Lauren Palmer

• Plan, deliver and evaluate learning activities under the direction of the class teacher, including whole-class, small group and 1:1 sessions.
• Use differentiated strategies to support pupils with Autism Spectrum Disorder (ASD) and Social, Emotional & Mental Health (SEMH) needs.
• Support pupils during emotional dysregulation, anxiety or crisis situations using trauma-informed de-escalation techniques.
• Act as a consistent, trusted adult to help pupils feel safe, understood and supported.
• Model positive behaviour, boundaries and respectful relationships.
• Work collaboratively as part of a multidisciplinary team
• Contribute to planning meetings, reviews and safeguarding discussions.
• Uphold safeguarding and child protection procedures at all times.
• Promote pupils’ wellbeing, independence and self-esteem.
• Contribute to a calm, structured and nurturing learning environment.
• Provide consistent, relationship-based support to young people with complex emotional, behavioural and neurodevelopmental needs.
• In role as a Trauma-informed practitioner, prioritise emotional safety, trust and attunement, recognising these as foundations for engagement and progress.
• Support learners in building skills that are transferable to community, vocational and outdoor environments.

As a Teaching Assistant my roles and responsibilities have included:

• Supporting the teacher with the day to day delivery of the curriculum.
• Working with individuals, small groups or the whole class Supporting and adapting to meet pupil needs.
• Continually playing a role in modifying strategies to support individuals in their learning, enabling a calm learning environment for the whole class.
• Communicating effectively with all levels of staff, parents and outside agencies.
• Following safeguarding procedures along with the use of CPOMS to document any cause for concerns.
• Assisting children to gain life skills as well as promoting independent learning skills.

2014 completed ELSA training. This has enabled me to:

• Assist, whilst maintaining a positive relationship, many pupils with ASC, ADHD and Anxiety.
• Provide support to an individual after the trauma of loosing a parent.
• Supported teachers in managing challenging pupil behaviour, contributing to progress meetings to provide feedback, raise concerns and help recommend appropriate action.
• Develop a fluid approach to resolving issues dependant on pupils' age and learning ability.
• Plan and deliver a complete therapeutic timetable to meet the needs of an individual, whilst working alone as well as alongside outside agencies.

Alongside my ELSA, over the years I have gained training in the following:

• Team Teach
• Designated Safeguarding Lead
• Schools Link Mental Health Programme run by RBC
• Sensory Circuits
• Hand Massage

• Supported children's development with learning-through-play activities, aiding social, emotional and educational growth.
• Implemented and adhered to safe-guarding guidelines.
• Created caring bonds with children for comfort and safety within nursery.
• Written observations of children for their profiles and to further inform planning.
• Attended IEP meetings reporting on the progression made and assisting with setting new targets.
• Worked alongside Speech and Language therapists and followed plans.