Patricia Delgado Chavez
Liverpool
Summary
I am a dedicated SEND Teaching Assistant currently completing a Level 3 qualification in Supporting Teaching and Learning in Schools. I am committed to supporting children with Special Educational Needs and Disabilities (SEND) by promoting inclusive practices and working collaboratively with teachers and other professionals to identify and remove barriers to learning and achievement. My goal is to help every child reach their full potential by providing tailored support that builds confidence, encourages independence, shapes positive behaviour and meets their individual learning needs. I am dedicated to creating a safe, nurturing, and positive learning environment where every child feels valued, supported, included and empowered to succeed.
Overview
1
1
year of professional experience
2
2
years of post-secondary education
Work history
Volunteer SEND Learning Support Assistant
St Michael in The Hamlet
Liverpool, Merseyside
09.2025 - Current
- Supported pupils with Special Educational Needs and Disabilities (SEND) in accessing the curriculum through tailored 1:1 interventions, fostering engagement by linking learning targets to individual interests.
- Worked with small groups in Maths, English and Science to reinforce learning and help them achieve their targets. Developed flexibility as to offer pupils laptops and IT resources to complete tasks or adapted the environment to keep them engaged in learning.
- Facilitated understanding of instructions for pupils using PECS, verbal prompts, or activity modelling, enhancing their ability to follow classroom tasks.
- Supported the class teacher in keeping children engaged in learning tasks and, especially, completing their daily readings by anticipating sensory needs. In charge in charge of 3 children, one at a time, to evaluate their reading skills and comprehension.
- Use communication strategies and resources such as visual timetables, PECS, and now-and-next boards to manage behaviour and prepare children for learning, especially when they come from home dysregulated.
- Supports pupils with emotional regulation, behaviour management, and resolution of social conflict, especially when they experienced a sudden change in the classroom (i.e. welcoming a new peer or a visitor) or between daily transitions.
- De-escalated challenging behaviour calmly and in line with school behaviour policies. Logged any incidents or events, especially when they represented a safeguarding concern.
- Promoted independence, confidence, and self-esteem in all pupils using positive communication.
- Observed and logged in pupil progress, behaviour, and well-being after interventions. Provided them, prior to consent of the class teacher, with regular breaks to ensure their engagement and emotional regulation.
- Ensured participation of pupils with high needs in all planned activities, contributing to a safe and inclusive learning environment.
- Worked collaboratively with teachers, support staff to prepare and adapt learning materials to meet individual needs and ensure safety.
Education
NCFE CACHE LEVEL 3 Diploma - Supporting Teaching and Learning in Schools and Colleges
ALS Adult Learning Centre
09.2025 - 06.2026
NCFE CACHE LEVEL 2 Award - Support Work in Schools and Colleges
ALS Adult learning Centre
Granby 02.2025 - 07.2025
Health and Safety within the Workplace training - undefined
ALS Liverpool Adult learning Centre
06.2025 -
NCFE CACHE LEVEL 1 Award - Preparing to Work in Schools
ALS Liverpool Adult Learning Centre
Granby 09.2024 - 02.2025
NCFE Level 1 Award - Employability Skills
ALS Liverpool Adult learning Centre
GranbyGCSE Foundation - Maths
ALS Liverpool Adult learning Centre
LiverpoolSkills
- Strong understanding of child development stages, neurodevelopmental conditions, (Autism, ADHD, Dyspraxia, Dyscalculia, Demand avoidance, Oppositional Defiant Disorder) sensory processing difficulties and the impact of trauma in learning This knowledge has equipped me with practical strategies to assess behaviour, support emotional regulation, address pupils in distress and identify and reduce triggers to cooperate with the teaching team in promoting positive behaviour
- Versed in Liverpool’s SEND offer, EHCPs, SEND laws, regulations, inclusive practice and recent SEND law updates
- Skilled in using Augmentative and Alternative Communication (AAC) strategies, including Picture Exchange Communication System (PECS), to support communication and engagement Experienced in creating social stories and adapting learning resources to enhance understanding and participation in subjects such as Maths and English
- Confident in using IT to develop and deliver learning interventions and create communication resources that support pupils with SEND Experienced in producing visual supports, including 'Now and Next' boards, communication books, and communication cards, to ease transitions, clarify instructions, promote understanding, and provide predictability, helping to reduce anxiety and encourage engagement in learning
- Effective and clear communication approach when working with both children and adults, including the ability to offer choices to de-escalate challenging behaviours
- Resourceful and knowledgeable about children’s personal needs and interests as to redirect children’s attention during crises and refocus on learning tasks
- Aware of safeguarding and child protection procedures, with a clear understanding of the importance of following school policies and statutory guidance Confident in recognising, recording, and reporting safeguarding concerns promptly and appropriately in line with established procedures
- Team player by proactively offering assistance when staffing levels are limited, ensuring continuity of support for pupils and contributing positively to the smooth running of the classroom
- Able to remain calm and supportive to the learning team during escalation of behaviour, while ensuring pupils are kept safe
- Patience, flexibility, resilience and compassion to address children with executive processing challenges and significant needs, including those who may have difficulty communicating their emotions or physical discomfort and who may have reduced awareness of danger
- Positive reinforcement
- Bilingual: Native Spanish - Proficient in English (IELTs Certificate issued by The University of Cambridge)
Languages
Bilingual: Native Spanish - Proficient in English (IELTs Certificate issued by The University of Cambridge).
References
- Emily, Merral, Tutor, MerralE@lccals.co.uk, 07542322340, Liverpool Adult Learning Centre
- Sarah, Ellison, School Business Manager, s.ellison@smhsch.co.uk, 0151 7273215, St. Michael in the Hamlet Community Primary School
Training
- Dyscalculia and Dyspraxia Awareness by Addvanced Solutions (June 2026).
- Understanding Neurodivergent students (04/26) Webinar by Tralee Education.
- Understanding Behaviour Through A Sensory Lens Webinar by Tralee Education Support Centre (04/2026).
- Introductory Safeguarding in Education 2025/2026 by Prospero Learning.
- Behaviour Management in Schools by The CPD certification Service (2025).
- ‘Riding the Rapids’ (2025) by Alder Hey.
- ‘The Sensory Processing Strategy Intervention Sessions’ delivered by the Children’s Occupational Therapy team in Liverpool (12/2023).
- The ‘Neurodevelopmental Conditions Learning Programme’ workshop delivered by Advanced Solutions in Liverpool (2023).
Timeline
Volunteer SEND Learning Support Assistant
St Michael in The Hamlet
09.2025 - Current
NCFE CACHE LEVEL 3 Diploma - Supporting Teaching and Learning in Schools and Colleges
ALS Adult Learning Centre
09.2025 - 06.2026
Health and Safety within the Workplace training - undefined
ALS Liverpool Adult learning Centre
06.2025 -
NCFE CACHE LEVEL 2 Award - Support Work in Schools and Colleges
ALS Adult learning Centre
02.2025 - 07.2025
NCFE CACHE LEVEL 1 Award - Preparing to Work in Schools
ALS Liverpool Adult Learning Centre
09.2024 - 02.2025
NCFE Level 1 Award - Employability Skills
ALS Liverpool Adult learning Centre
GCSE Foundation - Maths
ALS Liverpool Adult learning Centre