Sarahlynn spent 2 terms at a school teaching year 3 to a very high needs class. One of the students was a high-functioning, non-verbal, young boy. This young boy changed Sarahlynn’s life for the better. While the teachers prior to Sarahlynn would not let this child stay in the classroom for main sessions as he was often disruptive, Sarahlynn created a behaviour plan, a kindness chart, and an environment of acceptance that was implemented to the entire class. This system not only gave this child the freedom to stay in the classroom majority of the days (which improved his learning and socialising skills!) but it also exposed him to language. By the end of her time at the school, this young boy would participate in Math classes by raising his hand and shouting out simple responses!
Meet John, Chase and Sophia:
When Sarahlynn transitioned to another school to teach year 6, she was hired as the lower set Math and English teacher. Soon, she also created a role for herself as the pastoral lead for 3 year 6 students with a variety of high needs: adult defiance, anxiety, lowered cognition and social skills. This academic year proved again to Sarahlynn that not all classrooms fit the needs of our unique children. And so she built a lunch time nurture group, and helped to foster an open-visit relationship with the 3 students in her care, all of whom were allowed to leave class to see her throughout the day if they needed support. These children were not expected to pass their SATs exams. Two out of three did!
Meet Holy Trinity C of E Primary School:
This led Sarahlynn to her final classroom, a year ⅚ split. This school was considered Outstanding by OFSTED standards and Sarahlynn agreed! She was able to take her children out to do yoga if she felt they needed a 5-minute brain break. She implemented a yoga club, a dance club and even ran a health and wellness day for all of the KS2 students!