SEN Teaching Assistant - Watergate School - London
(2022-09)
Supported pupils with severe and complex learning needs, including autism, within a specialist provision
- Implemented visual supports, including Now/Next boards, social stories, and structured routines
- Conducted structured observations to inform behaviour and emotional regulation strategies
- Worked collaboratively with teachers and therapists to implement individualised support plans
SEN / Intervention Teaching Assistant - Galleywall Primary School - London
(2021-05 - 2022-07)
Delivered targeted interventions supporting emotional regulation and social communication
- Implemented strategies such as Zones of Regulation and LEGO-based therapy
- Monitored pupil progress and adapted support based on behavioural observations
- Worked closely with teaching staff to embed inclusive classroom practices
SEN Teaching Assistant - Comber Grove Primary School - London
(2019-12 - 2020-03)
- Supported pupils with special educational needs through adapted resources and structured learning strategies
- Collected observations and monitored pupil progress to inform teaching approaches
- Collaborated with teachers and specialists to implement individualised support plans
- Promoted emotional regulation and engagement through visual supports and structured routines
SEN Teaching Assistant - Fossdene Primary School - London
(2019-09 - 2019-11)
- Supported pupils with special educational needs through adapted resources and structured learning strategies
- Collected observations and monitored pupil progress to inform teaching approaches
- Collaborated with teachers and specialists to implement individualised support plans
- Promoted emotional regulation and engagement through visual supports and structured routines
SEN Teaching Assistant - Fossdene Primary School - London
(2019-06 - 2019-07)
- Supported pupils with special educational needs through adapted resources and structured learning strategies
- Collected observations and monitored pupil progress to inform teaching approaches
- Collaborated with teachers and specialists to implement individualised support plans
- Promoted emotional regulation and engagement through visual supports and structured routines
SEN Teaching Assistant - East Wickham Primary School - London
(2018-06 - 2019-05)
- Supported pupils with special educational needs through adapted resources and structured learning strategies
- Collected observations and monitored pupil progress to inform teaching approaches
- Collaborated with teachers and specialists to implement individualised support plans
- Promoted emotional regulation and engagement through visual supports and structured routines
SEN Behaviour Mentor - Peareswood Primary School - London
(2017-07 - 2018-05)
Supported pupils presenting with SEMH needs and behavioural difficulties
- Used relational and behaviourist strategies to support engagement and self-regulation
- Facilitated reflective discussions with staff regarding behavioural triggers and support strategies
SEN Teaching Assistant - Bedonwell Infant & Nursery School - London
(2016-09 - 2017-06)
- Supported pupils with special educational needs through adapted resources and structured learning strategies
- Collected observations and monitored pupil progress to inform teaching approaches
- Collaborated with teachers and specialists to implement individualised support plans
- Promoted emotional regulation and engagement through visual supports and structured routines
SEN Teaching Assistant - Northumberland Heath Primary School - London
(2014-09 - 2016-07)
- Supported pupils with special educational needs through adapted resources and structured learning strategies
- Collected observations and monitored pupil progress to inform teaching approaches
- Collaborated with teachers and specialists to implement individualised support plans
SEN Teaching Assistant - Manor Primary School - London
(2013-10 - 2014-07)
- Supported pupils with special educational needs through adapted resources and structured learning strategies
- Collected observations and monitored pupil progress to inform teaching approaches
- Collaborated with teachers and specialists to implement individualised support plans
- Promoted emotional regulation and engagement through visual supports and structured routines
