Across every role, my purpose has remained the same – to ensure that children with SEND are understood, supported, and given equity of opportunity. My lived experience, professional journey, and personal values combine to create an approach rooted in compassion, high expectations, and unwavering commitment to inclusion.
Specialist Home Education
I began working with twin boys, both with complex speech and language needs, sensory processing needs and learning difficulties in 2022. My role involved planning personalised learning experiences and working collaboratively with a multidisciplinary team including parents, Speech and language therapist, Occupational therapist, a swimming coach, sports coach, and art teacher. The most rewarding part of the role was getting to know the boys — understanding how they learn, what motivates them, and how to help them progress and lead happy and fulfilling lives. I also supported the children in workshops, classes and activities outside of the home, including swimming, art, parks, adventurous settings. We would often take the learning elsewhere such as museums, areas of natural beauty and exhibitions. Three years in this amazing role motivated me to join Sensational Tutors! It strengthened my belief that my calling reaches beyond just schools and includes homes, the wider community and families. I do so most successfully when I work closely with parents – always listening and ready to adapt when needed.
My specialist experience working with young people with SEN to develop trusting and meaningful relationships
My approach to teaching and supporting any child is always based first and foremost on my relationship with them. As a coach to other colleagues, I would always communicate that their best tool is their relationship with a child. Throughout my career I have built trusting relationships with children, by first learning all I can about them, primarily from parents, then colleagues and often professionals. In my experience, once a child builds trust they begin to feel safe and so learning can follow. I have a deep understanding that for some children this can take time, which is where my patience and communication skills have been valuable. It is important that the team around the child is communicating and planning with the child’s best interests at heart. For example, first impressions are extremely important, so through communication you may discover that eye contact initially will put a child off, so you know to try another approach, giving the child the best opportunity to form a bond. Additionally, some children appreciate learning more about their tutor/ teacher and this too builds trust. Lastly I always listen and attend to children, which can be exceptionally meaningful to them. My approach always depends on what I know about the child and I adapt as I go where needed.
My experience supporting children with ASC
I have supported many children with autistic spectrum condition (ASC). Every child with autism presents with their own unique profile of strengths, interests, and needs, so I have learned that meaningful progress begins with building a strong, trusting relationship, as I strive for with all children. I focus heavily on what works for every individual child and constantly adapt and tailor support and teaching towards their preferred style. I always work hard to ‘learn the child’ including any triggers, sensitivities and dislikes that may not be easy to spot. If a child with ASC also has SLCN, I take the approach described below and work towards progress building in therapy advice.
My experience supporting young people with anxiety
There is a huge advantage to understanding that anxiety presents differently in every individual and it is important to be attuned to when anxiety is present as this may not always be the first thought. For this reason, I always consider where a behaviour may be coming from. By approaching with curiosity instead of assumptions, I have been able to support children, parents and colleagues to understand that anxiety affects us all differently and it is worth working towards finding the cause. For example, I have worked with children whose anxiety presented physically, with a stomach ache for example, only to learn that they were apprehensive about their new learning environment. Others have masked to the point that they ended up having meltdowns due to the exhaustion that masking can cause. Creating a safe environment in which children feel safe to feel a spectrum of emotions is essential. It is the environment, provision and specific techniques that can make all the difference, including the daily procedures that give the child what they need. For example, creating a low-arousal routine, with information in small chunks and sensory regulation resources available for example. Additionally, looking for signs and triggers can be essential so that we are being proactive in our support.
My experience supporting children with Speech, language and communication needs (SLCN) and young people who are non-speaking
Having begun my career as a teacher in a SEND setting, I had the advantage of having speech and language therapists on sight to call on for expertise. These therapists impacted my teaching in an exceptional way. I have experience developing strategies to support children from using language socially, such as reciprocating in conversations to forming sounds to begin blending. I have good knowledge of Makaton signs and understand the powerful impact this can have on understanding for all children. I understand the value of AAC and structured language programs in reducing the frustration and barrier that can come with difficulties understanding and processing language or just being understood. I have also worked with children with developmental language delay (DLD) and I am able to interpret therapy reports to work with children to meet targets. This includes targets in Education, health care plans. I am excellent at using a range of visual aids to support understanding and give children with SLCN access to learning activities. Furthermore, there are communication techniques and programs I have not used myself yet, but I have the ability to learn quickly and put such techniques into practice. If a system is working well for a child, I am ready to take in on board and work with what is working.
