It has been really interesting reminding myself about how to cater for the different needs at Kenwood. This has really given me food for thought with my curriculum planning for September.

TS5 - adaptability - I've considered what I can bring into my classroom, such as prioritising verbal time cues, not assuming that a pupil isn't listening if they are not displaying the typical signs of attentiveness, space and movement, and personal interests.

Comparing the fluidity of the day with that of mainstream. Understanding how informality in setting and clothing breaks down the barriers to learning. Prioritising personal interests in the curriculum, and equally impressed by the discussions had with the pupils mainstream would not have the time to facilitate such depth of discussion due to the demands of the classroom. How responsive the staff team are to amending relationships with the young people, and between the young people through classroom-removed activities such as baking. Observing differences between classes and year groups - individualisation is crucial.

This placement has really made me think about my ability to adapt lessons to the strengths and needs of my students (TS5), as well as make accurate and productive use of assessment (TS6). Due to the higher needs of certain students at Kenwood Academy, I am more aware that it is pivotal to be flexible in how I assess whether pupils are making progress. It is important to take into account each childs needs when thinking about how to measure their academic growth.

I have really enjoyed my time at Kenwood Academy. It has been really insightful and made me reflect on many areas of my teaching. This placement has taught me a lot about how I think about progress and achievement in schools. Mainstream schools tend to focus on pushing for academic progress and qualifications. At Kenwood I have seen teachers identify and celebrate progress in many forms (academic, personal, social). They always focus on what pupils can do, not what they can't. They frequently set personalised but ambitious targets, ensuring support doesn't come at the expense of challenge. (TS2)

Watching different teachers in action gave me a chance to notice what works well in different types of classroom and to see some of the challenges that can arise. This placement has helped me understand the importance of planning, clear explanations, and keeping students engaged all things I want to focus on. Standard 1: Setting high expectations for all students Standard 4: Planning and structuring lessons effectively Standard 6: Using assessment to inform teaching

Observing how students present when dysregulated and learning how to support them effectively has been particularly interesting and eye-opening for me. I found it valuable not only to watch, but to experience first-hand how adjusting the pace of a lesson can help meet individual needs and keep students engaged. Through working 1:1 with students, I personally practised using different adaptation strategies and found that small changes—like changing the task order or offering sensory breaks made a real difference. I also found that applying PACE (playfulness, acceptance, curiosity, empathy) in my own interactions helped build trust and positive relationships, and I became more confident in flexibly adjusting routines in the moment to support students' emotional well-being.

This placement has shown me the importance of nurturing pupils in more ways than just their academic education. In my previous placement, I was a co-tutor where some 'life skills' are taught, but in this placement I have seen the power of teaching life skills such as cooking, budgeting, first aid, time management, and travel training can help pupils to take responsibility for their own needs. This can build self-esteem and reduce reliance on others, preparing pupils for adulthood. I feel that developing these skills is not just important for pupils with SEND, but all pupils. The placement has also made me reflect on various techniques I can use in the classroom to adapt for pupils with various SEND ie. Now, Next, Then boards or regular brain breaks.