Katie Waddell

• Working in a Foundation Stage 1 setting with children aged 3-4 years, assisting in all aspects of day to day running of the classroom. Working with students to embed the three Prime Areas of development and learning, and encouraging them in the four Specific Areas of learning to offer a wide and balanced curriculum. Providing a consistent and nurturing environment for our youngest students to begin their journey in education through a positive and inquisitive approach to learning. Supporting children in classroom activities and moving with children to specialist lessons (PE, Music, Library, Arabic).
• Term 2, Academic Year 23/24, Currently working 1:1 with a child in my class who has been assessed for Autism with a suspected Pathological Demand Avoidance profile. I have been asked to do this on account of my experience and positive relationship with the child and parents. My position as LA has been backfilled by another team member while we await the results of the EdPsych.

• During the 22/23 academic year, I was seconded to our Inclusion Department to support EYFS students who were in the earliest stages of intervention through a teacher referral process.
• I assisted students through 1:1 'in class' support and small bespoke social and communication groups based on the following scopes;

*Pastoral needs, including social, emotional and/or behavioral challenges

*Speech & Language concerns

*English Language Learners and EAL students

• Several weeks were spent supporting a child 1:1 full time who was awaiting assessment for a variety of complex needs with suspected under regulated sensory processing disorder and an ASD profile.
• Where needed, I worked alongside class teachers to write IEPs / Pastoral Plans and meet parents to discuss progress and next steps.
• Worked with the wider Inclusion Team and SENCO to implement support and interventions for children awaiting diagnosis for Autism and ADHD.

This model of support was withdrawn after Jebel Ali School became part of the Taaleem group of schools and I returned to the classroom the following academic year.

• Worked across all key stages to deliver library lessons to classes on a weekly basis, with the primary goal of inspiring a love of books and reading at all ages and abilities
• Delivered music and movement classes to FS1 children on a weekly basis, and assisted Music department with delivery of singing in weekly class assemblies for FS2 children.

• Ran several music, movement and sensory classes for children across Dubai from birth to 3 years on a weekly basis
• Incorporating nursery rhymes, action songs and tactile experiences for children to develop communication and language, gross motor skills and social interactions both with parents and peers.

• Assisted with an FS2 class for one term, due to imminent birth of my first child
• Supported all aspects of the running of the class, including phonics and reading introduction, numeracy and expressive arts.

• Worked with corporate partners to deliver fundraising targets to meet the budgetary demands of the charity
• Specifics included managing our largest corporate partner, RBS, by running team building events that supported the company's CSR objectives while being financially advantageous to Barnardo's
• Managed volunteers across several aspects of the charity, from yearly events such as marathons, to hikes, overseas challenges and beneficiary events.