Emily Templeton

• My main duties have involved liaising with various settings: schools, nurseries, and colleges to provide a programme of Habilitation support for Children and Young people. I work for the Specialist Teaching and Physical Disability Team at Essex County Council.

• Teaching independent living skills (ILS) using the Curriculum Framework of Vision Impairment revised 2025
• Carrying out Functional Vision Assessments (FVA) on the pupils
• Supporting Children and Young People from 0-25 with additional needs effectively using inclusive teaching techniques.
• Organising visual impairment training for schools
• Carrying out environmental audits and risk assessments
• Providing long cane training
• Teaching through a child-centered approach
• Teaching through a child-centred approach develop VI support, e.g., regional conferences
• Reason for leaving: To pursue a career as a SEN Teacher.

• My main responsibilities involved being class support to the teacher with children who have Special Educational Needs providing support and management of challenging behaviour. I had responsibility as the Visual Impairment Co-ordinator to ensure that support is implemented across school and college for pupils with visual impairment needs.

Other duties include:

• Preparing learning resources and materials
• Providing a stimulating and comfortable learning environment for children to build self-confidence.
• Supporting children in social situations
• Conducting home visits with parents
• Supporting children in the classroom environment.
• Participating in one-to-one meetings with parents and carers.
• Participating in meetings involving outside agencies, such as QTVIs
• Supporting families by giving knowledgeable advice
• Working alongside teachers and colleagues
• Promoting inclusion of children
• Managing challenging behaviour
• Leading classes and teaching across all age ranges within school
• Planning lessons linked to teaching standards
• Monitored pupil progress closely, providing timely feedback to teachers and parents.
• Following safeguarding procedures – using My Concern.
• Dealing with medical needs, such as internal feeding, and diabetes management.
• Participating in department meetings and twilight training sessions
• Participating in integrating TPP (Trauma-Perceptive) approach.
• Driving pupils to community visits on the school minibus
• Ensuring children have updated Visual Impairment reviews/ support and assessments in line with their EHCP.
• Supporting emotional well-being of pupils using Zones of Regulation.
• Reasons for leaving: To develop a deeper understanding of Visual Impairment. I have thoroughly enjoyed working at this school.

• My main responsibilities in this role involve working 1:1 with 3 children who have special educational needs which include (speech and language, Autism, ADHD, very high sensory needs, non-verbal, challenging behaviour, and emotional needs.
• Other duties include:
• Planning an enriched curriculum alongside the teacher for children on a separate timetable.
• Keeping evidence for Educational Health Care Plan meetings up to date
• Preparing learning resources and materials
• Providing a stimulating and comfortable learning environment for children to build self-confidence.
• Supporting children in social situations
• Observing children in various special needs settings
• Conducting home visits with parents
• Supporting children in the classroom environment.
• Participating in one-to-one meetings with parents and carers, supporting concerns and progress.
• Participating in meetings involving outside agencies, such as Occupational Therapists and Social Services
• Supporting families by giving knowledgeable advice
• Working alongside teachers and colleagues
• Promoting the inclusion of children
• Writing (SEND) reports on the children’s progress.
• Updating assessments
• Maintaining confidentiality
• Safeguarding children
• Following all policies and procedures of the school
• Liaising with the specialist teachers
• Participating in professional development training
• Reasons for leaving:I have thoroughly enjoyed my time at this school, but I am ready for a different challenge.

• My main duty involved working one-to-one with a severely autistic child in EYFS. Other duties were the same as above.
• Reasons for leaving I decided it would be better to work at a school within a closer proximity to my home.

• I worked as a qualified Nursery Nurse in this setting for 3 years, having previously trained here as a student.
• My main duties included:
• Working with children from 0-5 years
• Setting up activities and following daily routines such as nappy changing, mealtimes, and sleep routines, supporting potty training
• Promoting independence in life skills
• Being a permanent staff member in a room for 2-year-olds and then the Preschool room
• Supporting children in the transition to school
• Teaching children how to form positive relationships with peers.
• Setting up EYFS-based activities
• Daily dialogue with parents
• Reasons for leaving: To develop my knowledge of working with children further by focussing more on Special Educational Needs.