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A planned and delivered a structured and engaging mathematics lesson for Stephan focusing on understanding and calculating perimeter through inclusive learning activities. I used the “I do, We do, You do” teaching approach to support Stephan in learning how to measure and add the sides of regular and irregular shapes. I provided differentiated support through verbal prompts, guided questioning, and scaffolded tasks to ensure Stephan could access the activities successfully and work towards greater independence. These strategies helped create an inclusive learning environment where Stephan was encouraged to engage positively and develop confidence in mathematics.

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Weekly communication with Stephan’s parent provides consistent updates regarding his academic progress, classroom participation, behaviour, wellbeing, and overall achievements. Maintaining this positive partnership between home and school helps ensure continuity in learning, encourages family involvement, and supports Stephan’s development both academically and socially. Through regular communication, I am able to share successes, discuss areas requiring additional support, and monitor progress towards Stephan’s learning outcomes and individual targets. This collaborative approach promotes personalised teaching, effective planning, and ongoing support to help Stephan build confidence, independence, and engagement within the classroom environment.

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I completed professional development training focused on supporting students with diverse learning needs, with a strong emphasis on Applied Behaviour Analysis (ABA). Through this training, I developed my knowledge, skills, and confidence in ABA strategies, communication techniques, behaviour support, inclusive practices, and differentiated learning. In addition to ABA, I also completed other relevant training in classroom support strategies, positive behaviour management, safeguarding, and inclusive education practices. These trainings have strengthened my overall ability to respond effectively to individual student needs and apply appropriate support strategies in different learning situations. This has helped me provide more effective and consistent support within the classroom, improve student engagement and progress, and contribute to high-quality teaching and learning. It has also strengthened my collaboration with teachers and support staff, helping to create a positive, inclusive, and supportive learning environment for students.

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The perimeter lesson resources includes a range of effective teaching resources to support learning and participation. I used visual shape diagrams, perimeter worksheets, measuring tools such as rulers, interactive maths activities, and digital learning materials to help Stephan understand how to calculate the total distance around shapes. These resources supported Stephan in identifying the sides of shapes, measuring accurately, applying addition skills, and developing confidence when working independently. The combination of visual, practical, and interactive materials encouraged active participation, strengthened understanding, and promoted positive engagement throughout the lesson.

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This is a sample of the student’s Stephan class work in measuring perimeter. In the picture, the student is working on finding the perimeter of different shapes by measuring the length of each side and adding them together. The student carefully used a ruler to take accurate measurements and recorded their answers clearly. They showed understanding of how perimeter is the total distance around a shape and applied this skill to the given tasks. The work demonstrates developing confidence in measuring and calculating perimeter, improving accuracy in using a ruler, and increasing independence when completing practical maths activities.

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The provision book is used as an effective way to communicate and celebrate Stephan’s progress with his parents and family. It contains evidence of learning such as photographs, completed class activities, work samples, and brief written updates linked to his individual learning and IEP targets. Within the provision book, I record comments to highlight Stephan’s achievements, engagement in lessons, social interaction, participation, and areas where continued support may be needed. This ongoing record helps provide a clear overview of his development and progress across the term. The provision book also strengthens communication between home and school by ensuring parents remain informed about Stephan’s learning experiences, support strategies, and successes within the classroom environment.

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1. Safeguarding Policy

2.Fire and Safety and Emergency procedure policy

3.WEK Lockdown

4.Health and Safety and Environmental Awareness

5.National College Effective Behavior Management Is challenging behavior misunderstood.

6.Help Unlock the Potential of Pupils with SEND

7.Strategies for de-escalating student behavior in the classroom.

8.Building Positive Relationships to Manage the Behaviour of Pupils with SEND| Secondary

9.Recognising and Supporting Pupils with ADHD|Secondary