Wellbeing and personal development
My goal plan: small steps and weekly check-in
Set a meaningful goal, plan manageable steps and reflect on what helped during the week.
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Learning support specialist teacher
Rachel Kaminski
I coordinate access arrangements and targeted support through evidence of normal classroom practice, asking what barriers pupils meet, what has been tried and what teachers have observed.
Explore the collectionA little about me
I provide targeted small-group intervention and coordinate access arrangements with the examinations team. An arrangement should be supported by evidence of normal classroom practice, not by a diagnostic label alone. I want decisions to reflect what helps a pupil engage with learning over time.
Intervention is useful when it connects with what happens in class. I look for specific barriers, the support already tried and what teachers have observed. That information can help the team decide whether an adjustment is working and what should be reviewed next.
I value resources that help staff describe needs clearly, plan consistent support and keep a record of evidence. A form cannot determine what a pupil needs, but a well-structured conversation can make the relevant details easier to consider. I want support to be fair, practical and familiar before a formal assessment setting makes it especially visible.
How I approach a lesson
Connect interventions with ordinary classroom practice.
Use observed evidence when considering access arrangements.
Review support with the staff who work with the pupil.
Templates I'd use with my class
Explore these templates and decide what fits your own setting.
Study and learning skills
Chunk it
Define what finished looks like, plan up to eight steps, estimate total time and reflect on what helped the pupil begin and work independently.