My experience teaching Primary Maths and English
I have sound knowledge of the primary curriculum for Maths and English. I qualified as a primary teacher in 2012 and spent 6 years teaching in a primary SEND school. As a subject leader, I created schemes of work for Maths and Science, contributing to a moderated curriculum. I incorporate multisensory approaches, enhancing learning and memory through sound, visuals, touch and more. As a home education teacher, I planned lessons in and out of the classroom where possible, weaving in my student’s interests and always adapting. I place high value on supporting children to become comfortable with making mistakes, empowering them with the freedom to fail as is so vital to learning. I have seen children take more risks and explore more with this ability.
My experience providing community support and outside activities
In my role as a specialist home education teacher, I regularly ventured out with the children I taught. An outing happened daily and ranged from casual bus trips for a break, trips out for lunch, shop visits for pleasure and to practice communicating with the community, fun swimming sessions, swimming lesson supervision, sports sessions, trampolining, museum and exhibition visits, home education workshops with groups, group trips to parks/ bowling/ outdoor swimming, walks in nature through the woods etc. This would most often include the use of public transport, including buses, trains, trams and the occasional Uber if needed. I would always keep a range of shoes/ waterproof clothing and swimming kit in my car so that I was ready to go! It has always been a pleasure working with students in the community they are part of, helping them enjoy all there is on offer.
My experience developing confidence and self-esteem
All the work I have done in my career has developed confidence and self-esteem in children, because I always focus on strengths. Giving opportunities for children to build on these and celebrating them can boost self-esteem and confidence and thus feed into areas of learning. It is essential to work on what we find difficult, but we are all aware of the satisfaction of the feeling of excelling in something. For some children, this may be that they perceive themselves as a fast runner, so some timed runs where they might beat their score next time might be extremely confidence boosting. Additionally, as described above, the creation of a safe environment where children feel free to express themselves and feel accepted precisely as they are is essential.
My specialist experience providing engaging sessions to inspire a love of learning
My early teaching career was spent discovering ways to interpret the national curriculum in a way that best suits my pupil’s learning styles and interests. Sometimes in schools children can be disillusioned by themes that do not engage them, but I believe there is always a way to personalise learning experiences. Whatever the interest, I am keen to be an expert on it that term, week, day or lesson if it is meaningful and memorable to the child. Multisensory might be just the ticket for some children, whereas others might love drawing, so making this part of the lesson will help them. Some of the experiences described above, like the importance placed on teaching children to be comfortable with mistakes, can also help children love and value learning.
My skills and experience supporting young people to develop their independence
Where appropriate, children can be encouraged to take small supportive steps towards new challenges and independence. For example, a former student who would usually need to be accompanied to a shop counter was encouraged to do this alone while I watched from an agreed position where the child could see me. This meant that if they needed to, they could look to me for a visual cue to successfully complete the task. Providing scaffolds to support children to reach a goal builds up skills slowly and at each step the child feels a sense of achievement until ultimately reaching the point of independence. This needs to be done at varying pace and always with celebration so children realise that even the smallest steps are an achievement. Praising effort works well, as it helps foster a growth mindset and develop a love of learning, again, where mistakes and challenges are viewed positively.
A Lifelong Commitment to SEND and Inclusion
My career in Special Educational Needs is rooted in a personal story that began long before I entered the classroom. Growing up alongside my profoundly disabled sister shaped my earliest understanding of care, advocacy, and inclusion. She has always been a central part of my life, and supporting her felt natural rather than exceptional. Only as I grew older did I realise how different our family experience was from others. Today, I am her legal and medical guardian, ensuring she continues to receive the care, dignity, and joy she deserves. This responsibility has deepened my empathy and strengthened my resolve to support vulnerable children and families.
Before formally entering the profession, I spent many summers working in a playscheme, supporting children with a range of needs including PMLD, ASD and ADHD. This early exposure to diverse needs felt instinctive, reinforcing my desire to pursue a career in SEND teaching. From here I went on to teach children with Autism profiles, Global Developmental Delay, Speech, language and communication difficulties, Sensory processing needs, Attention deficit hyperactivity disorder (and ADD), Moderate to severe learning difficulties and more.
These experiences have shaped my values and professional identity. They taught me to see strengths before deficits, to celebrate differences, listen deeply, and approach every child with patience, respect, and curiosity. They also instilled a lifelong commitment to helping those who need it most — a calling that has guided every step of my career.
