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My specialist experience of working with students with SEN: during my gap year at university, I volunteered at two special schools, one was for what was then known as moderate learning difficulties, and one was a and emotional and behavioural school.  I did my dissertation on inclusion of children with SEN in mainstream school and how special and mainstream settings can, or in some cases cannot, meet the needs of children with SEN. From this point on, my drive was to work with children with SEN and to ensure that they enjoy their learning, that they believe in themselves and that they have a lot of fun whilst doing this. I initially worked as a teaching assistant in a special secondary school and then progressed to a teacher in an all-age special school. Then as a teacher and then finally as a deputy head in a primary special school.  I have worked with students that have made me both cry and laugh at the same time, but that have always progressed.  I have learnt and developed a vast range of skills and knowledge that I can bring to working with your child.

My specialist experience working with students with SEN to develop trusting and meaningful relationships: Without a relationship built on trust, any student will find learning hard. My main focus is to develop a relationship with my students and the family I work with. I have worked in both primary and secondary special schools, mostly in primary, over the 17 years of working in this field, I have trained and encouraged staff on developing these core skills. I am both nurture UK trained and a trauma informed practitioner.  In addition to this I have a certificate in counselling skills and I have been safeguarding and behaviour lead for 10 years.

Working with students and families with SEN is my passion, and I know that working 1:1 with a student can be so beneficial to help their needs. Enabling to help meet their needs in a way that a classroom environment may not be able to do. 1:1 supports aims to help them reach their full potential, and recognising they may not be able to access the whole curriculum or to be ready to attend school.

My experience of teaching autistic students: As a deputy head in a special needs school for children of primary age and previously a teacher and a TA in an all age school for children with complex needs, including those who are autistic, I have an excellent knowledge of a curriculum that we developed to meet the needs of these pupils. I also understand the range of difficulties, and the differences, that each autistic person needs meeting to access this.  There is no one fits all, as for any child, and I have worked with students who are non-verbal and subjects learners to students who are verbal, but do not have functional language or life skills.  In my sessions I include attention autism, colourful semantics, clear routines, and multi-sensory activities. I always ensure that activities build on each other and are related to topics and they enjoy and their interests. I love working with students with SEN, seeing the small steps of progress they meet and being part of their journey.

My experience teaching young people with sensory processing difficulties: Sensory processing difficulties includes a vast range of difficulties. As mentioned before, taking the time to get to know the student and talking to the family, really helps in the understanding and assessment of these. This impacts the sessions that are delivered.  In a classroom environment, this can be exceedingly difficult with sensory processing sometimes mistaken for something else due to how it presents. I have worked alongside a published author on sensory processing, completed assessments with teachers and parents to look at the best way to work with different students. Most importantly of all, I reflect on the sessions I deliver both during and afterwards and observe and look at how the student has responded. This means being flexible and adaptable about the sessions and use this knowledge to increase the impact and engagement for the next session.

My experience of teaching young people with Speech and Language needs: I have worked alongside speech and language teams for the last 17 years and I have taught many children speech, language and communication needs including non-verbal students and those with very limited speech as well as students who require support with both expressive and receptive language. The use of visual aids (PECS, Colourful Semantics, Communicate in Print and Teacch) are useful communication aids which greatly support children who struggle in this area. I also use concrete materials, pictures, gestures and facial expressions where possible, to help engage learners. I use language that is very clear with ensuring that I do not use phrases with double meanings as they are very confusing for children. During activities I will check that the child understands what is being asked of them, modelling any required language and ensuring that any language is used within context and is meaningful.  I will offer choices to a child to build appropriate language and relieve any anxiety. I know that the key to supporting speech and language is by building relationships and I do this through positive, friendly, fun and engaging sessions with movement breaks throughout. I love to use music, games and stories that students love and know to build their confidence and expand their language.

My experience teaching English including phonics, and Maths: I have taught every year group from EYFS to Y11 in special settings. This includes phonics, English, Maths and all other curriculum subjects. I always ensure that lessons are engaging and tailored to each student. I am trained in jolly phonics and have used reading books developed by speech and language for students who are pre-readers.   I use tangible objects including number lines, numicon, songs and games to help the learning. All students should experience the whole curriculum so that interests can be created, and new opportunities are given.

