Sabrina

Having spent almost seventeen years in education, during which time I have held several positions of increasing responsibility including; Learning Leader for Curriculum, Teaching & Learning I realised; that my true motivation and driving force was to work with SEN/autistic/deaf/non-verbal students, on an individual basis, inspiring a love of FUN, creative learning, which results in progress, whilst impacting pupils in a real and positive way.

I am a highly energetic tutor and my teaching style and pupil interaction reflects and corresponds to my core values of; inclusion, fun, sensory, creative learning, complemented by the use of high quality, personalised resources. I truly believe that if a pupil is enjoying their learning experience, they will remain engaged, enabling the opportunity to unlock their maximum potential.

When planning any session, my focus is on enriching the lives of my pupils, I am adamant that they receive the best provision and achieve both aspirational and realistic results. I achieve this by committing myself to regular independent CPD – (I am currently undertaking a Speech & Language Specialist Course). This reflects my passion for enriching communication skills with my learners, to foster a flexible and blended teaching style which evokes resilience, knowledge and curiosity, enabling the opportunity to consolidate skills whilst promoting independence.

I adore the Arts and am an advisor for the Arts Award. I believe there is the opportunity to learn many/most elements of the curriculum, through the Arts and this can be a really positive and energising way to draw pupils back into education/communication, who have become disengaged. I also draw on different elements of the Arts for soothing and sensory therapies.

My teaching approach is based on a pedagogical philosophy, and is, not only, hands-on, enthusiastic, (super fun and creative) but one that is holistic, and person-lead. All learning I deliver has a clear marker of ‘communication’ (at all levels, enabling the development of skills so that the pupil can express needs and share their wants. This leads on to ‘comprehension’ – An ability to acquire the skills to share opinions, offer information, problem solve and develop an independence to navigate the world they live in.
Finally reaching the ‘decode’ stage which ensures individuals develop purposeful life skills to enable independent exploration and understanding.

I am motivated and (extremely) passionate about pupils having access to a broad and varied curriculum offer. I have enjoyed and implemented thematic learning into curriculum, ensuring that the themes chosen are pupil-lead, injecting a yearn for learning. I am currently writing a book about this and my drive to promote the importance of personalised learning has never been stronger.

My working and learning environment, is one that is characterised by empathy, mutual support and, above all, inclusion.

I appreciate that, selecting a tutor, along with the process of transferring from a standard classroom setting, to something quite different, can be quite daunting for those surrounding the child. I believe that it is important to also build a rapport with those people too. I will always communicate regularly with family members/carers, ensuring they are updated with tasks/activities taking place, as well as notification of progression taking place.

I genuinely care about the job I do and the children/families I am privileged to work alongside. Please feel free to approach me for any further information, questions etc.

• Introduction and implementation of relevant and appropriate learning and curriculum.
• Sourcing a relevant and appropriate curriculum for a wide range of learners, with diverse needs.
• Proficient in the use of PECS
• Proficient in the use of Makaton and BSL
• Proficient in the use of Communication in Print/Widget
• Developing a curriculum encompassing the ‘Life Skills’ initiative alongside Functional learning and embedding literacy/numeracy and all other subjects.
• Leading a year group and Key Stage.
• Developing and maintaining links and robust relationships with family member and the wider community.
• Enabling diverse, flexible and blended learning opportunities, with clear personal and curriculum targets.
• Developing whole school initiatives introducing Functional Skills being underpinned in curriculum.
• Creating a ‘tracking system’ which enables students, staff, parents and carers to be able to understand individual targets, with a clear representation of both linear and lateral progress.
• To ensure I am up-to-date with all policies and the current national agenda for Education.
• General teacher responsibilities.
• Robust, creative and detailed lesson preparation.
• Management of own diary.
• Student transition to/from pupils’ learning stages.
• Strong knowledge of, and author of learning targets for pupil Annual Reviews/EHCP’s.
• Maintain consistent relationships with parents/carers/ any other person/body surrounding the child.
• Form and maintain community relations.
• Mental health advocate
• Cognitive Behavioural Therapy
• Art and Drama Therapy
• Specialist tutor/teacher in SEN
• Colourful Semantics practitioner & other SaLT initiatives (both verbal/non-verbal pupils)
• Consultancy

Currently working towards:

- Level 3 Mental health
- CBT
- Anxiety and Depression Awareness
- Speech & Language Therapy

- Qualified Learning Teacher Status - BA Hons - Professional Graduate Certificate of Education - Emotional and Behavioural Difficulties for Teachers and TA’s - Maximising Progress of Students with ESBD - Hertfordshire Step on Training - Arts Award – Advisor (Explore – Gold Levels) - Functional Skills - Prevent - Safeguarding Level 1 - FGM Awareness Training - Early Years Foundation Stage - National Curriculum: EYF - Higher National Diploma Level - BSL

• Is fully committed to all elements of the learning journey
• Is happy and energetic in teaching style
• Believes in a child-centered, personalised approach
• Is experienced in dealing with different levels of communication
• Is proficient in the use of PECS, Communication in Print/Widget
• Provides excellent quality planning and resources
• Is keen to track, record and present both linear and lateral progress
• Passionate about curriculum
• Engages children in learning, making them want to learn
• Aspirational
• Can adapt to different teaching needs and styles
• Has extensive experience both in and out of the classroom setting
• Has extensive experience delivering to children with additional needs and SEN
• Can provide educational and independence targets for EHCP’s