I began my career in education in 2011 as a Secondary Religious Education teacher, where I developed a strong foundation in classroom practice, curriculum planning, and pastoral support. Over time, I found myself increasingly drawn to supporting students with special educational needs and disabilities (SEND), as I observed a growing number of pupils who required additional intervention. Many of the new Year 7 students I taught presented with significant literacy difficulties and undiagnosed learning needs, which raised important questions about early identification and support.
Motivated to better understand these challenges, I transitioned into a role as an intervention teacher within primary education in my hometown. This experience was pivotal in broadening my understanding of the educational journey for young people, particularly those with emerging needs. Through this role, I gained valuable experience working with children with autism, dyslexia, and speech, language and communication needs (SLCN), delivering targeted support designed to improve their confidence, develop key skills, and reduce barriers to learning. It enabled me to build expertise in early assessment, targeted intervention, and effective collaboration with colleagues to support children at critical stages in their development.
Following this, I took on the role of KS2–3 Transition Teacher, supporting pupils entering secondary school who were working significantly below age-related expectations. My classes included children with a wide range of additional needs, including those with trauma histories, children who were looked after or post-adoption, and young people involved in local gang activity. I also supported many pupils with autism, dyslexia, and speech and language needs, adapting my teaching to meet their individual learning profiles. This role demanded a highly adaptable, trauma-informed, and relational approach, with a strong emphasis on building pupils’ self-esteem, nurturing their independence, and helping them reconnect with a love of learning.
I later progressed into a Nurture Teacher position, working closely with some of the most vulnerable children in the school community. In this role, I focused on creating a safe, structured, and emotionally supportive learning environment, drawing on principles of attachment theory and social–emotional development. My work focused on rebuilding trust, fostering resilience, and helping children access learning in a way that acknowledged their individual experiences and barriers. Central to this was supporting pupils to develop confidence in their own abilities, particularly those who had internalised a sense of failure or low self-efficacy.
Finally, I moved into specialist SEND teaching roles within both a SEND secondary school and alternative provision settings. I taught classes of pupils with complex needs, including significant learning difficulties, communication challenges, autism spectrum condition, and co-occurring mental health needs. Across these roles, I consistently demonstrated a commitment to inclusive practice, personalised learning, and multi-agency collaboration. I placed a strong focus on improving pupils’ functional skills, including numeracy and literacy, recognising that progress in maths and English is essential for building independence and widening future opportunities.
In my work as a tutor, I have supported young people and their families by designing bespoke learning journeys tailored to each learner’s individual needs. I have taught children with a wide range of learning profiles, including autism, dyslexia, dyscalculia, speech and language needs, SEMH needs, and significantly low literacy levels. My role has involved creating and delivering fully individualised curricula, ensuring that every session is accessible, engaging, and aligned with each child’s developmental goals. This has included targeted strategies to build phonics knowledge, reading comprehension, spelling, number fluency, and mathematical reasoning, leading to measurable improvements in both English and maths.
Alongside academic development, I have always prioritised building confidence, self-esteem, and a sense of ownership over learning. I firmly believe that progress is most meaningful when pupils feel empowered, valued, and capable, and I work intentionally to foster independence and a genuine love of learning. In addition to teaching, I have produced detailed reports, contributed to the assessment process, and supported families in securing formal diagnoses and Education, Health and Care Plans (EHCPs). This work has strengthened my commitment to inclusive, child-centred practice and collaborative support for both learners and their families.
