• 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 grounded in patience, consistency and reliability, to create a safe and secure base where the child/young person feels understood and valued. My ability to communication 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 ADHD;
I have extensive experience teaching pupils 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 pupils’ 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 Dyslexia;
Supporting children with dyslexia requires a thoughtful, flexible, and inclusive approach. I recognise that difficulties with processing written and spoken language can present significant barriers to learning, and that overcoming these requires clear, direct instructions, tasks broken down into manageable steps, and a multisensory approach to embed understanding effectively. An adaptive and creative teaching style is often essential, along with the use of repetition, visual aids, and thorough, structured teaching of new concepts to ensure each learner can access and retain knowledge with confidence.
• My experience working with young people with Dyspraxia;
One of the core challenges faced by individuals with dyspraxia is difficulty with organisation, which can impact many aspects of daily life—including spatial awareness, thought processes, emotional regulation, management of personal belongings, and the ability to organise written work or calculations. Through my experience teaching numerous students with dyspraxia—and as a parent to two daughters who also have the condition—I’ve developed a deep understanding of these challenges. I enjoy working collaboratively with students to identify practical strategies and personalised techniques that support them in managing these difficulties, both in their education and everyday lives.
• My experience working with young people with Dyscalculia;
Learners with dyscalculia benefit from visual and kinaesthetic approaches to learning. I use concrete apparatus to support learners to grasp seemingly obscure mathematical operations and the related language. Many mathematical operations involve combining a range of skills, it is therefore important to help break problems down into their constituent parts and make sure students develop fundamental skills. Poor short- and long-term memory is usually a major contributing factor in dyscalculia, therefore short, frequent sessions are essential to help keep information fresh.
• My experience working with young people with Sensory and/or auditory processing needs;
I have extensive knowledge of the diverse and intricate needs of children with sensory and/or auditory processing differences. I have worked closely with children 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 teaching Secondary Maths, English and Science including GCSE’s;
In my previous role, I provided effective support to secondary school pupils in both English and maths, many of whom experienced a range of learning challenges. I took a flexible, personalised approach—adapting tasks, incorporating visual aids, and prioritising strong, supportive relationships to better understand each student’s unique strengths and needs. Rather than applying a one-size-fits-all method, I focused on what worked best for everyone. This approach enabled students to engage with learning in a way that felt accessible and meaningful, helping them build confidence, develop essential skills, and make tangible progress in subjects they had previously found difficult.
• My experience teaching Study Skills and Executive Functioning;
Many children with SEND need extra support to begin developing the foundations of organisation and independence. I use clear routines, visual timetables, and step-by-step instructions to help children know what to do next and feel secure in their learning. Activities such as sequencing games, sorting tasks, and practising “first, then, next” steps make early executive functioning skills fun and accessible. I also use repetition, songs, and visual prompts to reinforce routines, while modelling how to get ready for a task or finish it confidently. By keeping strategies playful and consistent, children gradually learn how they learn best, building the early skills they need for planning, memory, and self-organisation.
• My experience teaching Community Support and Outside activities;
As a mother of two children, including one with autism, I have a strong foundation in guiding young people through transitions to independence. With over 16 years of experience, I’ve helped young people build resilience, confidence, and life skills such as travel training, personal safety and financial literacy.
• My experience working with young people to boost their 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 pupils 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 integrates music, technology, art, and real-world applications to make learning meaningful and accessible for all students. By drawing on pupils’ 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 pupils 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 experience working within EYFS and Key Stage 1 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.
