David Taylor

In this self employed role, I offer weekly 1 hour sessions of targeted tuition to students in Key Stage 4, in Maths (Foundation Level), English Language & English Literature.

An example of this work includes a student with an EHCP that was struggling significantly with the subject of Maths. In January of this year his working grade was Grade 1 and in his recent GCSE Year 11 mock exam, he achieved a Grade 4. Alongside this, the student's processing and recall abilities have grown significantly and the student presents as a happier and more confident individual.

All of my sessions can include an element of therapeutic support and reflection and this is very much student-led, depending on need.

The role was initially focussed on co-delivering the Cleveland Police and Crime Commissioner funded CURV project, based on a 10 week programme of 1 hour sessions, offering interventional work to 90 primary school children that met given criteria. This included young people with either experience of domestic violence, had a social worker or had been involved with Police intervention. Session content included: the impact of violence, tools for self-regulation & online safety.

Currently, I co-deliver the 6 week Evolve programme that offers a series of bespoke wellbeing sessions to groups of both primary and secondary aged young people.

I recently have crafted and delivered new sessions based on such topics as: Grief & Loss, Homophobia, Racism & Inclusive use of language.

A highlight of this role has been being the only male member of staff working for a female charity with (aside from school outreach) only female service users.

I have led both in-house 121 and group sessions with vulnerable female service users, based primarily around emotional regulation and expression, using tools such as hypnotherapy, mindfulness, creative writing and other self soothing techniques.

In this role I have:

*facilitated 121 and group coaching sessions, including hypnotherapy & Integral Eye Movement Therapy,

*led 12-week creativity courses for adults

*offered 121 hands-on energy healing sessions

*trained others in certificated holistic therapy training events

In this role I was based in the SEND department and:

*worked closely with referred students in bespoke 1-2-1 or small group sessions, based on a fusion of academic support and therapeutic intervention.

*led training sessions for teachers, offering clear strategies to assist effective classroom experience.

*worked with students in Internal Exclusion, often spending a full day 1-2-1 with a student, to reflect on concerning behaviour and its causes whilst negotiating requirements for a successful reintegration back into school life, alongside academic learning.

*used both Art & Writing Therapy to catalyse self-reflection and understanding

*created Student Passport Profile, detailing areas requiring support/effective strategies, as voiced and identified by the student, to be given to their teachers.

This role was created for me, following a successful 3 month secondment to the school from Virtual School Middlesbrough, whereby I supported the academic and therapeutic needs of the school’s many Child Looked After (CLAs).

This role required me to work in-depth with young people with CLA status on a 1-2-1 basis, initially at the organisation’s Intervention Centre, whereby excluded or struggling students would attend for a short period of intervention, away from their school environment.

I led GCSE English & Maths sessions alongside offering emotional support and intervention as required. During lockdown, I led lessons online and became VSM’s English Specialist Teacher for a period, before being seconded to Macmillan Academy in response to several of their CLA’s requiring significant support within the school.

In this role, I visited two students daily for extensive home education. Lessons included: Cookery, (including with parent to strengthen parent/child relationship), Business Studies and Spanish, alongside core subject learning.

Both students had a history of violence and for one I was required to liaise with their Youth Justice Officer alongside managing potential violent outbursts before they escalated. For the other student, I worked closely with his caregiver to ensure a successful time of learning and support, following several unsuccessful attempts from previous tutors.

● Devising and teaching effective lessons for students in both a mental health hospital and home setting.

● Crafting ‘in-the-moment’ learning opportunities, in response to student needs.

● Attending daily update meetings about students on a secure ward, to feed back to the teaching team.

● Leading educational visits from hospital, based on student interest, to facilitate greater mental health and enthusiasm for learning.