During my time in working in schools I held the positions of Class Teacher, SENDCo, Maths lead, Interim Deputy Head and Assistant Head. In addition to this I was also the Teaching & Learning lead for 14 years– responsible for setting the highest standards and expectations for teaching & learning, monitoring observations, appraisals, book scrutinies and matching training to teachers development areas– regularly leading CPD for staff and the alliance, I held the responsibility for evaluating and re-designing our curriculum in light of government policy. Within the position of Maths lead and Key Stage 2 phase lead – I monitored the quality of teaching and pupils’ achievements and was responsible for leading, managing and developing new initiatives across the school.
As pastoral lead and SENDCo– ensuring a climate of care throughout school, co-ordinating the provision of key therapist and Therapeutic Inclusion lead – overseeing the identification of pupils requiring support for emotional well-being and / or mental health needs was central to my job. Applying for EHCPs, emergency funding and key liaison with external agencies and services e.g. Speech and language therapists to support families. Co-ordinating and delivering high quality interventions across the school and booster support for Key stage 1 & 2 SATs preparation. My role allowed me to ensure the pupils could access the most appropriate curriculum for them- by drawing upon Functional Skills and individual curriculums the child’s learning could be personalised. I regularly use the Functional Skills Curriculum or alternative skills development such as the ASDAN programme, to teach pupils in a tutoring setting now.
Building on this, my own direct experience of teaching young people with anxiety is wide ranging; whether teaching in a school setting or in a one to one context. In every setting I ensure that I have taken the time to build an attachment, I learn about a person’s interests and match activities to where they feel comfortable, this is a crucial part of my teaching. Many of my one to one pupils have experienced a high level of trauma, whether in their school experience or outside of this, therefore reading the child’s level of anxiety is vital and frequently adapting in a flexible, patient manner.
My specialist experience working with young people with SEN to develop trusting and meaningful relationships, spans over 2 decades both in and out of class. I have built a vast experience of working with pupils with ASC- particularly with a PDA profile. This includes my own Continuous Professional Development in courses specialising in Autism and PDA, working with pupils on a one to one basis and through supporting other teachers. I pride myself in building and establishing a nurturing environment where children feel comfortable to learn, adjusting methods to suit the child and ensuring lessons are led by student interests. I provide choice, keep demands low and frequently use games to ensure learning is fun and interactive. One of my key skills is carefully considering the language I use- this is a crucial tool when keeping demands low and observing students carefully to judge what they need. I frequently adjust plans to maximise learning opportunities and build confidence.
My experience of teaching pupils with ADHD; I have specialist experience in supporting pupils with ADHD and hold a broad knowledge of the variety of presentations of this, matching my teaching to each pupils profile. My lessons are broken into small parts to motivate pupils and ensure they can engage with each part. I follow interests and use them as hooks to involve children in their learning. I always take time to ensure I understand how the child best learns- interspersing opportunities for practical and physical activities where appropriate.
My experience in teaching maths started as a maths lead, I was then commissioned as an SLE (Specialist Leader of Education) through the MTSA (Manchester Teaching School Alliance) to support schools in the North West. Working closely with schools to focus on raising the quality of teaching and learning and raising standards of Maths. I ran a number of courses, workshops and presented at conferences across Manchester for delegates to match the professional development in line with the national agenda and the schools needs. I am passionate about teaching maths, about making it concrete and real for students- this is something I excel in. Building confidence in learners is a skill that I have developed and shared in class, with other teachers and with the children I tutor.
I was also responsible for building staff knowledge of dyslexia, dyscalculia and dysgraphia. I shared my own training with teachers to make sure that they were catering for pupils learning needs, ensuring teaching was matched to areas of challenge and focused on changing teaching rather than expecting pupils to change learning styles. Day to day with my students I have introduced a variety of tools to them, which has helped them establish what works for them and has given them the chance to demonstrate their potential and shine.
As well as being the Designated Safeguarding Lead, responsible for safeguarding concerns and lead for LAC and post LAC pupils, I am trained in Attachment disorders and led an Adoptive Families Network. Our school had a high proportion of pupils that needed specialist support with attachment and those exposed to trauma, this led to frequent training in this area as well as FASD.
My degree was in Psychology and whilst in Hong Kong, alongside my co-founder, who was a chartered Psychologist, we started a business which wrote psycho-educational reports to identify the strengths and development points of pupils. Through measures and assessments we gave diagnoses when appropriate of Autism, ADHD and SPLD. We worked closely with schools, gathering qualitative data, observing in class and feeding reports back with recommendations.
Whilst working at an inclusive residential and recreational centre I supported pupils with a wide range of Special Educational Needs and Disabilities including teaching young people with Down’s Syndrome. This was both as a residential setting and a sports setting- focused on gymnastics. Much of the work we did was around boosting confidence and self esteem by supporting the pupils to feel success, socialise and learn new skills. Further to this, as pupils were away from home they were taught independent skills, using a variety of methods to build habits of independence- such as self care and decision making.
As a tutor I love the opportunity to make the learning truly about the child, to be led by what interests them and to completely tailor the lesson around how they learn and adapt to build on their strengths rather than fitting them into one style of learning. Throughout my career, supporting pupils with SEND has been at the centre- both in and out of schools. I have a wealth of experience and training and use this to enable me to support pupils to access learning and gain as much as they can on their educational journey. Building a pupil’s belief in themselves and a level of independence to take this forward is what drives me.
