learning environment that empowers these students to navigate their unique challenges in communication, learning, and essential life skills. Central to my approach is the provision of clarity, choices, and a structured framework to guide their progress.  Understanding the inherent difficulties in the learning process for these students, I provide unwavering support by equipping them with effective techniques and strategies to enhance their learning experience. This approach sets the stage for a positive relationship, characterized by clear expectations for both the student and myself.  At the outset of our interactions, I institute routines that promote the student’s well-being and account for their sensory needs. My proactive planning allows for designated decompression time, which helps them sustain their energy levels and mitigates the risk of shutdowns.  Through the creation of calming and engaging learning environments and the implementation of appropriate strategies, I aim to prevent these students from feeling overwhelmed and experiencing intense emotional responses. It is important to acknowledge that many students with Autism engage in self-stimulatory behaviours (‘stimming’). I not only embrace these behaviours as integral to their identity but also actively encourage them. Accepting these unique traits is pivotal in building trust and breaking down potential social barriers during our lessons.

My experience teaching Maths: As previously mentioned, I have taught mathematics to children between the ages of 3 – 21 (Early Years- GCSEs/Functional Skills) both in classroom settings and through private tutoring. I have 17 years of experience in a classroom and over 19 years of 1:1 maths tuition. In both iterations I adopt practical activities before moving into written activities using the fabulous ‘Very Special Maths’ theory. I trained to teach maths because of my own early experiences as a child with maths.  As a teacher I felt that schools were lacking a fundamental step between the input in Early Years that relied on practical based, sensory, fun activities and the more abstract written methods as children moved through the school.  By making maths a ‘whole-body’ sensory experience makes it more achievable for the child. I enjoy making maths fun and hands-on, thus making the learning accessible to all. I have taught GCSE maths for many years and always use material taken from exams to make the individual feel more confident in answering a range of questions.   Using such material, we can look at a number of the same questions on a particular topic until mastery is established.  Most of my learners are taught a systematic approach to answering questions.  This muscle memory approach, I teach, once embedded is like breathing.  Taking the time to teach this, increases an internal confidence and confidence is key to acing the exam, so I make sure to target this in my lessons.

My specialist experience teaching GCSE Mathematics:  I teach GCSE-level Mathematics, covering both the foundation and higher tiers, in both a school setting and within my private practice dedicated to Special Educational Needs and Disabilities (SEND) students. When it comes to teaching mathematics to my SEND students, especially those with Autism Spectrum Conditions (ASC) and Attention Deficit Disorder/Attention Deficit Hyperactivity Disorder (ADD/ADHD), I initiate the process by establishing a stable, personalised, and predictable learning environment.  My methodology revolves around deconstructing and integrating the visual and tangible complexities of mathematics in a manner that aligns with the diverse learning requirements of my students. I have developed the capacity to adapt my teaching approach to address the unique challenges each student presents, a skill that underscores the importance of tailored education. Through my experience, I’ve ascertained that the keys to mastery and comprehensive understanding of mathematics in a world that thrives on diverse approaches to mathematical concepts lie in repetition and the application of varied teaching strategies. This approach paves the way for students to navigate the intricate realm of mathematics effectively.

My Expertise in Mathematics Exam Preparation and Question Solving:  I specialise in providing targeted support for students preparing for maths exams and assessments. My approach is designed to equip students with essential skills and strategies to not only tackle maths exams with confidence but also to enhance their overall executive functioning abilities.  In my roles, I work closely with students to develop a flexible and adaptable problem-solving approach. We collaboratively construct a systematic format for solving maths problems that can be a lifesaver in high-pressure exam conditions. Regular practice of these problem-solving structures instils the confidence to generate solutions to complex math questions while knowing that their ideas will seamlessly fit into the well-practiced problem-solving formats, almost like muscle memory. This not only strengthens their question responses but also reinforces the significance of providing concrete proof for their mathematical solutions.  My expertise extends to covering a broad spectrum of mathematical topics and problem-solving techniques, ensuring that students have a comprehensive toolkit to tackle various maths exams. I’m dedicated to helping students build both their mathematical prowess and their ability to approach exams with confidence and competence. Through my guidance and support, students gain the skills and knowledge they need to succeed in maths exams and beyond.

