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Chloe

  • Wilmslow
No Reviews

£105 per hour

(1.5hr minimum)

Fully Booked

I have a deep passion for teaching young people and thrive on the challenge of overcoming barriers to create positive learning experiences. I work closely with each individual to help them understand and embrace who they are, move beyond past challenges, and break down obstacles together—opening doors to new opportunities. With over 21 years of...

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Skills & Experience​

 

 

  • 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 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 working with young people with Autism

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 neurodivergent 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 SEMH / mental health needs

As a recent Associate Head at an SEMH school, helping students with significant mental health difficulties is very much my speciality. I work on building my relationship with each student and find young people quickly accept my non-judgmental characteristics that put them at ease. I perceive behaviours simply as forms of communication and work gently and patiently with consistent standards to build bonds and guide students towards learning.

 

When bonded and focussed on a hands-on activity, I will explore at the student’s pace, matters that are troubling them and gently offer empathy, alternative perspectives and suggested actions or solutions (if my student is ready for this stage).

 

  • My experience teaching Primary Maths and English/Literacy

I have taught English and Maths to every year group through Primary and Key Stage 3 for pupils with special needs. I have been a primary school 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 3 and 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 been the teaching lead in assessment for learning techniques and an advocate for the inspiring Talk for Writing methods. I have written and developed English Curricula at two special schools over the last 3 years 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 teaching Social & Communication skills

Having worked with CAMHS to pilot their new initiative for the development of Social Communication and Interaction (the HAVEN project), and run social clubs in schools for many years, I use my bond and developed trusted environment to help my students feel safe and experiment with their interactions, providing light touch guidance when needed and explicit technique teaching when requested.

 

As Head of Department in a Special School, working with a 80% non-speaking cohort, and teaching my Profound Medical and learning Difficulties children, I have developed multi-sensory, total communication techniques and utilised Assistive Technologies to help communication where this is a high need. I create scenarios that encourage students to communicate, giving them different sensory stimuli to respond to or having preferred objects out of reach to encourage request immediately followed by reward. To support listening and understanding, I am careful to optimise the environment for focus and concentration using sign language, objects of, and pictorial reference, speech and song to relay a message. To enable communication, I use sound buttons, picture cards PODD books and the like. 

 

  • 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.

 

  • 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

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.

 

I work on independence at every stage of development – from using eye gaze to choose a food, holding a spoon to eat, tying shoe laces, catching a bus, writing a CV or applying to College – I support and celebrate every step of the way.

 

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