Nicola

•   My specialist experience working with young people with SEN to develop trusting and meaningful relationships;

I recognise that a strong, positive relationship between teacher or tutor and pupil is central to meaningful learning. Especially in SEND education, the need to build a trusting and safe connection is paramount, to lay the foundations for learning.

My approach is built on patience, consistency and reliability, to create a safe and secure base where the child/young person feels understood and valued. My ability to communicate both verbally and non-verbally (using music and/or communication strategies) further enhances opportunities for children to reach their full potential. 

•   My experience working with young people with ASC (autism);

For over twenty years, I have supported autistic students with a wide range of needs, adapting my teaching to ensure every pupil can access learning. I draw on approaches such as PECS, AAC software (including Grid), visual supports, structured routines, and sensory breaks to make learning accessible and engaging.

Alongside classroom strategies, I work closely with multidisciplinary teams to understand and respond to each pupil’s sensory profile. This enables me to support both sensory-seeking and sensory-avoidant behaviours through tailored activities that help students feel comfortable, engaged, and ready to learn. These approaches consistently promote greater independence, communication, and confidence in my students.

Through lived experience, I value the need for a secure and safe space for every child, where they feel understood, respected, and able to be themselves without pressure or judgement.

•   My experience working with young people with ADHD;

I have the joy of teaching students with ADHD and ADD, many of whom have struggled in mainstream settings and been unfairly labelled as ‘naughty,’ often carrying the emotional weight of this perception. To support them effectively, I create structured yet flexible, sensory-friendly environments that incorporate movement or regulation breaks, a pupil-led pace, and just the right level of challenge to sustain focus and motivation. I use strategies such as breaking tasks into manageable steps, giving clear and concise instructions, and explicitly teaching organisation, time management, and planning skills. Creative and collaborative approaches, such as integrating music or drawing on a child’s personal interests, help build engagement and confidence. Above all, I believe in recognising and celebrating neurodiversity, supporting young people to develop self-awareness and pride in their unique strengths, which fosters resilience, independence, and a positive sense of self.

•   My experience working with young people with SEMH;

As a SEND teacher and HCPC registered Music Therapist, I have worked closely with children presenting Social, Emotional, and Mental Health (SEMH) needs, using creative and therapeutic approaches to support their unique challenges. I have cultivated a deep understanding of the complex factors influencing their behaviour and emotional well-being, by employing a compassionate, patient, and consistent approach to build trust and resilience. As a therapist, I am skilled at creating safe and nurturing environments, to lay the foundations for emotional and educational learning.

•   My experience working with young people with Anxiety;

Many of the students I have worked with experience anxiety as part of their school life. Through experience, I have learned the importance of being responsive, reflective, and flexible in how I support them. While clear routines and structure can offer a sense of predictability and safety, I also adapt my approach to each child’s changing needs, creating an environment where they feel heard, emotionally safe, and reassured. I regularly check in with students about how they are feeling and support them to develop mindfulness and self-regulation strategies to manage stress. By modelling open conversations about worries, I help students build a personalised “toolbox” of techniques for emotional regulation. I also support them to recognise what is within their control and what is not, alongside developing practical problem-solving skills. My Master’s training in Music Therapy has deepened my understanding of the therapeutic value of creative and expressive approaches, enabling me to integrate music and other creative activities to reduce anxiety, strengthen emotional resilience, and offer alternative, non-verbal ways for students to communicate and process their experiences.

•   My experience working with young people with PDA;

I have extensive experience supporting students with challenging behaviour, including those with a demand avoidant profile such as Pathological Demand Avoidance (PDA). I understand the importance of a non-hierarchical, low-pressure approach that prioritises pupil autonomy, interests, and trust. My calm, empathetic communication style, combined with patience and adaptability, enables me to use creative and indirect strategies that reduce pressure and make learning more appealing. I integrate students’ interests, introduce novelty, and provide meaningful choices to foster engagement and a sense of control. At the same time, I maintain consistent boundaries with care and sensitivity, recognising that students with PDA benefit from structure and the presence of a reliable adult who does not give up on them. This approach helps build strong relationships, encourages positive engagement, and creates the conditions for long-term progress.

•   My experience working with young people with Working memory difficulties;

I draw on my broad SEN background when supporting students with working memory difficulties, to provide structured, supportive and highly personalised approaches. Repetition is used purposefully and creatively, allowing key information and skills to be revisited in consistent, accessible ways that support retention and understanding. I frequently use music, rhythm and song as powerful tools to reinforce memory, sequencing and recall, helping children to process and retain information more effectively. Through clear routines, multisensory strategies and a calm, encouraging approach, I support students to build confidence in their learning while reducing cognitive load and promoting success.

•   My experience working with young people with Sensory and/ or auditory processing needs;

I bring a strong understanding of the varied and intricate needs of students with sensory and/or auditory processing differences. I have worked closely with those who face challenges with sound processing, managing sensory input, and regulating their responses to situations that might be overwhelming. To guarantee accessibility and engagement, I have used tailored strategies such as visual aids, songs, routines, sensory-friendly classroom adaptations, and indivisualised communication systems. Collaboration with multidisciplinary teams is essential to my work, including families, occupational therapists, and speech and language therapists. My practice is rooted in empathy, patience, and the firm belief that with the right support, every young person can thrive and achieve meaningful progress.

•   My experience working with young people with Speech and Language Needs;

I regularly plan and deliver sessions that build early interaction skills such as shared attention, turn-taking, anticipation, and reciprocal communication. These sessions take place within a music-rich environment, where songs, rhythm, movement and musical cues are used intentionally to support understanding, predictability and engagement. I use motivating, interest-led activities alongside communication-rich routines, supported by clear visual aids, Makaton Sign Language and symbols to strengthen language development and expressive communication. My work often focuses on functional language, emotional expression, choice-making and interaction within meaningful, everyday contexts, enabling children to communicate with greater confidence and purpose while feeling supported, understood and included. I am extremely patient and celebrate each effort to communicate with the child, to build confidence and raise self-esteem.