My specialist experience supporting students with Executive Functioning Challenges: I provide one-to-one interventions to many students dealing with Executive Functioning challenges in addition to other disabilities. I firmly hold the belief that my students are always doing their best with the skills they have. My teaching approach for students with Executive Function challenges includes scaffolded supports designed to encourage the development of memory, organisation, planning, self-monitoring, time management, and effective study skills, all of which are vital for thriving in school or college.  Together with my students, we collaboratively build structured routines, emotional regulation and cultivate organisational skills, all while establishing rules and expectations that remain as consistent as possible. In this process, I place a strong emphasis on the development of study skills that are crucial for academic success.  I work closely with the students and their parents to establish SMART (Specific, Measurable, Achievable, Relevant, Time-bound) targets that facilitate day-to-day planning, emotional management, task organization, and effective study habits. These efforts not only enhance their academic performance but also have a positive impact on their home life, social interactions, and learning environments. In addition to executive functioning skills, I teach study skills such as note-taking, time management, effective reading strategies, critical thinking, and test preparation. These skills form a critical part of a student’s ability to learn and succeed academically.  Through the mastery of these executive functioning and study skills, my students develop resilience and establish positive connections that support their overall executive functioning abilities. I ensure that every lesson and individual activity provides opportunities for students to practice and apply these skills, creating self-directed, real-life scenarios that require them to analyse possible solutions, anticipate consequences, and develop strong planning, goal setting, flexible thinking, and focused study skills.

My specialist experience teaching children with Acquired, Early, Developmental and Complex Trauma:  I have specialised in Trauma Informed Teaching, collaborating with Multi Agency Teams; with children and young people with highly complex and intricate cases of Trauma for families; Care and Case managers and law firms.  I am employed to perform both educational needs assessments, reports for the court and tailored teaching, by my clients.  I am a member of the British Association of Brain Injury and Complex Case Management and am currently undertaking training in Crisis & Trauma Counselling in Early Childhood.  As part of my role in Trauma Informed Teaching, I work with children and young adults who are currently living with or are survivors of Acquired Trauma, Psychological, Physical and Sexual abuse or neglect.  I am also currently working with children who have lost both parents after migrating to the UK, one is a selective mute.  Alongside the subject tuition, I provide to the children, I also support them in developing strategies to cope with the strong emotions and physical reactions that persist for them and make it difficult for them to form appropriate attachments, access previously acquired skills and regression.  I create safe and accepting learning environments and use structure and routine with the children, I also ensure the learner is fully aware of what ‘is coming next’ to ensure they don’t experience unexpected events.  I set achievable goals and opportunities for the children to help build resilience, mastery and control in their accomplishments.  This experience and training has given me a deep understanding of the needs of a child who has been exposed to Trauma.

My Specialist Experience supporting students with Pathological Demand Avoidance:  I currently teach several children with PDA.  My approach is to develop individual strategies which allow them a sense of control, asking without asking, while limiting the range of choices available to avoid intense emotions, anxiety and a sense of panic developing.  My expectations are always flexible and presented carefully, reassuringly and using calm and collaborative discussions which avoid emotional overload.  I always endeavour to use the positive qualities that my students with PDA have, in my lessons, such as resilience, creativity and determination, this supports their development of coping skills and self-awareness.

