My specialist experience working with young people with SEN to develop trusting and meaningful relationships;
I’m a qualified teacher with over 10 years’ experience working in both mainstream and alternative education settings. I specialise in supporting young people with Special Educational Needs (SEN) with a strong focus on developing trusting, safe, and meaningful relationships that allow every student to thrive. I pride myself on truly listening to the young person—understanding their individual needs, strengths, and interests—so I can design bespoke, engaging, and achievable learning experiences. My goal is always to create a calm, consistent environment where students feel secure, valued, and motivated to learn. I have experience working with Autism (ASD), Moderate/Severe Learning Difficulties (MLD/SLD), MSI (Multi-Sensory Impairment), ADD, ADHD, PDA, Trauma and anxiety.
Building trust takes time, empathy, and consistency—and it’s at the heart of everything I do as an educator.
My experience working with young people with Sensory and/ or processing needs;
Throughout my experience I have worked with several students with sensory and processing needs in class and in a 1:1 setting. I believe maintaining a calm and consistent approach is vital in creating an environment for young people to process ideas. I also understand that young people can have varying sensory needs and can adapt activities accordingly. I believe that understanding the child’s sensory needs and meeting them is important for self-regulation and engagement in sessions. I am familiar in liaising with families and professionals to support the learner in the best way.
My experience working with young people with Speech and Language needs;
I have worked with students with different Speech and Language needs. Over time, I have trained in Makaton, Clicker, Eye Gaze communication, BSL (ongoing), Tactile signing, Talk for Writing. I also use communication boards, PECs and visual prompts to help learners manage communication and provide a consistent structure, so learners are aware of upcoming routines.
My experience working with young people with Complex and/ or medical needs, including brain injuries;
While working in alternative education, I have experience working with children with varying physical needs which have included: MSI, Juvenile Parkinson’s (including peg feeding) and Cerebral Palsy. I am confident in liaising with families and multidisciplinary professionals to understand a learner’s physical needs and tailor learning so that it is suitable and achievable for them. I feel that physical and medical needs should not be barrier to learning in which I feel an excellent practitioner is one who adapts to their students’ needs whether they are physical, emotional, social or educational.
My experience working with young people with Non- speaking;
I have experience working with young people who are non-speaking, and I try to understand and support each individual’s preferred method of communication. In my practice, I use a range of appropriate resources to support communication and track progress. These include visual aids such as PECS (Picture Exchange Communication System), communication boards, Makaton, AAC (Augmentative and Alternative Communication) devices, and personalised visual schedules. I carefully tailor these tools to the individual’s needs, ensuring they feel empowered, understood, and able to express themselves in a way that works for them.
My experience working with young people with Compromised immune system;
I have worked with young people with moderate to severe medical needs, including those with compromised immune systems. This has highlighted the importance of close collaboration with families and healthcare professionals to ensure education is both safe and suitable.
I have experience adapting learning environments, creating flexible timetables, and supporting remote learning when needed. By working closely with all involved, I help ensure that each young person can access meaningful education while prioritising their health and wellbeing.
My experience developing confidence and self-esteem;
I recognise that low confidence and self-esteem can be influenced by a range of internal and external factors, including past educational experiences, social dynamics, and personal challenges. In my work, I prioritise creating a safe, supportive environment where learners feel valued and capable.
I aim to empower young people in every session—encouraging them to recognise their achievements, however small, and helping them build a sense of pride in their progress. I also place strong emphasis on the social and emotional aspects of education, understanding that a confident learner is more likely to engage, take risks, and succeed both in and out of the classroom.
By celebrating strengths, promoting self-reflection, and offering consistent encouragement, I support learners in developing a more positive self-image and the confidence to reach their potential.
My specialist experience providing engaging sessions to inspire a love of learning;
I listen to the young person and tailor learning to each young person’s needs and interests, using tools like technology, the outdoors, the arts, and personal hobbies to make sessions engaging and meaningful. I pride myself on making lessons fun—something many former students remember, often commenting on how much they smiled and laughed during our time together. My goal is always to spark curiosity and inspire a lasting love of learning.
My skills and experience supporting young people to develop their independence;
I support young people to build their independence by using a range of tools tailored to their needs, including visual aids, recorded audio/video prompts, and assistive technology such as Clicker and Dictation. I aim to equip learners with strategies they can use beyond the session, helping them become more confident and self-reliant. I also believe in creating memorable learning experiences, as these support long-term understanding by linking new learning to familiar, previously explored concepts.
