Alicia Ricketts

As a Teaching Assistant, I provided one-to-one and small-group support for pupils with a wide range of learning, communication, and behavioural needs. I worked closely with children with Special Educational Needs and Disabilities (SEND), including Autism, ADHD, speech and language difficulties, social communication needs, and pupils requiring additional academic or emotional support.

I adapted learning activities to meet individual needs, using a variety of strategies such as visual aids, structured routines, targeted questioning, and differentiated resources to promote engagement and understanding. Through building positive and trusting relationships, I supported pupils' confidence, independence, and emotional wellbeing, enabling them to participate fully in classroom activities and make progress towards their learning goals.

Working collaboratively with teachers, teaching assistants, SEND staff, and external professionals strengthened my understanding of inclusive practice and the importance of personalised support. This experience developed my skills in behaviour management, communication, observation, and assessment, ensuring that every child received the support they needed to achieve their full potential.

During my placement at Egerton Primary School, I worked across both Year 2 and Year 3, supporting pupils' academic, social, and emotional development. I gained valuable experience planning and delivering lessons across the primary curriculum, with a particular focus on developing reading and writing skills through the Supersonic Phonics programme.

I implemented a range of multi-sensory and adaptive teaching strategies to ensure lessons were accessible and engaging for all learners, including pupils with Special Educational Needs and Disabilities (SEND. Using visual support tools such as Widgit Online, I enhanced pupils' understanding of vocabulary, scaffolded learning tasks, and promoted independence within the classroom.

Working closely with class teachers and support staff enabled me to develop strong skills in behaviour management, differentiation, assessment for learning, and targeted intervention support. This experience strengthened my ability to create inclusive, structured learning environments that foster confidence, engagement, and positive outcomes for all pupils.

During my year-long placement at Masefield Primary School, I gained extensive experience teaching across Key Stage 1 and Key Stage 2, including Year 1 and Year 4. I confidently planned and delivered engaging whole-class lessons, targeted small-group interventions, and one-to-one support across the primary curriculum.

I developed strong expertise in teaching phonics through the Read Write Inc. programme, adapting learning to meet the needs of pupils at different stages of development. I also worked closely with pupils with Special Educational Needs and Disabilities (SEND), including those with Autism, ADHD, communication difficulties, and additional learning needs, using personalised strategies to support their progress and participation.

Through the use of Widgit Online and other inclusive teaching approaches, I created accessible learning environments that enabled all pupils to engage successfully with the curriculum. Working collaboratively with class teachers, SEND staff, teaching assistants, and external professionals strengthened my ability to adapt teaching, differentiate learning, manage behaviour positively, and ensure every child was supported to achieve their full potential.

My placement at Mytham Primary School was a pivotal stage in my professional development as an educator. During this experience, I supported classroom learning by planning and delivering differentiated activities tailored to meet the diverse strengths, needs, and learning styles of individual pupils.

I developed strong skills in using visual supports, structured routines, and adaptive teaching strategies to promote engagement, independence, and participation. Working closely with pupils with Special Educational Needs and Disabilities (SEND), including Autism and ADHD, enhanced my understanding of inclusive practice and the importance of creating supportive learning environments where all children can thrive.

This experience strengthened my ability to build positive relationships with pupils, manage behaviour effectively, and adapt teaching approaches to ensure every learner could access the curriculum and make meaningful progress. Through patience, creativity, and consistency, I supported pupils in developing confidence, resilience, and a positive attitude towards learning.

During my placement at Little Feet Day Nursery, I developed a strong foundation in Early Years education and gained valuable experience in supporting children's learning through play-based approaches. I contributed to the planning and delivery of engaging activities designed to promote children's cognitive, social, emotional, physical, and communication development.

Working closely with children across a range of ages enabled me to develop a thorough understanding of child development and the importance of creating nurturing, stimulating learning environments. Built positive and trusting relationships with children and families, supporting children's wellbeing, confidence, and readiness to learn.

This experience strengthened my ability to observe, assess, and adapt learning opportunities to meet individual needs and stages of development, ensuring all children were supported in achieving their Early Learning Goals. It also reinforced the importance of fostering curiosity, independence, creativity, and a lifelong love of learning through meaningful and child-centred experiences.