Chloe G

• About me, my expertise, qualifications, and SEND experience

I am an experienced teacher with 10 years of secondary education, middle leadership experience. My roles have included Head of Subject, Head of Year and Head of Department. My teaching specialisms lie within Social Science, Life Sciences, English and Maths. Recently I have been working for a trauma informed alternative provision as a SEND/SEMH tutor providing mentoring and English and Maths tutoring to vulnerable children. I am a dynamic, versatile, compassionate skilled professions and this makes me ideally placed to work with a variety of young people with SEND needs. 

• How I teach Students with (add the unique needs you work with, e.g., PDA)

I ensure that a child centred approach to learning is at the core of my planning and teaching. For young people who present as PDA, anxiety, overwhelm and feelings of alienation can be significant daily experiences. Finding what inspires, excites and relaxes a young person is fundamental to the learning process so that their strengths can be supported and effective interventions can be developed for the young person in the tutoring relationship. Feelings cards, supported breaks, low stake tasks and engaging approaches to learning are ways to encourage learning and to give a PDA child autonomy in sessions. 

• How I teach Maths

I approach maths in a practical, fun and consistent way. Visual, physical and creative strategies are used, to make maths as meaningful as possible to foster engagement and confidence. Short phases of theory (through teaching or videos) are followed by hands on practical activities, quizzes and games. White boarding, poster making, block building, and real-life maths challenges are all examples of regular activities that I use. We might find a recipe that we want to make, create a group scenario of who we are cooking for, and practice budgeting, fractions and percentages as part of creating our recipe. I have excellent work booklets and provisions to support with all aspects of maths teaching and learning, as well as using expert resources from Corbett Maths, Bitesize and Cognito. 

• How I teach English

Central to my approach with English teaching is developing a young person’s passions and interests, to foster imagination and writing confidence3. Reading is a fundamental part of my teaching, and this is embedded into every session. This can involve me reading to the young person, reading along to an audio book, reading and watching the film adaption, silent reading or reading using picture aids. Approaches to reading are tailored to the young person’s interests, needs and skill set and specialist support is given for dyslexia and age specific reading ages. 

Extended writing tasks are carefully scaffolded to create confidence and enjoyment with writing. Sentence starters, story writing games, character development and sensory enrichment tasks are used to support students with ideas and imagination. SPaG tasks are also built into every session in fun and inviting ways, through things like games, quizzes and Kahoot’s.

• How I help students communicate

Students will communicate well when they feel comfortable, safe and confident. Getting to know a student, and allowing them to communicate this initially in a way that suits them can allow for trust to grow. It is important that a young person is given space to think, express themselves in unique ways and to use communication systems that suit their needs. This takes time and is established through unconditional positive regard, respect and developing autonomy for the young person. 

• How I help students engage with learning

In initial sessions, getting to know the young person is central to developing engagement. Finding their passions and interests allows me to contextualise learning to suit this, and to develop learning tasks and resources that are suited to the young person’s needs and interests. Using a range of learning strategies that incorporate creative, physical, visual and practical tasks in manageable and appropriate blocks of time have been successful for engaging and fun lessons. Sessions and tasks need to be low stakes and low pressure to create a feeling of calm and confidence.

• How I make lessons fun

Using a range of learning strategies that incorporate creative, physical, visual and practical tasks in manageable and appropriate blocks of time have been successful for engaging and fun lessons. Sessions and tasks need to be low stakes and low pressure to create a feeling of calm and confidence. When I know what interests a young person, I plan tasks and contextualise learning to suit these interests to make learning as fun as possible. Games, quizzes, creative tasks and videos/films can also be great ways to make learning feel fun. 

• How I help students with focus, attention, and emotional regulation

Focus and attention are cognitive processes that are reliant on emotional regulation and physical wellbeing. Understanding how a young person is feeling at the start of a session is essential for planning and supporting. Clear and simple instructions, low-stakes tasks, appropriate time spent on tasks, and regular supported breaks are important for supporting students with focus and attention. Understanding that warning signs for emotional dysregulation can be observed in stages is crucial, as we should be using appropriate interventions to avoid extreme stress. 

