Sally C

About me, my expertise, qualifications, and SEND experience

I completed my Postgraduate Certificate in Education (Primary) in 2008 and completed my Induction period in 2009. I am experienced in preparing engaging lessons for a wide range of abilities, ages and interests. As well as whole class lessons I have taught groups in schools for children with SEND and booster classes. From 2021 to 2023 I tutored children in a school as an intervention teacher as part of the covid catch-up programme, and I am currently working again as a class teacher. This range of experience means I am skilled in using ongoing observation to identify a child’s next steps, adapt my teaching in the moment as needed and bridge any gaps in their understanding or skills.

I am knowledgeable in a range of approaches for children with communication difficulties such as those developed by Hanen and I CAN. I have a specific qualification as an accredited PACT therapist (Level 2 Paediatric Autism Communication Therapy). PACT is an NHS-approved early intervention for social communication difficulties and autism that supports child communication and social engagement. PACT develops interactions between a child and their parent / carer by helping children communicate, be accepted and understood.

How I teach Students with autism and social communication difficulties

I have worked with many autistic children over my teaching career, and as a support worker prior to undertaking my teacher training. I understand that every child is unique, with different needs that need to be met in order for them to really thrive. So my first priority is always to get to know a child well and understand their interests and anxieties.  Over the years I have developed a range of approaches to draw from, through working in schools under the guidance of speech and language therapists, occupational therapists, psychologists and autism advisors. I have experience of working with children with anxiety and PDA, as well as other conditions such as ADHD, dyspraxia, those who have SLCN and difficulties with memory. 

I am very calm and patient in my approach, giving children the time they need to communicate. I also have an understanding and insight into some of the joys and challenges autistic children and their parents may be experiencing through lived experience as a parent. 

How I teach Maths

I am able to cover all areas of the curriculum or a focus on particular areas of difficulty. I use a range of resources and approaches to ensure students have a deep and secure understanding of mathematical concepts taught and are then able to use and apply them independently. I have experience in using different approaches to teaching maths including those developed by the NCETM (National centre for the excellence in the teaching of mathematics); and in using Numicon both as a teaching tool and as a personalised intervention programme. For children of all abilities I enjoy using puzzles and problems to nurture their mathematical curiosity and resourcefulness, and love seeing their confidence grow in communicating mathematically and exploring relationships.   

How I teach English

I am experienced in teaching phonics, reading and writing at different levels. I am experienced in teaching systematic phonics and coordinating catch up phonics interventions. I also use a range of multi-sensory approaches to help children develop and remember sounds and words. I received regular guidance and training from a reading recovery teacher over two years whilst teaching in Y1. I love using books to inspire and engage children, and develop cross-curricular learning. I have trained and used talk for writing (oral rehearsal with story maps and actions) and tales toolkits (oracy and storytelling), and I use shared writing to develop children’s skills and motivation in writing.   

How I help students communicate and engage with learning

I am passionate about following children’s own interests to help them make progress and connections in their learning. That could be through following a child’s lead in play whilst developing their language, or through working on a cross-curricular project. By making sessions fun and meaningful I can help children to maintain their engagement and make their learning more memorable.

With some children I use songs, puppets or sensory play activities to engage them and support language skills. I also have experience in working on specific areas of communication, for example this might involve developing a child’s use of social language or using barrier games to develop specific vocabulary.  

How I make lessons fun

I tailor sessions to be highly personalised. For some children I might use activities that require lots of physical movement in order to engage them in learning something they find difficult, and others may need a very calm approach in order to relax and enjoy themselves. I am creative in my approach and I enjoy using music, drama and art as teaching tools. I use a range of practical activities and resources to engage learners.

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

I have used a range of strategies to support children with anxiety. For example, some children benefit from using timetables or visuals to show the structure to a lesson and reduce anxiety. I am used to breaking down learning into smaller chunks, and adapting the pace and style of a session depending on a child’s focus and understanding. I use movement breaks, practical activities, visuals and sensory resources to cater for a variety of learning styles. I have experience in implementing strategies and interventions suggested in professional reports and EHCPs, and monitoring progress towards multiple targets. 

I work with parents / carers to understand a child well and always focus on ensuring a child feels emotionally safe and ready to learn. I have knowledge of children’s mental health and attachment needs through training with Place2Be.