Fostering Self-Esteem and Empowerment through Positive Education:   Central to my educational approach is the core principle of cultivating self-esteem in each student. I firmly believe that the pathway to unlocking one’s full potential begins with creating an atmosphere of positive communication, consistent encouragement, and the celebration of every accomplishment, no matter how modest.  Within my classroom, I actively encourage every child to express their emotions openly, allowing us to collaboratively construct positive experiences. Through this collaborative method, we establish a robust sense of their abilities, personal qualities, and nurture pride in their achievements.  To ensure that each student feels comfortable and empowered, I provide support in exploring new topics at their own pace, breaking down seemingly overwhelming tasks into smaller, manageable steps. This strategy assists in alleviating the burden of overthinking and allows them to embrace their potential through incremental progress. While setbacks are an inherent part of the learning journey, I am dedicated to building resilience and promoting positive experiences that empower students to overcome mistakes with confidence and without succumbing to anxiety.  To make the learning process enjoyable and meaningful, I encourage self-talk, enabling students to articulate their learning experiences and build upon their acquired skills. I’ve consistently observed how the development of self-esteem, fostered through the learning experiences of my pupils, becomes an invaluable asset in all facets of their lives.  My teaching style is inherently positive, acknowledging that learning often involves making mistakes, which are celebrated as valuable parts of the learning experience. I offer continuous praise with thoughtful reasons and ensure that each student comprehends and values the significance of every step in our shared learning journey.

My specialist experience teaching children with Low Self Confidence, Attachment, Anxiety and Compulsion disorders:  A large proportion of my students struggle with attachment, anxiety, compulsion disorders and low self-confidence alongside cognitive impairments which inhibit their ability to understand why they are anxious which makes it difficult for them to access learning.  I address each need to make each learner feel good about themselves and to encourage independence in learning. At the beginning of each lesson, I always discuss the topic and allow the child to talk about anything which is causing anxiety or stress.  For each subject, I break the learning down responding to each hurdle or challenge at a time, this creates a learning environment in which the children can feel valued and anxieties reduced.  I use positive praise, rewards and reassurance, frequently reinforced to ensure the child is both psychologically and physically at ease. I set realistic and achievable targets which the child can see they can achieve and exceed; this boosts self-esteem, building confidence and reducing anxiety around the topic and learning in general. By carefully creating fun and interesting resources I am able to ensure that the learning comes from the child, always mindful that topics can increase the child’s anxiety and tailoring each session around this the learning can be engaging and enjoyable.  From the outset, I endeavour to gain the child’s trust and ensure they are comfortable during each lesson.  Alongside the teaching of core subjects, I build in activities which embrace things the student is passionate about which helps to maintain focus, build social skills and assist the child to recognise social cues. I also use resources which help to build empathy particularly in English by asking them to view the story from someone else’s perspective, this helps them to recognise emotional cues by helping them to view the world from the perspective of another person.  I build sensory stimulation, engaging sight, hearing and touch into the resources and my lessons which helps the student be ‘present’ and comfortable.

My specialist experience providing engaging sessions to inspire a love of learning:  My extensive experience as an educator is marked by a passionate commitment to igniting the spark of curiosity and fostering a genuine love of learning in my students. I believe that the key to effective teaching lies in creating sessions that are not just informative but also engaging and enjoyable. By incorporating innovative teaching methods, hands-on activities, and interactive lessons, I create an environment where students can explore and discover the wonders of the subject matter. Whether it’s in a traditional classroom setting or through remote learning platforms, my primary goal is to make every session an exciting adventure where students are eager to participate and where learning becomes a delightful experience.   It’s not just about imparting knowledge; it’s about nurturing the mindset of lifelong learners. I’ve dedicated my career to the belief that learning should be a continuous journey, and my specialised approach reflects this philosophy. I emphasise critical thinking, problem-solving, and a thirst for knowledge in every session. I encourage students to ask questions, seek answers, and develop a sense of intellectual independence. By doing so, I aim to inspire a love of learning that extends far beyond the classroom, empowering students to confidently tackle new challenges and engage with the world with an insatiable appetite for knowledge.  Beyond academic achievement, my approach to providing engaging sessions is rooted in fostering self-confidence and self-efficacy. I understand that when students feel empowered and capable, their enthusiasm for learning soars. In my sessions, I create an atmosphere of encouragement and support, where every accomplishment, no matter how small, is celebrated. This positive reinforcement not only boosts students’ self-esteem but also fuels their motivation to explore, experiment, and discover. By inspiring a love of learning in this way, I help students realize their full potential and equip them with the tools they need to thrive in a rapidly evolving world.