•   My experience working with young people with Executive Functioning Skills/ study skills;

To teach study skills and executive functioning skills, I use structured, multi-sensory approaches to support areas such as organisation, planning, time management, and task initiation. Drawing on my background in music therapy, I incorporate rhythm, routine, and creative strategies to reinforce memory, focus, and emotional regulation—key components of executive functioning. My approach is highly individualised, enabling students to develop strategies that are practical, accessible, and transferable across subjects and daily life.

•   My experience working with young people with DCD;

I have worked with children who have co-occurring needs, frequently alongside dyspraxia. I make it a priority to understand which aspects of dyspraxia a student requires support with, whether motor, verbal, or oral, and collaborate with them to develop visual aids and practical tools that can be used consistently at home and in school.

Across all sessions, executive functioning skills are consistently modelled, explored, and reinforced to ensure support is unique and aligned with each child’s natural learning and processing style. These skills include sequencing, organising ideas, working memory, planning, using checklists, flexible thinking, self-monitoring, self-regulation, time management, and overall organisation. The overarching goal is for these personalised strategies to become embedded in the child’s everyday life, fostering independence and self-esteem.

•   My experience working with young people with Social Interaction and friendship skills;

In the classroom, I integrate social skills development into everyday learning by facilitating structured group activities and guided peer interactions. My combined expertise in education and music therapy enables me to address social interaction and friendship needs creatively and effectively, helping young people build confidence, empathy, and lasting friendships. Often, this can be addressed musically through turn-taking games, call and response games and action songs.

•   My experience teaching Early Years;

My Early Years experience in SEN schools is grounded in extensive, hands-on practice, using a play-based, child-led and carefully scaffolded approach that prioritises enjoyment, curiosity and connection. I place strong emphasis on learning through play and the Arts, creating sessions that are fun, flexible and responsive to each child’s interests and needs. Drawing on my background as a musician and music therapist, I naturally incorporate a wide range of songs, rhythm, movement and creative activities to support communication, regulation, sensory processing and engagement. Music and the Arts are central to my practice, providing accessible and motivating ways for children to explore, express themselves and build foundational skills in a supportive, nurturing environment.

•   My experience teaching Social Communication and Language Skills;

My music therapy skills lend themselves perfectly when teaching children Social Communication and Interaction skills. Using rhythm, melody, and improvisation, I create engaging, non-verbal opportunities for students to express themselves, take turns, and develop joint attention. Music provides a safe and motivating environment where children feel encouraged to practice listening, responding, and initiating interactions. By integrating therapeutic techniques with my teaching practice, this holistic approach not only supports their educational development but also promotes meaningful connections that extend beyond the classroom.

•   My experience developing confidence and self-esteem;

I believe that building confidence and self-esteem is central to enabling children and young people with SEN to truly flourish. Too often, these qualities can be eroded by systems that do not fully recognise their challenges or provide the support they need. My approach is strengths-based: I celebrate each pupil’s unique skills and achievements, however small they may seem, and provide opportunities for success across different areas of learning. Through positive reinforcement, encouragement, and tailored support, I help students develop a strong sense of self-worth and confidence in their abilities. As their confidence grows, I gradually introduce new challenges, celebrating every attempt to step beyond their comfort zone. By making learning fun, engaging, and meaningful, I aim to inspire children to see themselves as capable learners with valuable strengths to share.

•   My specialist experience providing engaging sessions to inspire a love of learning;

Creating engaging and inspiring lessons is a passion of mine. I design interactive, hands-on activities that integrate music, art, and real-world applications to make learning meaningful and accessible for all students. By drawing on students’ individual interests and strengths, I capture their attention and build genuine engagement, fostering curiosity and a lifelong love of discovery. I believe that when students feel motivated and included, they not only access the curriculum more effectively but also develop confidence, independence, and a willingness to embrace new challenges. My aim is to ensure that every learning experience is enjoyable, rewarding, and tailored to help each pupil thrive as a capable, enthusiastic learner.

•   My skills and experience supporting young people to develop their independence;

Supporting students to develop independence is a central focus of my teaching. I encourage self-advocacy and provide structured opportunities for children to take ownership of their learning. Through tailored support, teaching practical life skills, and promoting a growth mindset, I help young people build confidence, resilience, and problem-solving abilities. My goal is to empower each student to become a capable, self-reliant individual, equipped to navigate challenges and make choices confidently both inside and beyond the classroom.

I also have extensive experience working with children who have high support and complex medical needs. My focus has been on developing communication through music interventions, as well as using Makaton Sign Language. I have worked closely with multidisciplinary teams, including Occupational Therapists and Speech and Language Therapists, to collaboratively design and deliver targeted therapy programmes. This collaborative approach has allowed me to provide consistent, individualised support that meets each child’s unique needs.

As a Music Therapist, my approach to relationships is grounded in psychoanalytic theory and centres on creating a safe, contained space for individuals to explore their emotions and inner world through musical improvisation, songwriting, and active listening. I strongly believe in the profound potential of working toward non-musical goals through musical means, particularly in supporting children and young adults with SEND. Music provides a unique and powerful medium for communication, emotional resilience, and personal development—often unlocking pathways that traditional methods cannot reach.

For my dissertation, I conducted in-depth research on how music therapists integrate therapeutic work to enhance student outcomes within primary SEND settings. I am experienced in the sustained emotional and mental focus required to deliver impactful one-to-one and group interventions and am committed to using music as a powerful tool for growth, connection, and learning.