I have in depth knowledge supporting pupils with a range of learning needs, such as dyslexia, ADHD, global developmental delay, ASD, social and emotional difficulties and anxiety. I have 17 years of experience teaching the primary national curriculum with focused support in English, Maths & Science.
My speciality is teaching children in Key Stage 2 (although I also have supported KS1 pupils and worked with students in Year 7 & 8 previously), particularly those with dyslexia, guiding them to reach their desired goals whilst supporting them to develop independence alongside social and emotional well being. Throughout my experiences of teaching pupils with ADHD, dyslexia and ASD, I have found a calm and organised learning environment is most effective. I structure sessions with specific tasks in sequential order and ensure that I use clear, succinct language at all times. Where applicable, I also tailor activities to pupils’ interests and incorporate an element of game play or challenges to ensure that children are engaged and motivated to participate. I have even been known to use boxing and juggling within my teaching sessions, where appropriate!
I have worked across a number of numbers in the West Midlands area, as well as an international school in Dubai, which has enabled me to develop the skills to adapt my teaching to suit a wide variety of pupils’ needs. Pupils from a variety of differing backgrounds and circumstances have responded well to my calm and friendly approach.
My experience teaching primary Maths, English & Science:
As a trained primary school teacher with qualified teacher status, I am very confident in delivering Maths, English and Science sessions based on the national curriculum. In my previous schools, I have years of experience teaching Year 5 and 6 booster sessions in preparation for SATs. In my previous positions as SENDCo and inclusion manager, I have used data to identify pupils and their specific areas for support, as well as delivered a number of interventions working alongside class teachers, teaching assistants and other members of SLT.
My experience teaching children with dyslexia:
I have over 10 years of experience teaching pupils with dyslexia in a one-to-one or small group setting. I have delivered a number of successful, evidence-based interventions in reading and spelling and have supported pupils to build their confidence and general self-esteem. I am phonics trained and have delivered sessions following a number of different school approaches, such as Read Write Inc & FFT Phonics. I have supported pupils who have been reluctant to read or write and have tailored activities to their interests (reading comic books or designing Top Trumps cards of their favourite superheroes writing a description to match). I have used a range of assistive technology, such as Talk to Text, as well as apps and other websites to engage the learner’s interest.
My experience teaching children with working memory / processing needs:
Throughout my years of teaching, I have found that a solid foundation of structure and repetition accompanied with meaningful and memorable learning hooks and activities support pupils to retain and recall information. I use a variety of approaches ensuring pupils experience visual support, modelling and practical application.
My experience teaching children and young people with anxiety:
I have worked with a number of children and young people with anxiety disorders supporting them to develop coping mechanisms, such as mood diaries, changes in routines, relaxation techniques to manage their anxiety and focus their attention on achieving their goals.
My experience working with children and young people as a mentor / boxing coach:
I have worked with some pupils who were disengaged learners and reluctant to participate in some school activities. I supported communication and social skills through the delivery of non-contact boxing sessions providing positive reinforcement, constructive feedback and encouragement to instil a belief in my pupils that they can overcome challenges, push their limits and achieve their goals within the learning sessions, as well as in life in general. This unique approach coupled with care and praise built self-esteem and confidence.
My experience teaching children and young people with sensory and/or auditory processing needs:
During my time as a primary school SENDCo and inclusion teacher, I have gained experience in working alongside occupational therapists and educational psychologists following guidance on implementing Sensory Diets enabling pupils to access learning incorporating sensory breaks, when required.
My experience working with children with ASD:
Having supported pupils with ASD in primary school settings, I understand the importance of routine and structure coupled with clear and concise language. I have previously supported pupils through the use of visual timetables, now and next boards, as well as social stories guiding them to practice helpful strategies when they are feeling overwhelmed. I have explored a range of sensory tools, such as weighted cushions, fidget toys, liquid and/or sand timers, with a number of pupils I have taught to support their emotional regulation , concentration and interaction.