My extensive skills and experience in supporting students to develop their independence: have consistently left a profound impact on both students and their families. Through a tailored and nurturing approach, I’ve empowered countless learners to take charge of their education and lives, fostering self-reliance and a sense of accomplishment.  My specialised techniques go beyond merely teaching subjects; they instil life skills that students carry with them far beyond the classroom. I’ve witnessed students blossom into confident, independent individuals, capable of tackling challenges with resilience and a profound belief in their abilities.  What sets me apart is my unwavering commitment to building self-esteem and self-efficacy in every student. By providing a safe and encouraging learning environment, I’ve cultivated a deep sense of trust and self-assurance in my students, enabling them to navigate their unique journeys with a newfound sense of independence. My dedication to nurturing independence in students has consistently created a lasting impact, helping them not only excel academically but also thrive in all aspects of their lives.

My specialised expertise in mentoring secondary school students is built upon years of hands-on experience, where I’ve seamlessly integrated the essential components of enhancing self-esteem and confidence, not only in their academic pursuits but also within their social interactions. I firmly stand by the belief that honing robust executive functioning skills serves as a fundamental key to achieving success across all subject areas and life’s diverse challenges.  Within my mentorship sessions, I guide students to engage their cognitive processes effectively. I assist them in mastering the art of time management, task initiation, organization of study materials, unwavering focus, and nurturing a resilient and optimistic mindset. Furthermore, I instil in them the value of learning from mistakes and encourage them to explore fresh strategies when confronted with hurdles. It’s a remarkable experience for me to witness students persist and overcome their obstacles, demonstrating unwavering commitment to reaching their goals, particularly in novel or challenging circumstances.  I hold a steadfast belief that each and every child harbours the innate ability to learn and grow. I am deeply convinced that it’s the learning environment that celebrates mistakes as integral facets of the learning process, empowering students to advance with unwavering confidence, elevated self-esteem, and a newfound sense of independence. In my mentorship, I foster an environment where students flourish, embracing the entirety of the learning journey, including its setbacks, as stepping stones toward personal growth and self-discovery.

I Empower Children as Masters of their Learning Journey:   I currently have Subject Lead responsibilities encompassing Intervention, Assessments, and Phonics. My present role is situated within a comprehensive ‘whole school SEND provision,’ where I personally guide 76 children through one-on-one and small group sessions. These students span an age range from 2.5 to 19 years, with diverse and complex needs.  Our lessons are structured as concise ‘bursts’ lasting between 20 to 45 minutes, thoughtfully tailored to each child’s unique Education, Health, and Care Plan (EHCP) and their specific learning requirements, considering the intricacies of their learning challenges. The hallmark of my approach is delivering engaging, dynamic, and enjoyable sessions. I place a strong emphasis on drawing from the children’s individual interests, employing them as powerful tools to surmount the hurdles they face in their educational journey.   As a teacher and tutor, I have an established track record of achieving notable improvements in reading, spelling, writing, Science, and Mathematics. I achieve this by implementing innovative and interactive teaching methodologies that align with each child’s distinctive learning styles and intrinsic motivations. My experience extends to providing tailored, enjoyable, creative, and practical sessions to children and young people grappling with a wide array of challenges, including autism, Pathological Demand Avoidance (PDA), ADHD, ADD, English as an Additional Language (EAL), dyslexia, dyspraxia, complex mental health issues, difficulties related to organization and time management, behavioural challenges, language barriers, and concentration issues. 

