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
I have extensive experience working with young people with Special Educational Needs (SEN), always placing trust, consistency, and relationships at the heart of my practice. I take time to understand each learner as an individual, including their personality, interests, strengths, and triggers. This allows me to create a safe, calm, and respectful learning environment where students feel valued and understood. My empathetic and non-judgemental approach supports learners to engage confidently, particularly those who may have experienced previous barriers to learning. As a CPD course designer and teacher trainer, I ensure my practice reflects current evidence-based and inclusive approaches.
My experience working with young people with ASC (autism)
I have significant experience supporting young people with Autism Spectrum Condition (ASC) across educational and residential settings. I understand the importance of structure, predictability, and clear communication in reducing anxiety and supporting focus. My sessions are carefully planned with clear routines, visual supports, explicit instructions, and regular breaks to manage cognitive, sensory, or emotional overload. I take time to learn about each learner’s special interests and use these to personalise lessons and increase motivation. Having delivered training for teachers in SEN best practice, I am skilled in adapting language, pacing, and resources to ensure autistic learners feel supported, safe, and successful.
My experience working with young people with anxiety
Supporting learners with anxiety requires a calm, compassionate, and flexible approach. I prioritise building rapport and creating a low-pressure learning environment where students feel safe to express concerns without fear of judgement. I use small, achievable tasks to build momentum and confidence, alongside clear scaffolding and reassurance to reduce overwhelm. For students with anxiety linked to exams, performance, or school-based experiences, I focus on reframing challenges, celebrating progress, and developing confidence through consistent, strengths-based feedback.
My experience working with young people with SEMH
I have extensive experience supporting young people with Social, Emotional, and Mental Health (SEMH) needs. My approach is relational, and holistic, recognising that emotional wellbeing is essential for learning to take place. I begin sessions with regular check-ins to ensure students feel emotionally safe and regulated before engaging in academic tasks. I use clear routines, predictable structures, and consistent expectations to provide a sense of security, while responding flexibly to emotional needs as they arise. Through calm reassurance, clear communication, and positive reinforcement, I support learners to develop emotional regulation, resilience, and confidence, enabling them to re-engage positively with learning.
My experience working with young people with sensory and/or auditory processing needs
I am experienced in supporting learners with sensory sensitivities and auditory processing needs. I carefully adapt my delivery to minimise sensory overload by using clear visual supports, uncluttered resources, and calm pacing. Instructions are broken down, repeated, and reinforced visually where needed, and learners are given additional processing time without pressure. I remain flexible in response to sensory or emotional dysregulation, offering movement breaks or adjustments as required. These adaptations help learners feel comfortable, regulated, and able to engage successfully with learning.
My experience teaching English (including GCSEs)
I am a highly experienced English teacher and former AQA GCSE English Language Examiner, with in-depth knowledge of assessment objectives, exam requirements, and effective teaching strategies. I break down the demands of GCSE English into clear, manageable steps, making content accessible for learners with a wide range of needs. I use structured scaffolding, model answers, explicit vocabulary teaching, and personalised feedback to develop reading, writing, and analytical skills. In addition to tutoring students, I currently train teachers nationwide on effective delivery of GCSE English Language.
My experience developing confidence and self-esteem
Many of the learners I support have experienced low confidence, anxiety, or negative educational experiences. Developing self-esteem is central to my teaching approach. I celebrate small successes, provide consistent reassurance, and use strengths-based feedback to help students recognise their progress and capabilities. By creating a supportive, judgement-free environment, I encourage learners to take risks, rebuild confidence, and develop a more positive relationship with learning. My mentoring experience allows me to support students emotionally as well as academically.
My specialist experience providing engaging sessions to inspire a love of learning
I believe learning should be engaging, meaningful, and enjoyable. My sessions are carefully designed to spark curiosity and motivation, often linking English skills to real-life contexts, creative tasks, or the learner’s personal interests. I use visual resources, interactive activities, short discussions, and varied tasks to maintain focus and engagement. Drawing on my national work training teachers, I consistently apply evidence-based strategies that make learning accessible and rewarding for all learners.
My skills and experience supporting young people to develop their independence
Supporting learners to develop independence is a key focus of my work. I help students build executive functioning skills such as organisation, planning, time management, and self-regulation. I use tools such as visual planners, checklists, routines, and goal-setting strategies to support this process. I also encourage reflection and self-assessment so learners gradually take ownership of their learning. Over time, this approach builds confidence, resilience, and independence that extends beyond education 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.
