My specialist experience working with young people with SEN to develop trusting and meaningful relationships
I am a highly experienced SEND specialist with over 15 years of experience in education and currently work as a SEND Inclusion Advisor within a Local Authority. I support children, families, early years settings and schools to identify, understand and meet a wide range of additional needs, from early identification to more complex SEND profiles. I began my career as a primary teacher before moving into specialist SEND roles, including working as a SEND teacher and curriculum lead within a specialist setting. I now lead and advise on inclusive practice across early years settings, supporting improved outcomes for children with additional needs. A key part of my role is supporting children with SEND in early years settings and helping to ensure successful transition into school through advice, planning and close liaison with families and receiving schools. My approach is calm, relational and rooted in understanding each child as an individual. I believe behaviour is communication and that when children feel safe and understood, they are far more able to engage, learn and thrive.
My experience supporting young people with ADHD
I have experience supporting children and young people with ADHD across mainstream and specialist settings. I understand that attention, regulation, organisation and motivation can all affect a young person’s ability to engage with learning. I adapt my approach by using clear structure, manageable steps, practical activities, movement or breaks where needed, and regular encouragement. My aim is to help young people feel successful without becoming overwhelmed, while gradually building confidence, independence and positive learning habits.
My experience supporting young people with sensory and/or auditory processing needs
I have significant experience supporting children and young people with sensory and auditory processing needs. I understand that sensory differences can affect attention, communication, emotional regulation and access to learning. I adapt sessions by reducing unnecessary demands, using clear and calm communication, allowing processing time and considering the learning environment carefully. I use visual supports, predictable routines and practical activities to help young people feel regulated, understood and able to participate.
My experience supporting young people with speech and language needs
I have extensive experience supporting children and young people with speech, language and communication needs. As an Elklan Tutor with knowledge of Makaton, I use clear language, visual supports, modelling and appropriate processing time to support understanding and communication. I recognise that communication needs can affect confidence, behaviour and access to learning, so I work in a calm and responsive way. My focus is always on helping young people feel heard, understood and confident to communicate in ways that work for them.
My experience developing confidence and self-esteem
I place a strong emphasis on helping young people feel successful and confident in themselves as learners. Many of the children and young people I work with have experienced anxiety, low self-esteem or difficulties around learning. I use a strengths-based approach, reduce pressure and celebrate small steps of progress so that young people can rebuild confidence over time. I aim to help each young person develop a more positive sense of themselves and their abilities.
My specialist experience providing engaging sessions to inspire a love of learning
My sessions are designed to be engaging, flexible and enjoyable, often starting with each young person’s interests, strengths and motivations. I believe learning is most effective when young people feel relaxed, curious and emotionally safe. I use creative, personalised approaches to make learning meaningful and achievable, helping young people re-engage with learning and develop enjoyment, confidence and curiosity over time.
My skills and experience supporting young people to develop their independence
I support young people to develop independence by carefully scaffolding learning and gradually reducing support. I break tasks into manageable steps, encourage problem-solving and help young people develop confidence in expressing their needs, ideas and next steps. My aim is to empower young people to take increasing ownership of their learning while feeling supported, capable and secure.