Parent Engagement and Student-Centred Collaboration:  In my educational practice, I place a paramount emphasis on fostering strong and collaborative relationships with parents. I firmly believe that partnering with parents is essential for a child’s growth and success. My approach has always been to stand alongside parents in their journey to support their child’s flourishing and thriving.  Above all, I perceive my role as a guide, facilitating the child’s educational path. I recognise that every student is the foremost expert on themselves, and my mission is to gain a deep understanding of how they learn best and unlock a personalised learning and teaching style that resonates with them. To achieve this, continuous discussions, evaluations, and feedback loops are maintained, involving both the student as the expert on their own learning and their parents. It’s through this ongoing collaboration that the child not only excels but also experiences learning as an innate and harmonious process.  Furthermore, my commitment extends to guiding parents on the ‘next steps’ in their child’s educational journey and outlining how to achieve these milestones as we progress together. On a day-to-day basis, I actively engage in Joint Goal Setting as part of a Multi-Disciplinary Team, participating in tasks such as crafting and coordinating Education, Health, and Care (EHC) plans, Annual Reviews, and Personal Learning Plans. This holistic approach ensures that every aspect of the child’s educational journey is meticulously considered and comprehensively supported.

Approaches to Teaching to Personalise the Learning:  My approach to teaching is by breaking down tasks and topics into creative steps that relate to the individual’s interests and life in general, thus making the learner a stakeholder in the ‘teaching’.  This builds interest and fun in ways that allows my students to engage and make the learning feel more relaxed and less ‘formalised.’ This lessens and even removes anxiety. We work together building the student’s belief in their own abilities with a ‘partnership’ where both learner, educator and parents are working ‘together’ to discover, rather than teach and learn, this enables skills to be acquired quickly and be solidly embedded.  I have always seen self-esteem, confidence and independence grow and become useful in all aspects of life when the learning that is undertaken by my pupils has been made possible. My teaching style is continually positive, including the positive learning experience that can come from making mistakes. I give praise constantly for good, purposeful reasons. I share the aims of each learning session with each individual child, enabling them to understand and appreciate each important step.  My approach to teaching individuals of all ages is by engaging the senses to read and write around touch and sound; building skills in systematic and sequential steps; reinforcing individual strengths and involving individuals in what, why and how they are learning are strategies that I have used with hugely positive results, creating high self-esteem and enjoyment in the learning process.   My holistic teaching approach is centred around the learner with support and input from their family.

 ADDITIONAL SPECIALIST SEND EXPERIENCE

My Specialist Experience Teaching children with working memory difficulties: has highlighted the importance of tailored approaches to accommodate their learning needs. Working memory plays a pivotal role in processing and retaining information. For students facing challenges in this area, I’ve emphasised structured, repetitive learning techniques. Breaking down complex information into smaller, more digestible segments has been crucial. Using mnemonic devices, visual aids, and consistent revision strategies has proven instrumental in reinforcing concepts and aiding memory retention.  Creating a supportive environment has been fundamental. I ensure a low-distraction setting, offering ample time for tasks and incorporating varied instructional methods. Short, frequent breaks during lessons and the inclusion of movement or sensory tools, such as stress balls or fidget toys, have provided students with the necessary outlet to manage their working memory challenges effectively. By encouraging peer support and fostering a culture of patience and understanding, I’ve observed increased confidence among students, enabling them to navigate their difficulties more successfully.  Collaboration with parents has been crucial. This collaborative effort aims to align teaching methodologies between home and tuition environments, providing a consistent support system. By sharing effective strategies and insights, this collaboration has enhanced the students’ learning experience and their ability to cope with working memory difficulties, ensuring a more holistic and supportive approach to their education.

My specialist experience teaching students with Dyslexia and Dyscalculia:  I work with many students both before and after formal diagnosis of Dyslexia and Dyscalculia, alongside the teaching I support the families through the diagnosis process and their communication with school which at times can be stressful and frustrating.  Having a subject expert supporting you can make a huge difference to a successful outcome.  When teaching students with Dyslexia and Dyscalculia I use modelling of tasks in small steps alongside tools such as coloured overlays or paper which both allow the child to access text more easily.  I use visual aids to build metacognition, this allows the student to understand instructions and the task they are working on.

