Gillian C

I completed my PGCE in 2007 working across all primary key stages and gaining QTS. I worked within EYFS, in both Nursery and Reception for 3 years, before working in Key Stage 1. I then moved to a large, outstanding primary school with an ASD base working as a Learning Support Teacher and leading a team of teaching assistants. I taught there for seven years. I provided small group and individual lessons to children with additional needs such as ASD, ADHD, literacy difficulties, and SEMH needs. I trained as a specialist teacher for Specific Learning Difficulties (Dyslexia) to assess and teach dyslexic learners. I assessed, identified, and taught children with dyslexia and literacy difficulties in school and supported class teachers and Teaching Assistants by providing resources, formulating targets, and assessing children with additional needs.

Additionally, I worked alongside the school’s SENCO, deputising in her absence, chairing annual review meetings and outside professional meetings, and completing relevant paperwork for referrals and EHCP requests. I possess extensive knowledge and practical expertise in teaching and supporting children with diverse conditions, including Autistic Spectrum Disorders, Dyslexia, Attention and Concentration Difficulties, and Social Emotional, and Mental Health Difficulties. During my time at the school, we received the IQM Centre of Excellence Award and the IQM Inclusive School Award.

How I teach students with dyslexia and literacy difficulties

In the first couple of sessions, I usually identify key areas of development and use insights from assessment reports or parent reports. I involve the learner in all discussions, making sure that targets are highly individualised, achievable, and measurable. I use a cumulative multisensory approach to support specific phonological awareness difficulties, address gaps and weaknesses, and support processing difficulties. I use overlearning to help promote automaticity and fluency.

In each lesson, I aim to include word, sentence, and text-level work using a range of interactive resources, either on paper or online. In addition to dyslexia, I have a strong track record of teaching early reading and writing to those who are new to the English language. To instill a love of reading and writing, I embrace a variety of creative techniques to ensure a comprehensive learning experience for my learners, including explicit systematic instruction in phonics including the use of games and activities to practice phonemic awareness. I encourage fun and interactive activities and base sessions around high-quality texts to teach new vocabulary words. I use guided and paired reading strategies to provide targeted support and model reading fluency and decoding.

To support writing I use a variety of books and resources including word banks, story planners, and sentence starters to help learners begin writing. I use a range of different strategies including colourful semantics, concept maps, and text books which provide visual inspiration and structured language resources. Tailoring books and reading materials to individual interests and reading levels helps learners to engage in writing.

How I teach students with maths difficulties

Teaching learners with maths difficulties requires a thoughtful and adaptable approach. I begin by identifying specific areas of difficulty through assessments and observations. Then I develop personalised targets tailored to each learner’s needs, focusing on specific measurable challenges. Focusing on building on prior knowledge and addressing gaps in understanding, can support children to feel confident to deal with increasingly complex maths concepts. Again when teaching maths, it is important to use diagrams, manipulatives, and visual representations to illustrate mathematical concepts. Wherever possible, I like to relate maths to real-world examples from everyday life.

How I create fun lessons that impart knowledge

I like to incorporate my learners’ interests into the sessions and use games, quizzes, and visuals. I also like to use short tasks and multi-sensory techniques, hands-on activities, and experience-based learning to encourage learners to be active participants.

How I teach children and young people to develop their independence and self-esteem skills

Through offering engaging activities with the appropriate challenge, I encourage a nurturing and positive environment with a ‘can do’ attitude, where children are empowered to have a go and make mistakes in the privacy of a one-to-one session. This allows a safe space for learners to view mistakes as opportunities to persevere and discuss how they improve.

I give ideas, tips, and strategies to encourage learners to find their best way of learning and develop their own strategies for spelling or reading. I use lots of modelling of activities, visuals, and verbal reassurance, which can help boost confidence and acquire independence. Using motivators, praise, and rewards also helps to encourage my learners to ‘have a go’ on their own and succeed. I allow movement and brain breaks to help refocus. I have also used mindfulness techniques and deep breathing exercises to support relaxation skills.

By using realistic and achievable goals this encourages learners to be able to monitor and track their progress and provide manageable steps.