Sarah Shefford

Child A

Built trust relationship with a child and her parents to enable her to progress from initially refusing to enter school premises to entering on her own over a two year period. During that time used strategies including working with parents and other members of staff to gradually improve attendance and enable her to participate normally in lessons.

Child B

A child began school in Reception unable to speak due to severe speech and language disorder. Working with him over a seven-year period, the limitations he suffered reduced greatly. I taught him to read using a innovative technique, such that at the end of primary school he was able to communicate effectively. This enabled him to develop emotionally and educationally over that period.

Child C

Started working with child in year 5. He was emotionally dysregulated and I worked with him on a 121 basis on a reduced timetable. By the end of year 6, whilst still disruptive in class and across the wider school, limited improvements were made based on consistent treatment and setting of expectations.

Child D & E

Both children were disruptive on entry to year 4. One was due to emotional trauma (loss of sibling) and the other without diagnosis. Leveraging Trust-based training on therapeutic practices, I developed and provided both children with clear expectations for time in school allowing better structure and recognisable sensory breaks. This improved their behaviour to the benefit of the children themselves and also their classmates.

• Supported classroom teacher with behaviour management, promoting a positive learning environment.
• Cultivated close working relationships with students, teaching staff and parents.
• Tutored students individually and in small groups to reinforce learning concepts from core subjects.
• Provided emotional support to pupils and families facing challenging situations.
• Engaged students in various group activities that fostered teamwork and cooperation.
• Offered emotional support during challenging situations whilst respecting student's personal space and emotions.
• Provided individual support during examinations.

Child 1

Started supporting child in year 2, which she entered one year late due to significant medical trauma (stroke) and supported her until her departure in year 5. Working with my job-share TA, we developed strategies to enable the child to access education appropriate to her needs. Also provided personal care, occupational therapy, physiotherapy, worked with her to progress from unable to walk to, after three years, able to walk with a frame

• Fostered an inclusive classroom atmosphere by promoting empathy, acceptance and respect among peers.
• Identified signs of distress in child, resolving behavioural and emotional issues.
• Helped children with eating, dressing and other aspects of personal care while encouraging independence.

Child 1

Child had left sided hemiplegia and hydrocephalus which meant her left side was much weaker causing physical difficulties. I helped her access the curriculum by adapting classwork and supporting her with physiotherapy (under supervision). At the same time supported a child who was born a heroin addict and required significant emotional support.

• Facilitated communication between students, parents and staff to ensure understanding of progress and goals.