My experience of working with students with low self-esteem and confidence: Throughout my career, I have worked hard to develop the whole child and have a good understanding of how certain needs have to be met in order for effective learning to take place. I have knowledge of trauma and ACE’s and I developed a new curriculum for pupils on life skills and PSHE. I have run groups for mighty minds, lego therapy and zones of regulation.  Developing confidence and self-esteem takes time, and it is important to understand where the student is, and what has and is impacting on them.  This is part of building relationships with the students and allowing them to see part of themselves that they find difficult to show.

My skills and experience supporting students to develop their independence: Having experience of working in a special school, I understand how important it is to create lessons to promote the independence and enhance the life skills and communication of my students. This may be focused on functional independence such as communication or social independence such as travelling, shopping and discovering leisure activities. I think holistically about my students and passionately believe that learning should be to enhance your whole life and that academic learning can happen through many different channels. I love to take learning outside and use it in real life settings. For many of the students I have taught removing them from a classroom, will reduce their anxiety and increase their communication through signs, symbols, gesture, physical touch or verbally. Within the sessions based more inside I aim to build up their confidence and reflecting on their achievements, slowly builds up their inner dialogue, so that they can do this on their own.

My experience of working with students with ADHD/ADD: Quite often many of the students I taught had a diagnosis of ASC and ADHD/ADD.  As an experienced teacher in a special school and working with the ADHD team, the advice for both would overlap. Many pupils often have to wait long periods of time for a diagnosis, and I will look at the student and how they present, find out as much information I can from the families, and develop strategies that are relevant to each child. This is regardless of whether a diagnosis has been given.  Techniques I have used in the past include: TEACCH, short box tasks and repetitive but clear tasks. I have also made the activity physical and/or sensory, used quiet and distraction free environments or taken the activity outside.  I know that students with ADHD/ADD can also often been told multiple times about their behaviour in a negative way, and sometimes their experiences and how they feel about themselves have been restricted and negative due to this. This can lead onto further difficulties.  I believe in giving students time and developing with a 1:1 approach the right session that works for them, so that they can achieve no matter what.

My experience of working with students with global developmental delay: I have worked with many children who have the diagnosis of global developmental delay and I know how frustrating and sometimes vague this can feel to a parent.  When working with a child with GDD it is essential to find out where they are up to in all areas.  This then helps to develop different strategies, resources and sessions with lots of repetition to not only build their learning, but also to ensure that this becomes long term memories and skills not just short term.  I am experienced in working on speech and language, sensory needs, cognition, life skills, emotional development and I do this by forming strong and trusting relationships with both the families and the student.

My experience of working with students with PDA: As with ADHD/ADD, may students will not be diagnosed with PDA. The sessions and lessons that I do with students with PDA would focus on the best way for them to engage without feeling that it is a task, or an all or nothing.  I believe that for all students, it is seeing not just what is presenting, but looking behind the behaviour seen and understanding what causes it.  Tasks would be achieved together, have meaning rather just doing. I am always aware of reducing any student’s anxiety and being flexible. It is important to have a sense of humour, be adaptable. Having patience and staying calm are all part of this.

My experience working with students with behavioural needs, trauma and SEMH: Through working in a special needs primary school for 17 years as deputy head I was the lead for safeguarding and behaviour.  During this time, I have completed a Diploma in trauma and mental informed schools and communities, team teach training, led multi-disciplinary sessions with professionals including Educational Psychologists, CAMHS, ADHD team and speech and language to develop my knowledge and skills in this area.  I worked across the school, and I am highly experienced in working with students who show very high levels of physical behaviours.  These behaviours can be accompanied with language and some way to discuss what is happening which can help develop next steps. They can also present with students with no way of verbally describing what is happening.  Behaviour is always a form of communication, and I work hard to find out what is being communicated and work on next steps.

As mentioned above, relationships are the core to working with any student. Changes can take time. I fully recognise this can be frustrating for both the families and the student. However, this can be achieved with personal strategies and sessions and with a good dose of flexibility, calmness and a sense of humour.