Adam

I have over 15 years of experience working with children and young people with a wide range of special educational needs, including autism, PDA, SEMH, emotional based school avoidance and complex learning profiles. My specialist experience lies in building strong, trusting relationships with learners who need a flexible and personalised approach, especially those who have experienced trauma or have struggled in school environments.

My experience working with young people with autism and PDA has taught me the value of using a calm, invitational style that gives children a sense of safety, choice and autonomy. Whilst SENCO at a primary PRU, I supported children with demand avoidant profiles using low-demand, play-based approaches that respected their need for control and reduced pressure. I integrate children’s interests such as Lego, science or gaming into sessions as a way to build connection and inspire learning without triggering anxiety or resistance. I never push; I invite, explore, and respond.

I am trained in the SCERTS framework and highly experienced in supporting young people with autism, social communication needs, anxiety and sensory processing differences. I use a range of transactional supports including visual schedules, timers, co-regulation strategies, and emotion check-ins to help children build executive functioning skills in a gentle and playful way. My approach is always child-led and paced according to the child’s readiness, especially when building early learning skills, routines and planning ability.

I’ve delivered one-to-one SEN outreach teaching in home settings, often with children who have been out of school due to emotional distress. I’ve supported learners aged 6–18 to re-engage with literacy and numeracy by embedding functional skills into topics they love. I understand how to reduce the pressure around phonics or number work and instead focus on nurturing curiosity and joy in learning. My sessions are designed to be emotionally safe, highly responsive, and rooted in child-led play.

To help boost confidence and self-esteem, I use strengths-based activities that allow children to shine. For example, I’ve used LEGO therapy to help children build social communication and experience success in something they enjoy. I also support children to re-enter the community gently, helping them feel more connected and capable in the world around them. I have done this through swimming, soft play and low-pressure local outings.

Ultimately, my sessions are about rebuilding trust in learning and in adults, at a pace that feels manageable to the child. I bring warmth, humour, and patience to every young person I work with and I’m committed to helping them rediscover their confidence, connection with others and sense of possibility.