Alex

My specialist experience working with young people with additional needs to develop trusting and meaningful relationships:
For 10 years I was a class teacher working in both mainstream and special provisions. To teach curriculum concepts and share my agenda, I knew that I would need to build connections and establish safety and rapport first. For years, I have focused on building trusting and meaningful relationships with young people with Special Educational Needs (SEN) as a foundation of education. My approach is grounded in empathy, patience, and consistent support, creating safe and nurturing environments where young people feel understood and valued. I utilise personalised communication strategies and discover shared interests to foster mutual trust, enabling students to be themselves and engage in their learning journey, meeting their potential.

My experience teaching young autistic people:

For six years, I taught autistic students in a special resource base within an outstanding mainstream primary school. I tailored my teaching methods to accommodate the unique needs of each student, incorporating visual supports, structured routines, and sensory breaks to enhance students’ learning experience. My goal was always to create inclusive and supportive classroom environments that allowed students to thrive. I taught across EYFS, Key Stage 1 and Key Stage 2, developing the curriculum and modelling best practices to support autistic learners. I trained staff, and I was promoted to Lead Teacher for Autism. I now work part-time as an Advisory Teacher for Autism for a London Borough, supporting autistic people in all education settings, and delivering training workshops to professionals and parents. I love supporting young people to explore their autistic identity and begin to advocate for their needs.

My experience working with young people with anxiety:
For many students that I have had the pleasure of teaching, anxiety has sadly been part of their school experience. To support those with anxiety, I find increasing routine and structure beneficial, as well as ensuring that students are heard, safe and reassured. Regular feelings check-ins have proven to be helpful, as well as equipping students with mindfulness techniques. Often, I model talking about worries and show how I use a toolbox of techniques and strategies to combat feelings of dysregulation. I also find that it can be helpful to explore with students what is in their control and what is not in their control, as well as teaching practical problem-solving. I have recently supported schools by delivering training on the impact of emotionally-based school avoidance for autistic young people and their families, to help professionals to understand how the school environment can cause anxiety, and how it can become a barrier to autistic students accessing school.

My experience working with young people with a demand avoidant profile:

I have supported a number of students who have a demand avoidant profile, and I have developed a deep understanding of their unique needs and challenges. My approach is rooted in building a strong, trusting relationship, which is essential for students with PDA. My calm and empathetic communication style has proven effective. I have learned that traditional teaching methods, particularly those that are considered supportive for autistic students, do not always have the same success with students with demand avoidant profiles, so I employ creative and indirect strategies to engage students. Integrating students’ interests and keeping sessions novel makes learning more appealing and less pressured. By offering choices and fostering a sense of autonomy, I help students feel more in control and less resistant to demands. My patience and adaptability allow me to adjust plans and expectations based on the student’s mood and comfort level, ensuring a positive and productive experience.

My experience working with young people with ADHD/ADD:
Teaching young people with ADHD and ADD has been a significant part of my career. I employ a variety of strategies to help with focus and manage impulsivity, such as breaking tasks into manageable steps, providing clear and concise instructions, and incorporating movement or regulation breaks into lessons. By creating a structured yet flexible learning environment, I have found that I successfully support students with ADHD and ADD in developing their concentration and academic skills. I have also found that explicitly teaching organisation skills, time management and planning has been beneficial. Helping young people to have an awareness of their differences, and celebrating neurodiversity and unique, innovative thinking skills helps to ensure a positive sense of self, which is invaluable.

My experience teaching Primary English:
I have 10 years of experience teaching English at Primary level. I worked within EYFS for 3 years and loved assisting young people to develop a love of literacy through songs, rhymes, roleplay, and storytelling. I enjoy teaching phonics and seeing the progression in early reading skills, mark-making and then early writing. I have taught across key stages 1 and 2 following the English national curriculum and supported children in both mainstream and specialist provision. I have tutored students in both mainstream and special provisions to prepare them for their SATS.

My experience teaching Primary Maths:
I have 10 years of experience teaching Maths at Primary level, supporting children of all abilities to develop confidence and strong foundational skills. I use a hands-on, practical approach, incorporating tactile resources like counters, number lines, and visual models to reinforce understanding. My lessons are engaging and structured, tailored to each child’s learning style. I have successfully prepared students for SATs, focusing on exam techniques, problem-solving strategies, and building mathematical fluency. I create a supportive environment that reduces anxiety and encourages a positive mindset toward maths. My goal is to make learning enjoyable, ensuring every child feels capable and ready to succeed.

My experience supporting young people with community activities:

Learning can take place in the home, school and in the wider community and is not bound by a student’s age or strict time frames. Some of my recent lessons have taken place at Pizza Hut, the local library and at Power League! One of my favourite lessons to teach and to support is cooking, I find it particularly rewarding when this is coupled with researching recipes, making a shopping list and taking a trip into the community to purchase ingredients. I am confident in supporting students in the community and believe that taking traditional learning into real-life contexts is highly valuable, helps consolidate learning and makes learning more meaningful and purposeful.

My experience working with young people to boost their confidence and self-esteem:
Boosting students’ confidence and self-esteem is a central focus of my teaching philosophy. I use strengths-based approaches, celebrating each student’s achievements and providing opportunities for them to succeed in various areas. Through positive reinforcement, encouragement, and tailored support, I help students build a strong sense of self-worth and confidence in their abilities. Over time, I feel it is important to introduce more challenge, celebrating each attempt to try something new or out of their comfort zone.

My specialist experience providing engaging sessions to inspire a love of learning:
Creating engaging and inspiring lessons is a passion of mine. I use a variety of interactive and hands-on activities, integrating technology, art, and real-world applications to make learning exciting and relevant. My goal is to ignite a love of learning in my students, encouraging curiosity and a lifelong passion for discovery. Using the students’ interests as a starting point for inspiration helps build engagement.

My skills and experience supporting young people to develop their independence:
Supporting students to develop their independence is a key aspect of teaching. I encourage self-advocacy and provide opportunities for young people to take responsibility for their learning. Through individualised support, teaching functional life skills, and fostering a growth mindset, I help young people become more confident and capable individuals, ready to navigate the challenges of the future more independently.