Lucy B

Identifying needs, building relationships and developing confidence in others has been the key to a successful career of over 20 years in special education. From leading provisions for children with complex needs to developing inclusion provisions in mainstream schools, as well as teaching in a SEMH boarding school for primary aged students, I have gained a vast wealth of knowledge to draw on to support children with SEN.

My passion and skills are working directly with young people and so for the past year I have tutored children with a range of needs and in varying situations.

My teaching tool kit is full of well researched and successful interventions and strategies which allows me to quickly adapt and provide a progressive pathway for learning. I have taught and led the delivery of teaching to learners who present with a spiky profile with a diagnosis falling under the umbrella of nerodiversity, together with learning and communication difficulties, social and emotional needs and anxiety. I am curious about the latest research in SEN and adapt my teaching practise to ensure it is current and as cutting edge as it can be. I hold the Level 5 qualification as a recognised specialist dyslexia teacher and deliver sessions in person and online.

A strength in my career has been the ability to work as part of a team alongside skilled therapists, psychologists, parents and other professionals. I thrive on meeting new people, seeing new places and experiencing different cultures. From working at Summer Camps in America through to volunteer teaching and living in a remote village in Ghana, my understanding of and ability to connect with young people has always been a strength. I am passionate about developing the confidence and independence in others to go further than they thought possible and embrace a full life.

• My experience teaching young people with ASC (autism);

During my 22 year teaching career, over 18 years have been in specialist provisions working with young people with autism. My approach has a foundation in specific training such as TEACCH, Attention Autism and lego therapy to current research around diet and double-empathy. I create engaging and structured learning resources and activities for children with autism and have skills in recognising the need for autonomy, using humour and creating low demand environments when appropriate. While developing meaning full relationships, I rely on patience and understanding to ensure a great learning environment. I would describe myself as a resilient individual having worked alongside children with complex needs and trauma. Everyone deserves someone understanding.

• My experience teaching young people with speech and language needs;

Being able to communicate and express your needs and wants is a fundamental life skill and for this reason I have completed training in Makaton, PECS and Intensive interaction. I work closely with speech and language therapists towards specific set targets as part of a team approach and my depth of knowledge in this area is often recognised by professionals.

• My specialist experience working with young people with SEN to develop trusting and meaningful relationships enabling them to engage.

I recognise that developing respectful and trusting relationships is the way to provide a safe environment for children to take risks and challenge themselves with their learning. I work with young people’s special interests to form a foundation for further learning. My clients look forward to my sessions and can’t wait to explore the learning games in my bright bags!

• My experience teaching young people primary English (including phonics) and maths;

As a trained Primary teacher with qualified teacher status, I have trained in and tested many phonics and reading programmes over my 20 year career. My English lessons in specialist provisions were praised by Ofsted and I trained teachers in the importance of using concrete objects in maths lessons for SEN students. In qualifying as a dyslexia specialist teacher, I further explored the process of learning to read and develop the skills in a multi-sensory way.

• My experience working with young people to boost their confidence and self-esteem;

My philosophy has always been to support children to become confident and curious learners. Children should experience endless opportunities for success, and in doing so create a secure foundation, from which develops the courage to grow.

• My specialist experience providing engaging sessions

From ‘wow!’ buckets to fly swat games and drama, I understand the need to provide irresistible moments to attend to and engage with. I follow the Attention Autism philosophy and can deliver sessions linked to themes, speech and language targets and social skills.

• My skills and experience supporting students to develop their independence.

The ultimate aim of any SEND tutor is to initially scaffold work in order to develop an independent and confident learner. Through my practise I promote strategies such as curiosity and wonder to develop the small steps of self-awareness which in turn contribute to a child approaching life with a ‘can do’ attitude.

• My experience teaching young people with anxiety;

During the past 2 years I successfully integrated a primary student with PDA back into the classroom with a focus on reducing anxiety and meeting sensory needs. I currently tutor a student with autism and anxiety and am extremely flexible and respectful in my approach. I use strategies to enable students to feel in control of their environment with opportunities to learn and practise calming techniques throughout the sessions.

• My experience teaching young people with ADHD;

My work in supporting children with ADHD closely follows the psychology of the brain. I work alongside Occupational Therapists and deliver short bursts of tasks, with opportunities for a child to feel in control. As a really positive tutor, I focus on developing the self-esteem of children with ADHD and am aware of RSD affecting how some children learn. Movement breaks are vital for many and I can use yoga and mindfulness tasks throughout a session.

• My experience teaching young people with working memory difficulties;

As a qualified Level 5 Dyslexia practitioner, I use and adapt strategies to support children’s working memory, providing practical, fun and therefore memorable activities as part of the sessions.

• My experience teaching young people with sensory and/or auditory processing needs;

Much of my teaching experience has been with neurodivergent young people who also have sensory needs. From creating sensory circuits to recognising and supporting regulation, as well as exploring and identifying needs, my work has been as varied as the individuals I have taught. I have been fortunate to work closely with occupational therapists within special school settings and have completed sensory processing practitioner courses.

• My experience teaching young people with SEMH/mental health needs;

As a trained practitioner in the Thrive approach I work side by side with children who have experienced early trauma and have SEMH needs. I have experience of working in an SEMH setting and use relationship building, trust and respect as core elements of my teaching which are reflected in my reviews.

• My experience teaching young people with executive functioning skills/study skills;

Through the use of visuals, prompts, prior rehearsal and technology, I work together with the young person to identify a preferred method to support day to day challenge areas. I then scaffold around these key areas with a long term view of developing the independence of the individual.

• My experience teaching young people with DCD (dyspraxia);

I have worked closely with Occupational Therapists to build in programmes of therapy throughout the school day for individuals with DCD. I monitor tasks set carefully to ensure regular working methods are accessible and that individuals can achieve regular bursts of success.

• My specialist experience providing engaging sessions to inspire a love of learning;

Children learn best when a safe environment is created, where mistakes can be made and support and encouragement is on hand. I aim to use children’s special interests wherever possible to showcase what they are capable of.