I have a proven track record of achieving positive outcomes for a diverse range of pupils, including those with Special Educational Needs (SEN). Having taught at an outstanding Further Education (FE) College, I consistently delivered engaging lessons that met high standards of teaching and learning, with the majority of my lessons being graded as outstanding.
Before completing my PGCE and becoming a classroom teacher, I worked in a residential care home for men on the autism spectrum. I adhered to care plans, performed routine sanitisation tasks, and provided comprehensive support with meal assistance, mobility and all aspects of personal care. This experience enhanced my ability to build strong, trusting relationships with individuals requiring continuous support. I would also routinely take service users to the local college to provide them with 1:1 support in the classroom when engaging with learning.
My specialist experience working with young people with SEN to develop trusting and meaningful relationships
Over the years, I have worked extensively with young people with Special Educational Needs (SEN), always placing relationships and trust at the centre of my approach. I take time to understand each learner’s personality, interests, and triggers, creating a safe space where they feel valued and respected. My calm, consistent, and empathetic approach helps students engage without fear of judgment, while my background as a CPD course designer ensures that every lesson reflects current best practice. Whether supporting learners with communication challenges, low confidence, or fluctuating mental health, I prioritise understanding and trust as the foundation for academic progress.
My experience supporting young people with ASC
I have extensive experience supporting learners with Autism Spectrum Condition (ASC), both in educational and residential settings. I understand how structure, predictability, and clear communication can significantly reduce anxiety and improve focus. In my sessions, I use visual cues, clear routines, and breaks to manage sensory or emotional overload. I also take time to learn each student’s special interests, using these to make lessons more meaningful and motivating. My background in developing training for teachers, including best practice in SEN teaching, means I am skilled in adapting language, pacing, and materials to ensure autistic learners feel supported, understood, and successful.
My experience supporting young people with anxiety
Supporting students with anxiety requires a calm, compassionate, and flexible approach. I always begin by building rapport and creating a low-pressure learning environment where the student feels safe to express themselves. I use short, achievable tasks to build momentum and reduce overwhelm, alongside scaffolding strategies and gentle encouragement. For students experiencing anxiety around exams or English performance, I focus on reframing challenges, highlighting progress, and developing confidence through consistent positive reinforcement.
My experience supporting young people with ADD/ADHD
I have significant experience supporting students with ADHD, helping them manage attention, focus, and executive functioning challenges. My lessons are structured and visually clear, with tasks broken into manageable segments to prevent overload. I use interactive and multisensory strategies—such as short discussions, creative writing prompts, and visual planning tools—to sustain engagement and make learning active.
My experience supporting young people with SEMH and mental health needs
My approach to supporting students with Social, Emotional, and Mental Health (SEMH) needs is holistic and compassionate. I recognise that emotional wellbeing is key to learning success. In each session, I take time to check in, build trust, and ensure the student feels emotionally grounded before engaging in academic work. I integrate mentoring-style conversations to build resilience, motivation, and self-belief, while maintaining clear and consistent expectations. Through my CPD training design work, I also train other teachers on trauma-informed and relational approaches to learning, ensuring emotional safety remains a priority.
My experience teaching GCSE English Language
As a highly experienced GCSE English Language teacher and former AQA Examiner, I have an in-depth understanding of the skills, assessment objectives, and exam expectations required for success. I break down the demands of GCSE English Language into manageable steps, ensuring each concept is clearly explained and practised in accessible, engaging ways. I use scaffolded techniques to build analytical and writing skills, integrating model answers, vocabulary development, and personalised feedback. In my current specialist role, I also train teachers nationwide on strategies for effective delivery of GCSE English Language.
My experience developing confidence and self-esteem
Many students with SEN or mental health needs have experienced setbacks or low confidence in learning. Building self-esteem is central to my teaching philosophy. I provide consistent reassurance, celebrate small successes, and use strengths-based feedback to help students recognise their abilities. By creating a positive, judgement-free environment, I enable learners to take risks and rebuild belief in their potential. My mentoring experience also helps me support students emotionally as well as academically, helping them rediscover a sense of pride and purpose in their learning.
My specialist experience providing engaging sessions to inspire a love of learning
I believe that learning should be inspiring and enjoyable. My sessions are designed to capture interest and foster curiosity, often linking English skills to real-life contexts, creative topics, or the student’s own passions. I incorporate visual materials, games, and short discussion tasks to maintain engagement and make abstract concepts concrete. Drawing on my national work training teachers, I continually apply evidence-based strategies that make English accessible and rewarding for all learners.
My skills and experience supporting young people to develop their independence
Developing independence is a vital goal for every learner I work with. I support students to strengthen their executive functioning skills—such as time management, planning, and organisation—through structured routines and tools like visual planners, checklists, and goal-setting templates. I encourage reflection and self-assessment so that students begin to take ownership of their learning. Over time, this builds confidence, resilience, and a sense of control that extends beyond academic study into everyday life.
In summary
My dedication to teaching and my extensive experience with SEN pupils underscore my commitment to providing high-quality education. I strive to create an inclusive, supportive, and engaging learning environment where every student can achieve their full potential.