• About me, my expertise, qualifications, and SEND experience

I am an experienced teacher with 10 years of secondary education, middle leadership experience. My roles have included Head of Subject, Head of Year and Head of Department. My teaching specialisms lie within Social Science, Life Sciences, English and Maths. Recently I have been working for a trauma informed alternative provision as a SEND/SEMH tutor providing mentoring and English and Maths tutoring to vulnerable children. I am a dynamic, versatile, compassionate skilled professions and this makes me ideally placed to work with a variety of young people with SEND needs. 

• How I teach Students with (add the unique needs you work with, e.g., PDA)

I ensure that a child centred approach to learning is at the core of my planning and teaching. For young people who present as PDA, anxiety, overwhelm and feelings of alienation can be significant daily experiences. Finding what inspires, excites and relaxes a young person is fundamental to the learning process so that their strengths can be supported and effective interventions can be developed for the young person in the tutoring relationship. Feelings cards, supported breaks, low stake tasks and engaging approaches to learning are ways to encourage learning and to give a PDA child autonomy in sessions. 

• How I teach Maths

I approach maths in a practical, fun and consistent way. Visual, physical and creative strategies are used, to make maths as meaningful as possible to foster engagement and confidence. Short phases of theory (through teaching or videos) are followed by hands on practical activities, quizzes and games. White boarding, poster making, block building, and real-life maths challenges are all examples of regular activities that I use. We might find a recipe that we want to make, create a group scenario of who we are cooking for, and practice budgeting, fractions and percentages as part of creating our recipe. I have excellent work booklets and provisions to support with all aspects of maths teaching and learning, as well as using expert resources from Corbett Maths, Bitesize and Cognito. 

• How I teach English

Central to my approach with English teaching is developing a young person’s passions and interests, to foster imagination and writing confidence3. Reading is a fundamental part of my teaching, and this is embedded into every session. This can involve me reading to the young person, reading along to an audio book, reading and watching the film adaption, silent reading or reading using picture aids. Approaches to reading are tailored to the young person’s interests, needs and skill set and specialist support is given for dyslexia and age specific reading ages. 

Extended writing tasks are carefully scaffolded to create confidence and enjoyment with writing. Sentence starters, story writing games, character development and sensory enrichment tasks are used to support students with ideas and imagination. SPaG tasks are also built into every session in fun and inviting ways, through things like games, quizzes and Kahoot’s.

• How I help students communicate

Students will communicate well when they feel comfortable, safe and confident. Getting to know a student, and allowing them to communicate this initially in a way that suits them can allow for trust to grow. It is important that a young person is given space to think, express themselves in unique ways and to use communication systems that suit their needs. This takes time and is established through unconditional positive regard, respect and developing autonomy for the young person. 

• How I help students engage with learning

In initial sessions, getting to know the young person is central to developing engagement. Finding their passions and interests allows me to contextualise learning to suit this, and to develop learning tasks and resources that are suited to the young person’s needs and interests. Using a range of learning strategies that incorporate creative, physical, visual and practical tasks in manageable and appropriate blocks of time have been successful for engaging and fun lessons. Sessions and tasks need to be low stakes and low pressure to create a feeling of calm and confidence.

• How I make lessons fun

Using a range of learning strategies that incorporate creative, physical, visual and practical tasks in manageable and appropriate blocks of time have been successful for engaging and fun lessons. Sessions and tasks need to be low stakes and low pressure to create a feeling of calm and confidence. When I know what interests a young person, I plan tasks and contextualise learning to suit these interests to make learning as fun as possible. Games, quizzes, creative tasks and videos/films can also be great ways to make learning feel fun. 

• How I help students with focus, attention, and emotional regulation

Focus and attention are cognitive processes that are reliant on emotional regulation and physical wellbeing. Understanding how a young person is feeling at the start of a session is essential for planning and supporting. Clear and simple instructions, low-stakes tasks, appropriate time spent on tasks, and regular supported breaks are important for supporting students with focus and attention. Understanding that warning signs for emotional dysregulation can be observed in stages is crucial, as we should be using appropriate interventions to avoid extreme stress.