Professional Growth and Loyal Service
Since qualifying as a teacher in 2012, I have worked in only two schools and with one family. Loyalty, commitment, and long-term dedication are central to who I am as a professional. I build strong relationships with staff, pupils, and families, and I invest deeply in the communities I join. I prefer to stay long term, contribute, and see projects through. Working in a specialist setting allowed me to collaborate closely with therapists, teaching assistants, educational psychologists, and families. I learned how to integrate multi‑agency advice into daily practice, deliver personalised interventions, and support children with complex needs to make meaningful progress. I found the value in a ‘team around the child’ approach to teaching and carried it with me throughout my career.
Leadership, SENCO Expertise, and Trauma‑Informed Practice
As an Inclusion leader, I gained invaluable insight into the realities of SEND in mainstream education. I saw both the triumphs and the systemic challenges — the long waits, the limited resources, and the emotional toll on families. I also witnessed extraordinary transformations. I supported many children with social, emotional and mental health difficulties (SEMH) needs and multiple diagnosis’ helping them to eradicate barriers, gain confidence and make progress. I coached other colleagues to do the same and invited skilled practitioners into the school in order to transform the way in which challenging behaviour as a result of SEND was supported.
My leadership and teaching style is collaborative, relational, and proactive. I build trust quickly, communicate clearly, and approach difficult conversations with sensitivity whilst remaining solution focussed. I am adaptable and willing to step outside a job description when needed — always guided by what is best for pupils.
My experience supporting children with Attention deficit hyperactivity disorder (ADHD):
I have met and worked with many children with ADHD. For learning, I have found that clear instructions, tapping into interests and shorter tasks for example, have all helped to make learning manageable for some children. This always comes after letting the child know that they will have brain breaks or movement breaks and sometimes discussing what will help them. I have found that often children can be anxious that they will fail or that they won’t be understood. Hearing from the child and agreeing what will happen can make a big difference. If the subject matter is daunting, then a mix of activities might be necessary, making sure the child finds the learning engaging, whilst also learning what they need to know. All strategies involve a non-confrontational approach, with lots of patience, kindness and consistency. In addition, I have found no two children with ADHD the same, so an individualised approach is always a guiding principle.
My experience supporting children with Social, emotional and mental health (SEMH)
My experience supporting children with SEMH is extensive. Children I have worked with have struggled to regulate emotions, trust adults and benefit from a range of approaches. I have led bespoke behaviour interventions, embedded trauma‑informed approaches, and worked closely with educational psychologists to train staff. I encouraged pupil voice and ownership, helping children understand their own goals and celebrate their progress. This work resulted in improved staff confidence, more consistent practice, and children who felt safe, understood, and ready to learn. A relational approach is essential and my top strategy. Children with SEMH may really struggle to trust others and I believe that this trust is built by offering safety and understanding in a consistent manner. I have often referred to the three Cs; Calm, Clear, Consistent. I have supported children with emotional regulation 1:1 and in groups, introducing ‘The Zones of Regulation’ to children and supporting them to successfully graduate from the program and access learning. My motto is to never give up on any child – We learn the child, learn what it takes to succeed and never give up. The key is understanding that one size does not fit all and sometimes success takes time.
My experience supporting children with Pathological Demand Avoidance (PDA)
Effective teaching for children with PDA relies on a highly personalised approach. My teaching is flexible in nature, so where a child may refuse an activity (for example) I understand that with patience, you can support the child to navigate this barrier. Guiding the child towards what they do want with sensitivity and skillfully reducing pressure can lead to more engagement. For example, indirect language such as phrases like “Maybe we could…” or “I’m wondering about…” can be helpful. In many cases, choices also allow children with PDA to feel part of the planning process, deciding what they are comfortable with. Offering choices in activities, resources, or timing also supports autonomy and helps the child feel more in control, which often leads to greater engagement.
My experience supporting children with Sensory processing needs
This can be very different for children who process the world differently. Effective support involves identifying the specific needs by collaborating with parents and any professionals who may b=involved and also listening and responding to the child. With this approach, any potential overload, overwhelm or stress can be limited and learning activities can be tailored to ensure the best possible engagement. Adjustments such as ear defenders, setting, lighting for example can all make a huge difference.
My experience supporting children with Dyspraxia
A child with Dyspraxia diagnosis may have difficulty with fine and gross motor skills, motor planning, and overall coordination. To meet these needs effectively, I have collaborated closely with Occupational Therapists to target specific difficulties with interventions tailored to each child. I have built up knowledge of engaging and enjoyable activities that aid a range of difficulties associated with the condition. At times, a little and often approach, such as a warm up activity to develop fine motor skills, such as finding objects buried in putty.
