Experience

Springfield Primary School

• United Kingdom
• Education Administration Programs
• 1 - 100 Employee

• Teaching Assistant Level 4

  • Sep 2016 - Present

  Providing support to both children and teachers within the school. My role requires me to be flexible, calm and composed within a high pressure environment. I provide both in classroom support and out of class interventions in order to support children's learning. I also act as cover supervisor across my year group and work with teaching staff to ensure that outstanding teaching standards are maintained. I am trained in using programmes such as Lexia, Abacus and Read, Write, Inc. to incorporate effective learning and teaching interventions to aid students. I track and monitor all children's progress particularly those with SEN, EAL and Pupil Premium requirements. Show less



NORTH CESTRIAN GRAMMAR SCHOOL LIMITED

• Facilities Services
• 1 - 100 Employee

• SEN Learning Support Assistant

  • Sep 2013 - Aug 2016

  I provide tuition in the three core areas of maths, English and science. These will be catered to the needs of the students. Within these I try to include peer mentoring in order to encourage social development and student support. I also provide a great deal of 1:1 tuition. These are often involved in developing the children’s literacy skills, specifically their ability to read and understand information being presented to them in a written format. I previously taught Year 7 History alongside my support to students as a Teaching Assistant. This provided me with some teaching experience, as although I am not a QTS candidate I feel that throughout my time working at NCGS I have had first-hand teaching experience. This is not only through my role as History teacher, but also through work I have carried out as a cover teacher when members of staff are absent. I am a linked adult and mentor to a looked after child, she suffers from attachment disorder and slow working memory & processing speed. During my 1:1 sessions with this child I have had to differentiate work based on these needs. This has involved focussing on lessons which use repetitive processes in order to maintain understanding and recognition of topics being covered. I am also in regular contact with the Trafford team working closely with this child. This involves regular updates on her progress, work we have covered and information on her general well-being in and around school Furthermore, I am a linked adult for an autistic boy. As a result of this I have focussed on adapting work that we carry out to suit his needs. I have worked closely with his teachers in order to develop strategies to allow him to cope within school, e.g. traffic light cards to enable staff to understand how he is feeling throughout lessons. I also work closely with a number of dyslexic children and have had to cater work specifically for their needs. This has largely involved working on developing their reading skills. Show less