Helen

I have over 20 years of experience teaching in mainstream, specialist and tuition settings. In that time, I have fulfilled many different roles including Class Teacher of SEND, Pastoral Lead, Behaviour Lead, SENCo, Tutor of Dyslexia, Designated Teacher of Looked After Children and Computing Lead. Each role has given me valuable insight into the challenges of children and young people with additional needs but also into what their powers can be and how we can spotlight those skills.

Building strong, respectful and purposeful relationships with children and their families is one of my strengths. Being able to communicate clearly, honestly and empathetically is key to building great relationships and I take this aspect of my role very seriously.

In many cases, the various difficulties and challenges can overlap or co-exist and so a personalised and tailored learning program is fundamental in providing the right support. That’s why I do not offer a one-size-fits-all approach and whilst my skills and teaching strategies, as listed below, are an indication of what may be expected, it is more likely that a program will be a melody of strategies that best suit the individual. The programs of support that I deliver are backed by comprehensive research to ensure the greatest impact.

My specialist experience working with students with SEN to develop trusting and meaningful relationships:  Developing a trusting relationship is always my priority when working with children and young people to help them feel safe. I achieve this from the values PACE (Dan Hughes) Playfulness (playing games, communicating lightly and sharing fun times) Acceptance (accepting the inner feelings and emotions of the individual, even when the outward behaviour is not accepted) Curiosity – showing a genuine interest in their lives and their inner self. Empathy (hearing the child and how they are feeling and reacting).

My experience teaching autistic young people: I have a wealth of experience tutoring children with ASC (autism), however as this condition manifests differently from individual to individual, the importance of remaining flexible and adaptable in planning and teaching sessions is paramount to successful sessions – it is not one-size-fits-all! Often children with ASC (autism) experience anxiety. I manage possible anxiety through patience, positivity and time. I build strong, trusted relationships with the child or young person and implement familiar, structured routines with sensory/movement breaks as needed. Embedded into sessions, can be the opportunity to address emotions; what the triggers to certain emotions are, how they present and how to manage them through visuals, social stories and activities. 

My experience teaching young people with anxiety: I adopt a therapeutic approach to behaviour, social and emotional difficulties. Behaviour, whether prosocial or antisocial, is a form of communication. Having this understanding, allows me to be curious as to why the behaviour is being presented and work on ways to overcome these barriers. In sessions, I may work with a child or young person on exploring emotions, how these can present and how the child or young person can manage them to prevent dysregulation using a five-point scale or similar. We may work on having positive experiences that lead to positive feelings and so prosocial behaviours. We may also work on feeling and keeping safe, self-confidence, social skills and intrinsic motivation. Which again, are woven into our learning.

My experience teaching young people with a PDA profile: Creating an environment that is predictable yet flexible is a key ingredient to successfully working with children with PDA. Lessons are adapted to suit the needs and anxiety levels of the individual on the day and I will always clearly communicate our intentions to minimise demands and anxiety levels. Part of the work I complete with a child is to develop children’s own understanding of their emotions, brains and behaviours. 

My specialist experience with ADHD: Children and young people with ADHD may find it difficult to begin tasks, maintain focus and complete tasks; organise themselves, follow a series of instructions and remain motivated. To address these challenges, I use short segmented tasks and activities of high interest with structure, routine and scaffolded support which are key strategies in being able to engage children and young people with ADHD in their learning.

My specialist experience teaching young people with working memory difficulties: Many children and young people experience challenges with their executive functioning skills, including working memory. I use visuals and supporting resources to reduce the demand on these areas of the brain which helps to scaffold learning in other subject areas such as maths or writing tasks. In addition, prioritising learning experiences that develop executive function skills helps improve concentration, comprehension, inference, and working memory. And doing so is key to helping children and young people build study skills and lifelong learning patterns. 

My experience teaching young people with sensory and auditory processing needs: Many of the neurodiverse children that I have worked with have had sensory and auditory processing needs alongside their other needs. An understanding of the environment and its effects on the child or young person will help how I plan and deliver lessons, from adding in sensory breaks to teaching with visuals and from ensuring the teaching space is quiet to regular check-ins on self-regulation levels. 

My experience teaching maths and English: I have taught maths and English throughout my twenty-year career as a teacher and from Early Years through to key stage 3. I have an equal passion for both subjects and deliver them with enthusiasm and gusto. In English, I like to take a wholesome approach, delving into stories and their characters to provide a deep understanding of the text and improve comprehension, reading and writing skills through discussion, exploration, mind mapping, experimentation, role play and more. I have completed several writing courses and very much enjoy the creativity that English brings. 

Having taken A-level maths at school, my knowledge and understanding of the subject is robust. Through various topics, I use manipulatives, pictorial representations and games to help children develop their understanding of concepts. But I also like to take a more practical approach to maths, by taking the learning outside, combining maths with other topics, and putting the maths into real-life scenarios, such as working out the ingredients for a cake or planning an imaginary event. 

My approach to inspiring a love of learning and supporting independence through developing self-esteem and confidence: My teaching philosophy states that I teach with the objective of children or young people becoming confident, independent and curious, so that they may take ownership of their learning and grow into being the lifelong learners they are capable of being.

I view it as my mission to unlock interests, skills and abilities and allow children and young people to flourish and shine. My approach is to teach with kindness and flexibility, with the values of confidence, curiosity and independence woven through the nurturing lessons I plan and deliver.

My experience teaching young people with dyslexia: For several years, I tutored with a local Dyslexia Association. Here, I learned how to implement the multi-sensory approach and alternative strategies for children and young people who struggle in this area. Using the Alpha to Omega scheme, phonics schemes, whole word reading, colourful semantics and mind mapping and writing tools, can help children and young people overcome challenges in reading, writing, spelling and organisational skills. 

My specialist experience with global learning delay: Global learning delay can present many difficulties for children and young people. Alongside academic and speech delays, individuals may also experience difficulties with memory, social skills and emotional literacy. Taking a holistic approach to learning allows for these developmental skills to be worked on. For example, turning a learning objective into a game, using role-play and stories or simply taking our learning away from the classroom.

My experience teaching young people with speech and language needs: I have worked alongside Speech & Language therapists to deliver programs for children with speech, language and communication difficulties. Using programmes such as PECS, Elklan, attuned-play and colourful semantics, I have supported children and young people to develop spoken sounds, improve their receptive and expressive language skills and develop their social-communication skills. 

My experience teaching young people with SEMH/mental health needs:  I work with a great deal of understanding when teaching children with SEMH and/or mental health needs, adopting an approach laden with curiosity where feelings and experiences are considered and explored. Having empathy for children and young people can help children and young people find a connection and feel safe in their learning environment. I teach with compassion, kindness and patience.

My experience teaching young people with challenging behaviour: I believe and adopt a therapeutic approach to behaviour where the values of pro-social behaviours are taught through experience and understanding. Undesirable behaviour is challenged in a non-threatening way and always when a child or young person has returned to a regulated state and can digest what is being discussed. This could be achieved through social stories, role-play, or reflection strategies. 

My experience of teaching science: Having taught the science curriculum from Key Stage 1 through to Key Stage 3, I am well-versed in providing engaging and practical experiences with a combined emphasis on the investigational skills and the subject knowledge of biology, physics and chemistry. 

Using technology to support learning: Technology is here to stay and can be a great asset to engaging our children and young people and unlocking learning. A more recent role that I held as Computing Lead has led to the discovery of many assistive and educational technologies (including Text-to-Speech, Scanning Pens, Clicker, Purple Mash, Communicate inPrint and many more). I make use of technology within lessons to foster engagement, independence and learning when it is appropriate to do so.