All about me

My name is Belinda Cramphorn. I am a qualified teacher with additional qualifications in severe, profound and multiple learning difficulties, as well as experience training others in subjects such as understanding autism, using Intensive Interaction, using PECS, and creating holistic next steps to support students to make the most possible progress. I have significant experience in designing and leading training, interventions, coaching sessions and parent support sessions.

I have previously worked for the local authority as a specialist teacher supporting parents, early years settings and schools with students with additional needs, as well as working as an early years home visitor using the Portage approach to support young children with complex and/or emerging additional needs. I have also worked as a class teacher in mainstream schools and in a local area special school.

I have experience training and supporting others to use a range of strategies and approaches including;

  • Intensive interaction

  • Social routines

  • Picture Exchange Communication System (PECS)

  • Visual systems such as visual timetables, first and then boards, communication books, hi-tech devices

  • Analysing and understanding difficult and dangerous behaviours

  • Creating, using and evaluating behaviour plans

  • Offering learning opportunities through play

  • Using play within a trauma-informed approach

  • Creating and evaluating next step plans

Testimonals

‘Thank you for making Sara’s transition into pre-school so smooth. I cannot begin to thank you enough for all that you have done’ from a parent

‘You truly are an inspirational and wonderful teacher. I have learnt more from you, than I have in the last 13 years’ from a member of school staff

‘You are an amazing teacher. Thank you for all your kindness, patience and support given to us and to our child’ from a parent

‘Thank you so much for all your hard work…. You have brought expertise and insight that we have all benefitted from’ from a member of school staff

‘Thank you for everything you have taught me… It has been incredible to bear witness to your gentle and calm yet boundary holding approach and I know that I will carry with me so many lessons about how to be with and support children’ from a colleague

Case Studies

Case Study 1

I worked with Jack and his Mum at home after professionals had raised concerns about Jacks communication and interaction skills. Jack wasn’t yet able to communicate verbally and seemed to often want to be on his own. Through regular home visits I modelled to strategies to Jack’s Mum. We focused on increasing Jack’s interest in people and built on the early communication skills of attention, listening, interaction and then being able to communicate through actions and interactions. Jack’s Mum used the strategies I modelled in between home visits and we reviewed these and made amendments as necessary. Jack went on to receive a diagnosis of Autism and transitioned into pre school where his needs were understood well and successful strategies were put in place.

Case Study 2

I supported Omar and his family after they asked for support with his challenging behaviour and routines in the home. During the initial home visit we talked about all the difficulties, clarified priorities and explored possible reasons behind Omar’s behaviours. As part of this plan the family identified sleep as a priority area and I talked to the family about typical sleep patterns and how to support sleep routines. Through small changes the family grew their understanding about what Omar might have been trying to communicate and made whole family adaptations to routines, interactions and opportunities which in turn better meet everyone’s needs and slowly decreased incidents of challenging behaviour.