DANA ZAHAROVA

Dedicated, compassionate and reflective education professional seeking a position as an SEN Teacher, Learning Support Teacher, Religious Education Teacher, Humanities Teacher, or teaching placement within a secondary school, specialist SEN school, autism specialist provision, or alternative provision setting. I hold a PGCE in Further Education from Canterbury Christ Church University, specialising in teaching learners aged 14–19, together with an AIM Level 3 Certificate in the Principles of Special Educational Needs (SEN). I have extensive experience supporting and teaching pupils across mainstream secondary schools, primary schools and specialist SEN settings. My teaching experience includes Religious Education, History, Geography and Humanities at Key Stage 3, alongside extensive experience as a Cover Teacher, Cover Supervisor, SEN Assistant, Learning Support Assistant and Teaching Assistant. I have taught Religious Education at Raynes Park High School and Southborough High School, adapting lessons to meet a wide range of learning needs and supporting pupils with Special Educational Needs within mainstream classrooms. I have significant experience working with pupils with Autism Spectrum Condition (ASC), communication and interaction needs, learning difficulties, social, emotional and mental health needs (SEMH), sensory processing difficulties and physical disabilities. Through my work at Dysart School, Spa School, St Philip’s School, Greenhead Primary School, Elm Court School, Arbor Vale School and Eastlea School, I have provided one-to-one support, small-group interventions and classroom assistance, helping pupils develop communication skills, independence, emotional regulation and confidence. Academically, I hold an Undergraduate Certificate in History from the University of Cambridge and am currently completing a Subject Knowledge Enhancement (SKE) programme in Religious Education at the University of Sussex. I also hold an MA in TESOL and Applied Linguistics and a BA (Hons) in English Philology. My approach is calm, patient, nurturing and relationship-focused. I am committed to creating a safe, structured and inclusive learning environment where every learner feels valued, supported and able to achieve their full potential.

• Teaching Assistant (SEN), Eastlea School, London, 2018-09-01, 2019-07-01, Supported pupils with Special Educational Needs in classroom and small-group settings., Assisted teachers in delivering differentiated learning activities., Supported communication, social development and behaviour management., Encouraged independence, engagement and confidence., Contributed to individual learning targets and pupil progress.
• Special Educational Needs Assistant, Greenhead Primary School, Elm Court School & Arbor Vale School (Protocol Education), 2016-09-01, 2017-07-01, Supported pupils with Autism Spectrum Condition (ASC) and complex needs., Delivered one-to-one and small-group support., Supported communication development and sensory regulation., Assisted with EHCP targets and behaviour support plans., Promoted independence and engagement in learning.
• Teaching Assistant (Autism Provision), St Philip’s School, Chessington (Protocol Education), 2016-09-01, 2017-07-01, Supported pupils with Autism Spectrum Condition in a specialist setting., Provided structured classroom support and one-to-one assistance., Assisted communication, social interaction and emotional regulation., Supported behaviour management strategies and learning targets., Encouraged independence and positive engagement.
• SEN Assistant, Dysart School & Spa School (Axis & Protocol Education), 2015-09-01, 2016-07-01, Supported pupils with autism and complex learning needs., Assisted with communication and emotional regulation., Worked alongside teachers, therapists and support staff., Supported pupils throughout classroom and wider school activities.
• Learning Support Assistant, Hatcham Primary School, 2011-11-01, 2012-07-01, Provided one-to-one and classroom support., Assisted pupils with literacy and numeracy activities., Supported social and emotional development., Contributed to a positive learning environment.