Kayleigh Morley

I have extensive experience and knowledge which I have gained from working in a school setting for the past 7.5 years. In this time, I have worked 1:1 with many students with a varied range of special educational needs and abilities. I currently work in our SEN provision classroom (SPACE) on a morning where I provide both 1:1 and small group support.  In SPACE, we have students with Autism, ADHD, Down-syndrome, Spina Bifida and other complex needs. There are two different sections to the classroom, one side is for the students with more complex educational needs (Stars) and the other is for students who have special educational needs but are able to access the school curriculum at a level below their Key Stage (Moons). Under the guidance of the class teacher, who is also our SENCo, I support the students through providing a bespoke, differentiated curriculum to suit their specific needs and abilities.

I ensure that students have an opportunity to settle into school by greeting them and discussing how they are feeling using Makaton where appropriate. This helps the students regulate for the day ahead. On the Stars side, I ensure that the students have appropriate tasks at their own work station and I am experienced in using individual, visual timetables. I find these are very beneficial as they ensure that the students know what will be coming next and help them to maintain their regulation.  On the Moons side, I also work with students in small groups which encourages students to develop their social and communication skills.

In maths, I use real life and concrete examples to support the students’ learning which enables them to understand abstract concepts. We also learn a lot through games which are a good way to increase motivation and interest, making it easier for students to understand concepts and personalise their learning pace.

In literacy, I work on the Moons side, where I support 3 students to access the curriculum at their level.  These students struggle to complete any written work but they are capable of coming up with good ideas. To increase the independence of these students, written words are supported with visuals enabling students to build sentences without needing to read or spell the words.  As I constantly expose students to text, they become interested in writing.  To promote their love of writing, I am experienced in scribing for students, discussing the expectations of lessons and sharing ideas as a group before they write. I understand the importance of students remaining engaged in their learning and promote this through providing regular reminders of what we have spoken about throughout the lesson. By enabling high-engagement, students always make good progress with their learning. I believe that students significantly benefit from constant praise and I encourage everyone through the lesson to recognise success and to feel proud of themselves.

In my current job role, I have shown that I am flexible and can adapt easily. I can multitask, have good time management and organisational skills. I’ve worked with students from ages 3-11, students with special educational needs, students from diverse backgrounds and students with English as an additional language. I always promote positive behaviour and inclusion. It is very important to promote key life-skills to ensure students are future-ready by celebrating diversity, encouraging kindness and emphasising the importance of respect for all individuals. In my job role, I lead by example, by showing respect and tolerance to all, empathising with all stake-holders and always encouraging others to do the same. I truly believe that inclusion is all about making sure everyone feels welcome and valued. It means embracing diversity and creating an environment where everyone’s voice is heard and respected.

While working with my current employer, I have worked with many amazing, inspiring, strong-minded students and created lots of positive relationships. I also believe that staff and parent relationships are crucial for a student’s development and success. When staff members and parents work together, we share valuable insights and create a strong support system for the child. It also helps to ensure the student’s needs are met both at home and in school. I have built a strong rapport with parents throughout school; this is important for effective communication and collaboration as it helps create a positive and supportive environment for the student’s learning and development.

While working in my current employment, I have completed my level 3 in Supporting Teaching and Learning in Schools as well as gaining my level 2 functional skills in Maths, English and ICT. I recently completed my first aid training which allows me to care for anyone with any medical needs whether this be due to injury or illness.

Safeguarding in education is of greatest importance and is everyone’s responsibility. I am able to use the CPOMS system and know how to follow established procedures to deal with any safeguarding concerns. I have also completed safeguarding training and am experienced at addressing ongoing issues. I have also completed training in Prevent and County lines.

This year I worked as a SETA (Senior Educational Teaching Assistant) for a term, where I worked alongside the behavioural/attendance officer.  In that time, I learnt how to use Integris by updating registers, finding pupils information and creating attendance reports. I was given the task to set up attendance folders for different groups of students, which would be updated weekly so we could track the attendance of those students. I also made phone calls to parents/carers daily about their child’s attendance and went on welfare check home visits.

I am highly creative person and am very skilled at creating and maintaining a stimulating and informative classroom environment which helps promote inclusion for all. I have worked in the reprographics room where I made and created displays for all year groups and subjects whilst following the display policy, as well as creating and updating displays for communal areas around school. I have high levels of computing skills and am confident in using Microsoft Publisher and Word, printers, laminator and a Cricut machine.

APRIL 2017 – NOVEMBER 2019

Lunchtime supervisor – St Johns Infant School – Boothroyd Lane, Dewsbury WF13 2LP

Making sure all pupils respect themselves and each other and dealing with any misdemeanors in accordance with the school’s Behavior Policy. Administering first aid for minor accidents or illness. Ensuring the classroom and dining hall are cleaned after use. Organizing and assisting with games and activities that are inclusive for all children and focusing on ensuring that all children have a safe, joyful and pleasant experience on their lunch break. 

JULY 2017 – JULY 2019

Activity Support Worker – St Johns Infant School – Boothroyd Lane, Dewsbury, WF13 2LP

I was solely responsible for the care of up to 15 children in the schools after school club Rainbow Club. Planning, preparing and delivering play opportunities within a safe and caring environment. Providing comprehensive care for the children including delivering them safely to parent/carer. Providing snacks and refreshments and ensuring that hygiene, health and safety standards are met.

NOVEMBER 2019 - PRESENT                                                                                       

Educational Teaching Assistant – Westmoor Primary School – Church Lane, Dewsbury Moor, Dewsbury, WF13 4EW

I have the experience of working with children from the ages of 3-11, children with a SEND, children from diverse backgrounds and children with English as an additional language. In the last few months, I have been working in our SEND classroom SPACE where I have furthered my skills and knowledge with working with children with different types of SEND. In SPACE we have children with Autism, ADHD, Down-Syndrome, Spina Bifida and other complex needs. I’ve supported these children academically, emotionally and socially by working closely with them to build up their confidence in Math’s, English, Writing, Reading, phonics, communication/interaction, physical/sensory needs and cognitive learning.

NCFE cache level 3 diploma in specialist support for teaching and learning in schools

NCFE cache level 2 functional skills in math’s, English and ICT