My experience teaching children with Sensory Processing difficulties:  A lot of my students have Sensory Processing difficulties as a result of their other complex health problems.  I always establish a quiet, low stimulus learning environment which allows my students to cope with the external factors that affect them and get in the way of their learning.  I use multisensory teaching, in manageable chunks, to help my students remember the information from the activity, I also incorporate ‘Brain Breaks’ into my lessons.   My students have the freedom to use the tools and strategies which result in better retention, such as movement, fidgeting/ fidget toys and coloured overlays.  I find that integrating visual and practical teaching techniques are very successful with my Dyslexic & Dyscalculic students as it helps them retain more knowledge.

My specialist experience teaching comprehension skills:  In all subjects, even maths, when learners comprehend, they interpret, integrate, critique, infer, analyse, connect and evaluate ideas in their work.  I teach my students to understand and interpret texts (in all subjects including maths) to allow them to be able to ‘talk their topic.’  I encourage them to relate them to their own life, or something they have read, seen or talked about with others.  I ask them to explore where they have seen something similar?  My lessons begin with the basis of comprehension which comes from understanding the principle that, for example, if I see the number two there are two objects or if I read the word ‘cat’ I expect to see a cat not a dog.  Through visualisation and organisation of the written word practically, my learners quickly comprehend what texts are trying to tell them (interpret) and from this they can also begin to see what they are not telling them.  So, if I visually show a learner, ‘the girl walking down the street’ in a picture and ask, “where are they not walking?”  the learner can infer, they are not walking in the road.  Through cloze questions and scaffolded answers, pictorial, concrete and abstract (written) representations (using ICT where needed), I support the learner to critique the work they are reading to foster comprehension.  Using multi-sensory approaches to a particular topic – giving a ‘hook’ to a subject adds a fun environment for learning that enables another level to the comprehension of a subject.  When teaching inference and deduction, having a crime scene scenario set up and the learner solve clues is better than written instructions.  Embedding the learner in a situation leads to a greater understanding.

My specialist experience teaching children with Language Disorders:  My expertise lies in teaching children with Language Disorders, specifically in my role as a Specialist SEND Intervention teacher. The majority of the students under my care are non-verbal or have minimal verbal communication abilities, often compounded by language disorders like Developmental Dysphasia, which can vary in severity.  My primary responsibility is to assess these children and establish a baseline of their language abilities. Once this baseline is determined, I embark on a journey to expand their vocabulary at a pace tailored to each student’s individual needs. This is achieved through a combination of repetition and scaffolding, wherein I model speech patterns for the students.  I encourage and enable the use of alternative forms of communication and gradually support the students in verbalizing their thoughts at each step, fostering their self-confidence. In addition to building vocabulary, I also focus on helping students develop word sequencing and proper word order in their speech.  Recognising the importance of non-verbal communication, I actively encourage and reinforce its use as the students work on developing their verbal communication skills. I align tasks and goals with the students’ interests and hobbies, incorporating fun yet practical and tangible activities that enhance language development.  During our sessions, I create an environment where students feel comfortable expressing their frustrations or stress. This open communication allows me to organically adjust my teaching approach to address their needs, diffusing strong emotions and building confidence by validating their feelings, especially when they encounter challenges related to language. My keen observation skills play a pivotal role in assessing comprehension, which is closely intertwined with the development of verbal skills.

My specialist supporting students with Dyspraxia:  I have undertaken Dyspraxia specific training and ‘squiggle while you wiggle’ courses, as a lot of my students have Dyspraxia.  I always use simple language, demonstration and visual prompts, I break down lessons into small tasks mastered one by one such as practicing multi-sensory letter formation. During my lessons I promote a ‘no disturbance’ rule to help my students process the information and to reduce over-stimulation.

