Milly D

I believe in working on a child-by-child basis and understanding that no child is the same, therefore their learning should be adapted accordingly. The happiness and confidence of the children I teach is always my top priority, ensuring that they feel regulated and ready to learn. I provide sensory breaks when needed and adapt work to not only fit their EHCP and learning targets, but also to suit their interests, in order to provide motivation and present learning as a positive and engaging experience for them. I use visual aids such as Now and Next and social stories to support communication and understanding and follow a routine to remove any ambiguity or unnecessary demand.

How I Teach students with PDA

When teaching children with PDA, I first focus on building a strong, positive relationship so they feel safe, understood and comfortable in their learning environment. I take the time to understand each pupil’s individual needs, interests and strengths and use these to help build trust and engagement, ensuring to approach each session with an understanding of their mood and window of tolerance, and adapting learning where necessary. I use a child-led approach, allowing the pupil to have a sense of control and choice over their learning wherever possible. I carefully consider the language I use and avoid demands, presenting activities in a flexible and inviting way.

How I teach Maths

I work using a practical first approach, supporting developing maths skills by completing maths activities supported by practical and pictorial resources. Activities are made cross-curricular where possible and applied to real world scenarios to add context to the skill they are learning. I work in a way that does not overload the pupil with information and teach in small chunks with repetition, to ensure that they are confident in the taught concept. We will gradually move towards independently completing small tasks to allow them to build confidence through their success.

How I teach English

I promote a love for reading and my background in Linguistics supports the acquisition of language and sounds. My experience teaching and leading phonics allows me to provide structured phonics sessions using a repetitive approach that helps my pupils segment and decode words and eventually read sentences. I use sensory based phonics activities such as stamping sound buttons into playdough and tracing letters in flour. I aid in developing my pupils’ comprehension by sequencing familiar stories, role play activities and retelling stories. I teach writing by starting with fine motor skills, developing pencil grip and a secure mark making foundation before moving on to short writing activities using a scaffolded approach, visual aids and talking tins to aid with memory.

How I make lessons fun and help students engage with learning

It’s important to me to play on the interest of pupils, so their learning feels engaging and tailored to them specifically. My KS1 experience leans into a continuous provision approach, where learning can be play-based. I enjoy incorporating hands-on activities, challenges and games into sessions and transforming learning into an experience that feels both memorable and positive.

How I help students with emotional regulation

I keep a structure to the day and make sure it is clear to the pupil by using a visual timetable and following a routine, ensuring the session feels predictable. I model acknowledging my own emotions using an open-ended emotional check in that can be amended at any time, allowing the pupil to acknowledge and feel their emotions and understand that they may change. I help to provide a personalised ‘regulation station’ so children can become independent in accessing tools to help themselves feel calm and ready to learn.

How I support a child’s confidence and self-esteem

It is important to me that all children recognise their own strengths and that these are played upon, so that they can walk away from each session recognising a success that they have had. I promote the use of the growth mindset with my pupils and aim to create a conjecturing environment, so they feel safe to make mistakes and learn and grow from them. I am careful with the language I use, aiming to approach with unconditional positive regards, so pupils know they will always have a space where they are accepted and appreciated.