Ceyhan

During my practice, I worked with the support team to provide an education that is carefully tailored to each pupil’s needs by following a creative, multi-sensory, thematic, and total communication approach. I deployed the support staff, and always explained lesson objectives, shared my lesson plans, and explained pupil’s individual needs and targets. I regularly organised small meetings with support staff to discuss pupil’s progress. I focused on their attention, listening skills and communication, and gained knowledge of various communication strategies such as using Makaton signing, visual and technological aids. As a special teacher, I know that a curriculum must always be broad, balanced and differentiated to ensure all pupils have an access. I have observed that pupils follow one of three curriculum pathways depending on their individual needs, and experienced semi- formal and informal curriculum, and teaching subjects such as communication, independence, problem- solving, and arts. I strongly focused on sensory activities to strengthen and develop learning across all areas by reading their one-page profiles and PLG (Personal Learning Goal) targets. In line with the school’s behaviour policy, using an interesting and well-planned curriculum, using clear behaviour management strategies and consideration of individual needs helped me to manage behaviour effectively through positive behavioural support. In class, as a team, we celebrated every success whether small or big in class and celebrated others’ achievements and contributions through assemblies. Safeguarding was also my priority. As a teacher, I am aware that I have a duty to keep all children safe from harm, both in and out of school.

Availability: 9:30 to 14:30 Mon-Fri

Willing to travel: 10 miles

Experience:
PROFESSIONAL SUMMARY
I have over fifteen years of experience working in overseas educational settings as an ESOL teacher (Primary, Secondary and Vocational schools), and 5 years in SEND primary, secondary, and early years educational settings in the UK. As a skilled practitioner, I have supported primary and secondary-aged pupils aged 5-19 with Severe Learning Difficulties (SLD), Moderate Learning Difficulties (MLD), Autistic Spectrum Disorder (ASD), and Social, Emotional and Mental Health (SEMH). Throughout my practice working in special education, I have experienced various roles, such as SEN Teaching Assistant, 1:1 Specialist Teaching Assistant and ESOL teacher for the refugee children in Virtual school. From my master’s in psychology, I also have an excellent knowledge of educational, social, and cognitive psychology and individual differences.
I completed a PGCE Primary (SEN) Course with Palmerston Schools Direct and Liverpool John Moores University. My home school was Palmerston School, and I had an alternative special school and a mainstream school experience. I have taught primarily across KS4 (In a year 10 class), KS2 (in a Year 3 class), but I have also observed and done lessons such as Maths, English, Forest school, and Art in EYFS, KS1 and KS3. I focused on their literacy, numeracy, PSHE and communication skills. This has enabled me a better understanding of the whole e school and progression through year groups including early reading and early Maths. I gained a good understanding of the diverse range of pupils with varying needs across the school and gained experience working with severe learning difficulties in the secondary and primary phase. I learned to use pupils’ education, health, and care (EHC) plans that meet pupils’ individual needs. I have a strong understanding of curriculum needs for learners and encouraging communicational skills through total communication approach and using a range of communicational aid prompts and signing such as Makaton and colourful semantics. I have used Attention Autism programme to help focus pupils’ attention. In line with the school`s policy safeguarding is always my priority, and I have a good knowledge and understanding of the SEND Code of Practice 2014.
I believe continuous professional development is essential in a teacher’s life, and in my personal time, I have completed a level 1 Makaton course, which I have found highly beneficial to communicate and to teach, and to pass on this skill to children. I started a Level 1 forest school training and completed mandatory CPD courses, including fire safety, food hygiene, and safeguarding. I gained experience in running after-school clubs, attending parents’ evenings, organising school trips, swimming sessions, and helping at staff training days.

DBS Check: Yes