Alice Clark

I am a reliable, passionate individual whose Early Years Teacher Status (EYTS) and Masters of Child Development Psychology, make me the ideal candidate for the position of a Portage Quality and Inclusion Practitioner (E3628). I have a strong comprehension of the EYFS and have dedicated my career to supporting those with additional needs in Early Years education.

My current role as an Early Years Teacher has given me the opportunity to work with likeminded individuals to create an adaptable learning environment to support the development of young children. I have supported children's development for years by delivering a high quality curriculum that focuses on building communication, social skills and independence in preschool. I strive to build good relationships with the families of the children in my care to ensure they are always kept up to date on their child's progress and next steps. I am responsible for the ongoing assessment of a large group of key children. I conduct my assessments through observations, Stoke Speaks Out and Wellcomm screening. These techniques allow me to gain a full understanding of where a child’s current development is at and how we can further their learning. A large part of my role as an Early Years Teacher involves me supporting preschoolers through the challenging transition to primary education. I offer support to the children through smaller focus groups where we look into working on social skills, resilience and independence building as well as some emotion work. For parents I put together a take home pack to give them further information as well as provide some reassurance. I also work closely with schools during this time and attend meetings as well as write detailed transition reports when required.

I have always had a drive to support children within SEND, however in recent years with increased prevalence of SEND children this has seemed more crucial than ever that all practitioners and families are well informed on how to provide and gain consistent high quality support. It is for this reason that I feel I would be an asset in the role of a Portage Quality Inclusion Practitioner as I keep myself up to date with new cases and policies around early years and I have a fresh perspective directly from the classroom. I am proficient in using the graduated approach to assess children with additional support needs. As a key worker I have assessed the needs of children in my care and used their professional targets and advice to then put in place an implementation plan which can later be reviewed. I ensure all colleagues and parents/carers are informed of the ongoing targets so practice is kept consistent for the child. Over my time in Early Years I have worked with a range of professionals to support SEND children including Speech and Language Therapists, Portage Practitioners, Physio Therapists, Social workers, SENDco and Nurses. These professionals have given me the opportunity to support children with a range of techniques such as using communication boards, visuals, Makaton, objects of reference, communication buttons and many more.

My role as a room leader also provided me with the opportunity to oversee the running of the room and our preschool curriculum. This role demonstrated that I have leadership abilities as well as working well as part of a team. I am also able to have professional discussions with senior management, practitioner and parents. This role also allowed me to demonstrate how well organised I am and how I am able to come up with creative learning opportunities for children.

As well as my professional qualifications, I have also put myself forward for opportunities to further my continual professional development. Many of the sessions I have attended have been with the Portage Team through the Family Hub. Some of my recent sessions have included Step Inside the Preschool Room, What is my behaviour trying to tell you?, and Early Years Language Lead. I have also attended training to learn more ways to support children with autism in the classroom. Recently, with the Autism Education Trust, I took part in ‘Developing Play in Early Years of the Early Years AET Professional Development Program’. I have also participated in recent First Aid training and Fundamental Safeguarding Awareness. Our setting also likes to keep staff up to date with internal training on topics such as OFSTED and any changes to the EYFS.

I feel that this enriched experience working as an Early Years Educator and in Senior leadership roles combined with my passion and drive to make a difference in supporting children in Early Years make me the ideal candidate for the role of a Portage, Quality Inclusion Practitioner.