Building Trusting and Meaningful Relationships
My starting point with every child is to build a safe, trusting relationship. I take some time to get to know their interests, needs, and communication styles so that they feel understood and valued. This foundation allows me to create a positive learning environment where progress feels achievable and enjoyable.
Experience with Autism (ASC
Over many years, I have supported children and young people with autism, both verbal and non-verbal. I am skilled in using structured approaches and communication systems, such as PECS, TEACCH, AAC, and eye-gaze technology, to help children express themselves and feel empowered. I adapt my approach carefully to each child’s strengths, needs, and sensory profile.
Experience with EBSA (Emotionally Based School Avoidance)
I understand how difficult school attendance can be for young people with EBSA. I work sensitively and patiently, creating sessions that reduce anxiety, re-build confidence, and make learning feel safe and achievable. My calm approach helps young people gradually re-engage with education at their own pace.
Experience with PDA (Pathological Demand Avoidance)
For young people with PDA, I use flexible, child-led strategies that remove pressure while building trust and motivation. I design activities around their interests, offering choices and celebrating each step of progress to reduce overwhelm and create positive learning experiences.
Experience with Anxiety
I have frequently supported children with severe anxiety that impacts both learning and daily life. By using reassurance, structure, and gentle encouragement, I create calm, supportive spaces where they can approach tasks with growing confidence.
Experience with ADHD
I understand the challenges ADHD can bring with focus, organisation, and self-regulation. My sessions are interactive, engaging, and structured into manageable chunks, giving children opportunities to succeed and stay motivated throughout.
Sensory and Auditory Processing Needs
I am skilled at recognising and responding to sensory needs, providing tailored strategies such as sensory breaks, reducing distractions, and using visual or tactile supports. These adjustments help young people feel regulated, comfortable, and ready to learn.
Supporting Challenging Behaviour
I view behaviour as communication. By identifying triggers, building trust, and using positive approaches, I reduce challenges and create safe, consistent environments where children can thrive without fear of judgement.
Speech and Language Needs
I have supported children with delayed or disordered speech, working alongside therapists where appropriate. I use repetition, visuals, sign support, and AAC devices to help children find their voice and develop meaningful communication skills.
Social Interaction and Friendship Skills
Helping children develop social understanding and friendships is one of my passions. Through role play, games, and structured social opportunities, I guide children to practice turn-taking, sharing, and positive communication in ways that feel fun and rewarding.
Primary English and Literacy
I have extensive experience teaching reading, writing, and comprehension at a primary level. Using phonics, multisensory methods, and tailored resources, I build both literacy skills and a love of storytelling.
Primary Maths
Maths is made accessible through practical, hands-on tasks and personalised step-by-step teaching. I help children gain confidence in number work, problem-solving, and mathematical thinking at their pace.
Study Skills and Executive Functioning
Many children with SEN need support with organisation, planning, and memory. I teach practical skills to support executive functioning, such as breaking tasks into steps, using visual schedules, and developing independence.
Social Communication and Language Skills
I use games, role play, and structured programmes to encourage communication, turn-taking, and conversational skills. My focus is always on building confidence to communicate in different settings.
Community Support and Outside Activities
Learning doesn’t just happen in the classroom—I support children in the wider community too. This might be practicing travel skills, joining community activities, or building confidence in public spaces, depending on the child’s needs.
Developing Confidence and Self-Esteem
A core part of my work is helping young people believe in themselves. I celebrate every success, however small, so that children gain pride in their achievements and start to view themselves as capable learners.
Inspiring a Love of Learning
Every session I deliver is engaging, interactive, and personalised to the child’s interests. My goal is to make learning positive, enjoyable, and meaningful, so that students feel motivated and excited to keep going.
Promoting Independence
I encourage children to take ownership of their own learning and daily living skills, always at a pace that feels safe to them. Small steps towards independence make a big difference in confidence, resilience, and long-term progress.
