Ellen Storton

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Talent

ChorleyMember since August 18, 2026

Looking for a jobTeaching AssistantSpecial Needs CareAutismDisability SupportChildcareChild Care

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Looking for a jobTeaching AssistantSpecial Needs CareAutismDisability Support

About

A dedicated, empathetic and NVQ Level 3 qualified education professional with extensive special needs training and over 30 years experience in child care. Known for a patient, reliable and caring approach, I excel at building strong, understanding relationships with both children and adults. I am highly punctual, enthusiastic about continuous professional development and hold a full clean driving licence.

My background is backed by robust, up-to-date training in safeguarding, Team-Teach, autism awareness, speech & language and positive behaviour concepts. Combining a proactive attitude toward gaining new skills with absolute honesty and strong communication skills, I am looking to secure a position where I can provide a safe, nurturing, and enriching environment for young children.

Experience

Teaching Assistant SEN 1-2-1 - Moss Side PS, Paradise Lane, Leyland 2 Nov 2020 - 31 Aug 2026

[Child #3] The child was struggling in a mainstream setting, therefore I had to work separately from his class. The child needed “brain breaks” in-between doing his work. I decided when one was needed or asked the child (if appropriate), so he had an awareness of how he is feeling.

This enabled him to understand his own feelings and identify what helps him, so he can possibly use this going forward in his life as he gets older. Other times I would persevere with the child to try and cope with the environment and do the work. Sometimes I would take the child into a side room, or somewhere quiet do his work, but where possible sat alongside his peers.

The child needed to be encouraged and praised to be kept on task, otherwise is not able to do the work. He became easily distracted and suffered from bouts of self doubt and anger issues. I pick up on issues and emotions and try and solve them as they surface before they become an issue.

I tend to adapt and do things for the individual child as needed in different situations by using humour, distraction techniques, singing, dancing using what the child enjoys and makes them feel happy and comfortable. Having boundaries in place is vital to make the child / children feel safe and being fair only helps build the relationship as they then respect and trust you. Showing and verbalising that you understand how they are feeling is also something that is very important to do as this puts the child at ease.

In addition, I also worked with a child who can only access school for 45 minutes per day, as they could only cope with a short time in Reception class.

[Child #2] I worked with a severely Autistic child one-to-one for three years from Reception class to Yr 2.

Working in the class where possible, if not I would take him to a quite table that was familiar to him, with pre-warning if and when needed of this arising during the day to reduce anxiety for the child. I adapted things when they were needed for the child to try and be involved as much as was possible without causing him too much distress. Using a timetable, visual and verbal prompts.

Smooth out transitions during the day, on arriving and leaving school. Helping him understand the world around him. Helping him to understand what is expected of him and what is the right thing to do. Building relationships with peers by modelling for him, enabling him to use words to express himself instead of becoming anxious or frustrated.

Using a sand timer to move on, a verbal reminder to ease transition, of change of activity or things that may be happening.

I would go outside pre-whistle to calm the child down, (the transition and noise of the whistle was very distressing to the child), but with that support he found it much easy to cope with. Using a visual time table to show the child before hand what we may be doing, (for example, on photo day when we had an outside visitor in the hall, or a fire alarm practice). Doing things in little steps, or making photos of different people, the class, where we may be going on a trip, etc.

The child needed to move to a different setting as he was finding it too difficult being in a mainstream school so I told my boss, he attends a special needs unit now, which is the right place for him. Being at the school, working with me, gave him a good foundation to help him in his new setting.