My specialist experience working with young people with SEN to develop trusting and meaningful relationships
Over the past 18 years, I’ve worked with a wide range of children with special educational needs (SEN), always prioritising the development of strong, supportive relationships. I understand how vital trust is in helping children feel safe and open to learning. I take time to get to know each child as an individual, tuning into their interests, communication style, and emotional needs to build genuine, meaningful connections.
My experience working with young people with ASC (autism)
I currently work exclusively with autistic learners and have extensive experience creating personalised approaches that support their regulation, communication, and engagement. I understand the importance of structure, routine, and sensory-sensitive environments. My approach is flexible and always tailored, whether through visual schedules, clear and consistent language, or interest-based learning activities.
My experience working with young people with dyslexia
I have supported many children with dyslexia, using a multi-sensory and strengths-based approach to make learning more accessible and enjoyable. I use visual aids, games, and practical strategies to build literacy skills while reducing anxiety around reading and writing. My focus is on confidence-building, helping learners feel capable and proud of their progress.
My experience working with young people with working memory difficulties
Supporting learners with working memory difficulties means breaking down tasks, using visual cues, and revisiting key concepts regularly. I use scaffolding techniques and chunk learning into manageable steps, always checking in to ensure understanding. My sessions include repetition and practical application in ways that help knowledge ‘stick’ without feeling repetitive or overwhelming.
My experience working with young people with sensory and/or auditory processing needs
I currently teach in a setting where all learners experience some level of sensory and/or auditory processing difficulty. I’m skilled at recognising signs of overwhelm and tailoring the learning environment to reduce sensory input where needed—or provide the right kind of sensory input when a child is seeking it. I regularly create sensory diets, embed movement breaks into sessions, and adapt activities to support regulation and attention.
My experience teaching Primary English and Maths
I have taught English and maths across the primary age range, with significant experience adapting these subjects for children with a range of learning profiles. I break down concepts into engaging, practical steps, often using games, stories, and real-life contexts to make learning meaningful. My approach focuses on building understanding and confidence, not just content delivery.
My experience working with young people to boost their confidence and self-esteem
Many of the learners I support have experienced challenges in education, which can impact their self-belief. I always work from a strengths-based perspective—highlighting what they can do and celebrating every small success. I use praise thoughtfully and create opportunities for learners to experience success in ways that feel genuine and motivating.
My specialist experience providing engaging sessions to inspire a love of learning
I pride myself on designing creative, interest-led sessions that feel fun and meaningful. Whether it’s turning phonics into a scavenger hunt, using music and movement to explore maths, or building stories with LEGO, I make sure learning doesn’t feel like work. Children often don’t realise how much they’re achieving because they’re so engaged in the activity.
My skills and experience supporting young people to develop their independence
Helping young people grow in independence is a key part of my work. I support them to develop skills step-by-step, encouraging problem-solving, decision-making, and self-reflection. Whether it’s in daily routines, academic tasks, or social situations, I build in opportunities for autonomy and provide the scaffolding needed for them to feel successful and empowered.
