My specialist experience working with young people with SEN to develop trusting and meaningful relationships
I have extensive experience working with children with a wide range of special educational needs across mainstream, specialist provisions and tutoring. A key strength of my practice is building trusting, positive relationships, particularly with children who may feel anxious, overwhelmed or disengaged from learning. I take time to understand each child’s individual needs, interests and communication style, creating a safe and supportive environment where they feel valued and ready to learn.
My experience supporting young people with PDA
I have supported multiple learners with PDA using flexible, low-demand approaches. I focus on building strong relationships and trust, using indirect language, offering choices and creating a calm, low-arousal environment. I adapt expectations and use the child’s interests to encourage engagement, ensuring learning feels safe and manageable. I am creative and flexible in my approach to supporting PDA learners and use the PACE (Playfulness, Acceptance, Curiosity, and Empathy) to build relationships and reduce anxiety.
My experience supporting young people with ASC
I have significant experience supporting children with ASC using structured, consistent and low-arousal approaches. I incorporate visual supports, clear routines and timetables, and provide preparation for transitions to reduce anxiety. I also use Attention Autism strategies, Makaton, , visuals, sensory regulation opportunities and incorporate children’s special interests to support engagement, focus and enjoyment in learning.
My experience supporting young people with ADHD
I have supported many children with ADHD, using structured but flexible approaches to help maintain focus and engagement. I use visual timetables, break tasks into manageable steps, and incorporate regular movement breaks. I also use sensory tools such as fidget items and weighted resources, alongside highly engaging, interest-led activities to support regulation and motivation.
My experience developing confidence and self-esteem
Supporting children to build confidence and self-esteem is central to my practice. I create a positive, encouraging learning environment where children feel safe to take risks and “have a go”. I celebrate small successes and tailor activities to ensure achievable challenge, helping children develop resilience and a more positive attitude towards learning.
My specialist experience providing engaging sessions to inspire a love of learning
I specialise in creating engaging, highly motivating sessions tailored to each child’s interests and needs. I have experience using play-based learning and hands-on activities to make learning meaningful and enjoyable. I also incorporate special interests, real-life context, outdoor experiences and creative approaches to inspire curiosity and a genuine love of learning. Developing emotional regulation skills is key to successful learning and so I also prioritise this using Zones of Regulation, mindfulness and breathing, sensory play and sensory sessions, yoga and activities and interests that individual children find calming and regulating.
How I teach Literacy/English
I have a passion for books, reading and storytelling, and aim to share this with the children I work with. I believe stories support language development, sequencing, imagination and thinking skills, as well as enjoyment and wellbeing. I use story sacks, props and visual resources to bring stories to life and inspire writing.
In Early Years, I encourage writing through mark making, physical development (fine and gross motor skills), and engaging, real-life contexts. I have extensive experience teaching phonics across Early Years and Key Stage 1 using approaches such as Letters and Sounds, Jolly Phonics and Cued Articulation, as well as supporting children who use whole-word approaches. This underpins the development of early reading and writing skills and promotes a love of literacy.
I have experience teaching English at Key Stage 1, including preparation for end-of-Key Stage 1 SATs. I use strategies such as oral rehearsal, modelling and scaffolded tasks, along with approaches like Big Write which focuses on developing ideas through talk as well as VCOP (Vocab, Communication, Openers and Punctiation) . I also use story maps, visual organisers and engaging stimuli to support writing, alongside developing spelling and handwriting.
I have a strong understanding of how reading and writing progress through the Primary Curriculum, including how these skills develop into Key Stage 2, with a focus on sentence structure, writing stamina, vocabulary and developing a writer’s ‘voice’.
How I teach Maths
I have experience teaching Early Years and Key Stage 1 Maths, with a strong focus on building secure foundations in number, shape, space and measure. I use practical, multisensory approaches with hands-on resources and visual supports to help children develop a deep understanding of key concepts.
My teaching is adapted to suit individual learning styles, often incorporating children’s interests to support engagement and motivation. I focus on developing confidence with core skills before progressing to problem-solving and reasoning.
I have a strong understanding of how mathematical skills develop through the Primary Curriculum, including how early concepts in Early Years and Key Stage 1 build towards more complex understanding in Key Stage 2.
My skills and experience supporting young people to develop their independence
Developing independence is a key focus in my teaching. I support children in building skills such as managing routines and transitions, increasing focus, developing organisation and gaining confidence in their own abilities. I am happy to work with children on specific independence skills such as self-organisation, cooking, dressing, hygiene etc as part of their curriculum.
