Helen K

My approach to teaching children with SEND is individualised, focusing on their strengths, interests and needs. I use multisensory learning opportunities and highly motivating experiences, all based in emotional wellbeing. I also enjoy teaching through play, outdoor learning experiences and child led exploration. I have experience and training in a range of areas including Attention Autism style teaching methods, Zones of Regulation, using visuals for learning, scaffolding language, using reduced language, Makaton, sensory play and learning though play. I worked closely with Occupational and Speech Therapists for 6 years and have gained a deep understanding and many techniques used for emotional regulation and language development that I use in my teaching. For example, how to use sensory diets to help children regulate and Total Communication Approaches for speech and language development.

How I teach Maths

I have experience of teaching EYFS and Key Stage One Maths. My teaching has its foundations in practical experiences using physical items and multisensory activities. I also like to use children’s special interests for motivation and teach different strategies to suit learning styles. Ensuring children have a foundational understanding of number/ shape, space and measure is key before moving on to develop problem solving skills and critical thinking. Linking concepts in Maths to concrete real life experiences is also essential in embedding learning.

How I teach Literacy/English

I love books, reading and stories! So I hope I convey this passion in my teaching. Stories can be used for so many things including language development, sequencing, imagination development, thinking skills and for fun and wellbeing. I love using story sacks, props and visuals to support story telling. I have wide experience of teaching phonics across Early Years and KS1 using different approaches including Systematic Synthetic Phonic approaches such as Letters and Sounds /Jolly phonics/ Little Wandle and I have also used Cued Articulation (speech and language approach) in my most recent role. Additionally, I have had experience with children who use whole word approaches when learning to read and write. My phonics experience ties into 12 years of teaching early reading and writing and promoting the early passion for both. I encourage writing through mark making, physical and motor development opportunities (large and small motor) and by linking writing opportunities to real life contexts and inspiring activities. I have also taught English to children in KS1 and understand  how English, reading and writing develop in the beyond the Early Years with the Primary Curriculum.

How I help students with Emotional Regulation, Focus and Wellbeing

I use lots of strategies for emotional regulation and wellbeing differentiated for different children. This includes Zones of Regulation, where children learn to recognise and name emotions and feelings initially and then move on to thinking of and using strategies to move between zones, with increasing independence. I also have experience of using regulation tools such as sensory toys, weighted items and rocking chairs. Movement breaks and short highly motivating sessions are important for focus and regulation as is monitoring demand for the children. I am also an advocate or learning through play, outdoors learning and getting out into the local community to get real life experiences. Also important is following children’s special interest to promote wellbeing, regulation and self-esteem as well as lowering demand when needed to reduce anxiety and make sure learning is a positive experience.