My Specialist Experience teaching and supporting children with FASD:  Alongside teaching FASD students at the SEND school where I am based; my youngest sister was born with FASD which resulted in neurological, developmental, behavioural and some physical developmental delays.  Through unfortunate family circumstances I was her primary carer from age 11 to 16.  I feel this gives me a rare insight into the day-to-day life of someone with FASD and their families. I emphasise structure and routine with all my students, I also build creativity, fun and most importantly humour and patience during the lessons when my students struggle with a concept or is overwhelmed.   I place a lot of emphasis on working as a team with parents for all my students.

My specialist experience teaching children with Cerebral Palsy:  I currently work in a SEND setting with a number of children with CP and have done for a number of years.  During my time working with young people with CP, I have found that it is important to create the opportunities for the learner to develop their skills through a variety of different media such as iPads, laptops, reading pens and larger writing implements if the young person wants to write.  Allowing regular movement, consolidation and ‘brain’ breaks are crucial to the comfort and therefore the correct learning environment of any young person, but especially a person with CP and I always make sure to plan for these in my daily lessons.   Encouraging a ‘concrete-abstract-pictorial’ plan to all of my lessons, regardless of abilities, allows all students to access the learning.

SUBJECT EXPERIENCE:

My experience teaching English:  My degree specialism is English, and I have a passion for both the early acquisition of reading and English Literature.  To read, is THE ULTIMATE SUPER POWER.  I have recently completed studies with the Witherslack group where we have looked at the premise that children are only ‘sight readers’ due to ‘TBI’ or ‘chromosomal differences’ and found this statement to be implausible.  All children can be taught to blend a word, if given the right tools for them.  Again, it is about unlocking their tool chest.  Reading is a unique learning skill, the way I speak is different to the way you sound, so naturally letters sound different depending on the speaker.  My knowledge of this has enabled my learners to take control of their reading through their own voice recordings, blending their own sounds as they read.  My dyslexia learners haven’t been taught ‘tricks,’ they have been taught strategies that work for them.  Strategies that mean they don’t have to feel ‘less than’ or ‘different to’ others.  As someone that is a dyslexia specialist, I feel it my duty to make this clarification for the learner.  I am a Phonics and Read Write Inc specialist and in-setting coach delivering English training to staff, assessing the whole school provision termly and streaming the intervention groups.

My specialist experience in English Literature and Essay writing:  Within my tuition, I equip my students with a strong foundation in written expression in a variety of English Literature and Language contexts.  I provide extensive essay writing tuition to my secondary students, focussing on developing their ability to refine their skills in persuasive writing, allowing them to articulate their thoughts coherently so they flow and transition seamlessly between ideas and paragraphs.  During lessons we delve into the fundamental aspects of composition, addressing elements of argumentative structure, grammar and style.  I provide constructive feedback which identifies my students’ strengths and areas for improvement, fostering a supportive environment which enhances their critical thinking and communication abilities, emphasising writing saliently with clarity and relevance.  Teaching English Literature and Language in a SEND environment, requires a tailored approach which accommodates diverse learning styles and challenges.  Empathy and innovative teaching methods are key to fostering a love for literature which supports engagement with the topics.  I employ multisensory techniques with appropriate support in an atmosphere which acknowledges each student’s unique needs.

My experience teaching History:  I have taught history extensively in KS2 and KS3, my specialisms are American History and Modern History although I have taught across the curriculum.  I work with my SEND students to develop a coherent knowledge of History and historical concepts through fun, engaging and interesting ways.  My degree specialism is English, and I implement my English teaching experience in developing the students’ ability to be enquiring and work on evidence based arguments, finally constructing high quality essays.

My experience teaching Science:  I have taught science in Key Stages 1 to 4, from ages 5 to 16.   Science in a SEND provision has a unique set of complexities as it involves my teaching of the abstract concepts which SEND children struggle to see and access.  I structure my teaching based on sensory experiences, previous knowledge and their expectations.  I use prior knowledge checks, develop problem solving skills and move from the concrete to abstract to build the knowledge in a retrievable way.