My specialist experience working with young people with SEN to develop trusting and meaningful relationships
Bonding with my student is at the core of all my teaching practice, using my ample compassion and empathy to listen, understand and accept the person for who they perceive themselves to be, and then working from this point to make a journey for positive progress. I tailor learning and activities around their sensory processing profile and interests and invest in celebrating who they are.
My experience working with autistic young people
Having run a Resourced Provision Centre for High School Students with Autism, run a Department in a Primary Specialist school for students with Autism and taught and cared for Students with autism pre- and post diagnosis as an SEN teacher and SENDCo, I have a wealth of experience to share with our Neurodiverse community. Having participated in some Pilot schemes with CAMHS and the charity, Autism Understood, I work with an affirmative approach, identifying and celebrating our neurodiverse traits and empowering each person with knowledge and understanding of themselves. I also use the Autism Education Trust Progression Framework to help identify our unique profile and areas to develop. I provide structure, predictability and routine and communicate through visuals including comic strips and social stories.
My experience working with young people with PDA
Having worked with students with Mental Health needs in Special schools and with High School students in Resourced Provision, I have a lot of experience assisting students with a PDA profile and those needing a trauma-informed approach. Working closely with CAMHS and Manchester Hospital School, I have helped distinguish between PDA and Emotional Based School Non-Attendance (EBSNA), and adapted our support accordingly (each profile needing very different approaches to meet need), resulting in positive change and re-engagement.
My experience working with young people with speech and language needs
Having run an International department of 226 pupils from around the world, I am adept at creating a language-rich environment, identifying receptive and expressive language difficulties and providing appropriate early intervention. I run a series of tailored programs to assist working memory, understanding, vocabulary development, understanding social scenarios and expressive communication and Interaction.
My experience teaching Maths & English
I have taught English and Maths to every year group through Primary, Key Stage 3 and Key Stage 4. Having been a subject leader for Maths, modelling teaching and honing tailored teaching with positive whole-school impact on raising attainment. I have also taught Maths in High School including Maths Functional Skills for Key Stage 4. I use multi-sensory methods, hands-on learning, models and images, real life examples and a variety of different methods that my student can relate to, before applying their new-found skill to different contexts.
For English, I have written and developed English Curricula at different schools and taught teachers how to teach Phonics, Reading and Writing. Introducing engaging topics and texts, I bring the subject alive through talk, art, Drama and IT where appropriate. We work together on different skills and aim to bring them all together for independent writing to celebrate and showcase all the new skills learnt.
My experience working with young people to boost their confidence and self-esteem
I love to nurture each person in a safe environment. Having run a specialist setting for social, emotional and mental health difficulties and worked with pupils with low esteem in many different contexts, I am adept at understanding pupil’s behaviours as simply a form of communication, which very often stems from low confidence. Building a sense of safety and trust, I help my students reflect on their development and track their own positive progress, celebrating each small step, in ways they can identify with and accept. Through specific-labelled praise and affirmation, I nurture a sense of self respect and value. I focus on effort, as well as outcome where appropriate, to develop resilience to challenge and self-motivation to aspire.
To develop independence, I provide different self-help tools that my student can use with growing independence, to achieve outcomes. To feel empowered with self determination and control within safe parameters, I provide choice and voice in what we do and learn, all contributing to independent life skills, so our young people can safely and confidently become more a part of our wider community.
Trained in a trauma-informed approach
Having worked with children and young people who have had a vast array of experiences, I am able to quickly understand where a person’s behaviours are indicative of trauma-response and how a trauma has impacted on a person. Trained by an experienced Educational Psychologist in the trauma-informed approach, as well as being a Mental Health First Aider, I use non-conflict language, patience, compassion and consistency to help a person understand I am reliable, trustworthy, fair and there for them. I work out the sensory processing needs and regulation techniques that work for my student and utilise these in our activities in order to co-regulate together. I use a variety of programmes to work on interoceptive awareness to help my student identify body signals and signs of increased dysregulation and to also explore the tools that are effective to self-regulate and manage ourselves safely.
My specialist experience providing engaging sessions to inspire a love of learning
Inspiring a love of learning is my speciality and is intrinsically linked with understanding my student, finding sources of motivation and interest, and linking to capacity for fun. I use all sorts of alternative methods and resources, engaging in hands-on, active and multi sensory activities and games tailored to the sensory needs of my student. With this established, we then link fun activities with what may be seen as demand, challenge and negative pressure – learning. Accepting these negative experiences and moving forward in a new way, patiently and empathetically, can be the fresh start needed to nurture curiosity, exploration and acceptance of support.
As part of my highly tailored approach, I enable choices and a pupil-led journey, within safe and consistent parameters, and encourage independence. Through praise and support in a trusted environment, I gently coax my student with affirmation and consistency to an achievable outcome while learning to accept mistakes and failures as simply a part of life and learning. With curiosity, exploration and self-determination positively channelled, a lifetime of discovery awaits!
My skills and experience supporting young people to develop their independence.
I have been privileged to care for young people with profound and multiple learning difficulties so I have a lot of experience in helping each individual reach personalised goals for greater independence. With Moving and Handling training and having worked very closely with physiotherapists, occupational therapists, feeding and swallowing specialists, paediatricians and visual and auditory impairment services, I use all my knowledge and expertise to support the empowerment and wonder of doing things for ourselves. From holding a spoon, moving along the floor, using alternative assistive technology to communicate, or responding to sensory stimuli, we celebrate each achievement and cherish every moment.
For my more able and neurodiverse students, I work on a life skills curriculum and the AET Progression Framework for Independent living to plan together and achieve tasks and activities in preparation for adulthood and community living. I feel the empowerment of self determination, responsibility and independence are key skills that are an underlying fabric in all my teaching, nurturing confidence and self-value through the realisation of their capabilities.
