Anna

• Special Educational Needs (SEN) Expertise:

• • Experienced in the teaching of young people with SEN, including Profound and Multiple Learning Disabilities (PMLD), Autism, Pathological Demand Avoidance (PDA), ADHD, and Cerebral palsy.

  • Trained primary school teacher with experience across all key stages.

  • Developed and delivered engaging education sessions for 16-19-year-olds, including Level 1/Level 2 qualifications, employability, and functional skills in English and Maths.

  • Worked in different settings, this has allowed me to hone my skills and adept to any environment. These settings include, Pupil referral Units (PRU), Children's Residential, Council run homes, Respite centres, Young people's own homes and Young offenders institutions.

• Development and Coordination:

  • Responsible for the development and coordination of subjects across the full age and ability range with reference to the national curriculum and programmes of study.

  • Identified learning objectives across the curriculum and developed policies as appropriate.

  • Sustained and embedded high-quality subject delivery, regularly monitoring, reviewing, and evaluating the delivery of the curriculum.

• Data Tracking and Transition Support:

  • Tracked pupil progress and collected and monitored data to support teaching and learning.

  • Aided the transition process alongside parents, children, and MDT professionals to help ensure smooth transitions from a PRU setting back to mainstream education.

• Dynamic Lesson Delivery:

  • Delivered and facilitated dynamic, creative, and active lessons, supporting educational activities across the curriculum.

  • Worked in partnership with a range of agencies and providers.

• SEMH Teaching:

  • Responsible for determining the most appropriate and effective support for children and young people with Social, Emotional, and Mental Health (SEMH) needs.

  • Ensured the correct provision of resources within the educational setting, removing barriers to academic performance and catering to individual and personal needs.

• AAC and AT Expertise:

  • Enabling AAC (Augmentative and Alternative Communication) users to access education, offering a range of services including direct intervention and curriculum adaptation.

  • Predominantly worked on Grid 3 and has experience with AAC and Assistive Technology (AT).

• Excellent Communication Skills:

  • Proficient in building strong relationships with students, families, and support networks.

  • Effective in fostering a collaborative and supportive learning environment.

• Outgoing and Persuasive Manner:

  • Skilled in coordinating people who hold differing beliefs or values.

  • Persuasive in promoting inclusive education and advocating for students' needs.

• Analytical and Planning Skills:

  • Wide experience in analytical and planning tasks, developing detailed and effective schemes of work.

  • Strong organizational abilities, ensuring that all students' needs are met and learning objectives are achieved.

• Conscientious and Strong Work Ethic:

  • Committed to delivering high-quality education and support to students with SEN.

  • Demonstrates a strong work ethic and dedication to continuous improvement.

• Confidence, Patience, and Self-Motivation:

  • Confident, patient, and self-motivated in addressing the unique needs of each student.

  • Resilient and adaptable, open to learning and implementing new strategies.

• Teamwork and Networking Skills:

  • Strong teamwork and networking skills.

  • Effective in coordinating and collaborating with colleagues, support staff, and external agencies.

• Creative Arts and Cultural Integration:

  • Passionate about integrating creative arts and cultural activities into the curriculum to provide valuable opportunities for self-expression and cognitive development.

I believe in the transformative power of education. As an experienced educator specialising in teaching young people with Special Educational Needs (SEN), my philosophy centres around providing young people with a greater sense of their own autonomy by gaining confidence in themselves. My philosophy is inclusive, engaging, and supportive. I understand that every student is unique. Therefore, my approach to education is underpinned by the development, writing and delivery of bespoke schemes of work, ensuring that each learner's individual needs, interests, and abilities are met with empathy and creativity.

Understanding the Learner

The foundation of my teaching philosophy lies in a deep understanding of each student's strengths, challenges, and learning preferences. I take the time to build strong relationships with my students, their families, and support networks. This collaborative approach allows me to gather valuable insights into their educational and emotional needs, which informs the design of bespoke schemes of work.

Bespoke planning and Differentiation

To me, writing schemes of work is an art that requires careful planning, creativity, and flexibility. I begin by consulting with everyone involved, including the young person. I then design differentiated activities that cater specifically to each individual learner's style, ensuring that the learner can access the curriculum and achieve their potential. Most recently I designed and adapted Entry Level Functional Skills, English and Maths for a young PMLD student, who has quadriplegic cerebral Palsy. We have worked together so he could achieve a greater sense of autonomy by gaining a qualification.

Planning:

• The Initial Assessment: This is the foundation to understanding each student's starting point and identify their strengths and areas for improvement.

• Goal Setting: This is essential when working with young people, their care providers, and support teams. Setting realistic and meaningful short-term and long-term goals it provides everyone with the same aim.

• Customised Resources: As each learner is unique, it is important to develop and source resources that cater to each young person's specific needs and interests. All resources are thoughtfully designed to cater to each student's unique needs, ensuring that learning is accessible and engaging for everyone, incorporating multi-sensory activities, tactile resources, visual aids, and interactive technology, to enhance engagement and understanding.

• Assistive Technology: I am fully trained to teach and deliver eye-gaze technology to facilitate communication and participation. Tools such as eye-gaze technology, communication devices, and adaptive software support non-verbal students and those with PMLD in accessing the curriculum.

Inclusive and Dynamic Delivery

Delivering schemes of work is where the magic happens. I believe in creating a dynamic and inclusive classroom environment where every student feels valued and motivated to learn. My teaching strategies are rooted in positive reinforcement, patience, and adaptability. I use a variety of instructional methods, including:

· Interests and passions: Linking lessons to a young person's interests and passions makes learning more relevant and meaningful.

· Assessment: Using learner friendly assessments to monitor progress and adjust teaching methods, planning or changing short- and long-term goals accordingly.

· Assistive Technology: Utilising tools such as eye-gaze technology, communication devices, and adaptive software to support non-verbal students and those with PMLD in accessing the curriculum.

· Sensory Integration: Incorporating sensory activities that cater to the needs of students with PMLD, helping them engage with the learning materials through tactile, auditory, and visual stimuli.

· Eye-Gaze Technology Integration: Implementing eye-gaze technology to facilitate communication, interaction, and learning for students with limited mobility,

• Current- (MA Special Educational Needs) – enabling the development of an excellent understanding of special educational needs and disability 'policy practice and provision' in the UK.

• PGCE (Postgraduate Certificate in Education): Qualified teacher with comprehensive training in educational theory and practice, specialising in SEN.

• Safeguarding Children for Education NSPCC: Ensured comprehensive understanding of child protection and safeguarding practices within educational settings.

• Advanced Grid 3 Training: Proficient in using Grid 3 software to support communication and learning for students with complex needs.

• Communication Access UK Training: Accredited by Communication Access UK, committed to inclusive communication practices.

• Smartbox Training: Skilled in utilising Smartbox assistive technology solutions to enhance communication and learning for students with diverse needs.

• Pie Corbett's Talk For Writing – Trained in talk for Writing, a scheme developed by Pie Corbett supported by Julia Strong, a wonderful approach to teaching writing that is engaging and motivating for students and teachers alike.

• Team Teach- skilled in de-escalation strategies which support the reduction of risk and restraint, to assist teaching, learning and caring.

• Teacher of employability and functional skills in English and Maths- able to deliver education to both adult learners and young people to help them improve their skills, get a job, or progress in their current role.