Location

I have had the opportunity to teach learners with a diverse range of needs, including hearing impairment, dyslexia, ODD, ADHD, autism and maths anxiety. It has been an enjoyable and rewarding experience. I like to create dialogue around learning and encourage a growth mindset, provide feedback for learners to self-reflect and become aware of what they need to do next to improve. It is important to be flexible and innovative in my approach and create bespoke resources in order to help learners progress in their learning. I use a variety of resources and encourage learners to embrace technology as a tool for learning. I have also helped numerous students achieve their learning goals, target grades, and help those who were given the opportunity to improve, be reintegrated back into the mainstream classroom. This was managed by working with students getting them to outline what they want to achieve, have regular discussions about their habits, effort and cultivate self-reflection encouraging small changes in behaviour to form new habits on a daily/weekly basis. Demonstrating to learners that I genuinely care and act after listening to them as well as giving regular feedback has been paramount to developing a strong rapport and helping them improve significantly.

Experience working with students with ADHD: Having worked with many learners with ADHD/ADD in various educational contexts over the years has enabled me to develop an approach which encourages learners to get organized, plan ahead, pay attention, improve focus, and work independently. I encourage a learning partnership that builds on collaboration and support, identify executive skill strengths, and develop a plan to manage executive skill weaknesses, I am patient in my approach, simplify steps and celebrate the little wins, build trust and self-esteem in the process.

Experience working with young people with autism: Having worked with many learners with autism in various educational contexts over the years has enabled me to develop an approach whereby I try and incorporate learner’s special interests, I encourage a learning partnership that builds on collaboration and support, ensure I provide clear instructions with visual prompts where needed, provide examples and templates for work to be attempted, allow for sensory breaks, support executive functioning by breaking tasks into smaller actionable steps, allow learners to use fidget toys, and encourage movement breaks.

 Experience teaching Science: I have had the opportunity to teach Science at Key stages 3 & 4 including triple science, BTEC Science, combined science and 13+ and am familiar with the different examining bodies. I ensure sessions are tailored to the needs of the learner factoring the challenge in tasks set, learner’s preferences in learning styles as well as pace of the sessions and expectations. I encourage critical thinking, and the development of reasoning and problem-solving skills. I also ensure sufficient time is spent on understanding the science behind key practicals. I emphasise key terminology and definitions as well as plan for practice of application of knowledge to exam questions and past papers, I encourage curiosity, questions and provide opportunities for learners to deep dive into scientific concepts and theories. Curiosity is always welcomed, and no question is too silly to ask.

 Experience teaching Maths: I have had the opportunity to teach Maths at Key stages 3 & 4 over the years as well as maths 13+. I encourage critical thinking, and the development of reasoning and problem-solving skills. I also ensure sufficient time is spent on understanding, practice and mastery of mathematical concepts as well as lots of exam practice. It is also crucial to explore the wider implications of mathematics in everyday life so learners can understand the relevance in building mathematical skills rather than view maths as an abstract subject with no real-life applications. I also use visual tools where relevant so concepts can be understood effectively. For learners who experience maths anxiety, I like to work through a number of exercises that are self-regulatory in helping learners develop habits that are calming and help maintain focus, these skills are transferable and applicable to any subject thereafter and learners often develop healthy  independent study habits as a result of applying these techniques.

 Experience teaching English:  I have had the opportunity to teach English at Key stages 3 & 4 over the years as well as English 13+. I like to use a range of resources, teaching styles and activities to engage and foster a creative perspective, encourage the improvement of comprehension skills, inference skills, language analysis skills and further improve essay writing techniques. I like to ensure learners are well versed in understanding the assessment objectives in GCSE English Language and Literature as well as develop a key understanding of context, themes and characters of the texts they study. I also encourage fun and engaging ways for learners to learn key quotes. In addition I like to facilitate an environment whereby an exchange of ideas through dialogue promotes learning and simplify the planning of essays as well as share. 

I have 15 plus years of experience working with SEN children and adults who attend university both in the UK and internationally. I completed my Primary Education PGCE in 2010. Since then I have also completed training with both Dyslexia Action and the National Autistic Society. I have also undertaken TSST (teacher specialist subject training) in maths which enabled me to teach up to GCSE level Maths. In 2022 I completed another postgraduate diploma in Psychoanalytical Observational Studies. This course helped me develop skills to work with that harder-to-reach student. It was a distinctive experiential approach to training professionals such as myself to work with children, young people and their families. One of the aims of the course was to deepen the understanding and awareness of human development and interaction which helps me tremendously in my role as a SEN tutor.

I have worked with students with ASD/ASC/Autism for many years. I have taught adults studying at university study skills such as; essay writing, strategies for improving memory, organisational skills, note-taking, revision and exam techniques. I have also worked alongside Autistic adults in the workplace to support them in learning their new roles. One young man was learning an administration role for a construction company. I have taught highly functioning autistic children who have disengaged from mainstream primary education English and Maths at a level appropriate. I also taught at a specialist school for autistic children which was a very unique experience with children that were more severe in their learning difficulties. In this school, I used the PECS system.

Many of my students have presented with anxiety alongside their other conditions. I am very skilled in helping people to navigate their anxiety and/or depression. One particular student I worked with last year successfully achieved her maths GCSE and was very socially anxious for which I helped her develop coping strategies. I'm particularly skilled in making students feel at ease with my non-judgemental and calm demeanour.

I have tutored both adults and children with ADHD. For the children I taught maths and English to in the class I would vary up the activities, using a multi-sensory approach. I would help these students develop their executive functioning skills which are often lacking in students with ADHD.

I have experience working in schools attached to care homes where students presented with mainly SEMH learning needs this was as rewarding as it was challenging. It was lovely to be a part of a child's journey to help them achieve their potential.

I have a sensitivity to all my students in terms of sensory processing as it can be present in a range of conditions or as a separate condition. In class, I will always check in with the students whether the lighting is too bright/dull, the colours on the screen, the volume of my voice/audio in the room. Students are usually quite self-aware of what their needs are and I am sensitive in providing them with an appropriate environment that will enable them to achieve their best.

At the moment I have a couple of students who struggle with Ehlers-Danlos Syndrome. One of these students is also on medication for epilepsy and blackouts. They are often in pain and I am mindful to help them to comfortable positions and also to offer frequent breaks. I find these students in particular need more help with memory skills and I adapt my teaching accordingly. I also currently work with a student who has a speech impediment and he likes to use some of our time together to work on improving his speaking skills.

My specialist experience working with students with SEN to develop trusting and meaningful relationships; In my specialist role, I have developed meaningful relationships with students who have Special Educational Needs (SEN). I achieve this through individualized support plans, effective communication, patience, and empathy. I also emphasize students' strengths, maintain consistency, adapt to their needs, use positive reinforcement, collaborate with other professionals, and stay updated with professional development.

My experience teaching autistic young people; Teaching autistic young people is a deeply personal and rewarding journey for me. I create customized learning plans, employ effective communication strategies, and provide a structured and sensory-friendly environment. Emotional support, collaboration with families, and continuous learning are central to my approach. Celebrating achievements boosts their confidence and motivation. My ultimate goal is to empower these students to reach their full potential while fostering meaningful connections.

My experience teaching young people with ADHD; My experience working with young people with ADHD has been both impactful and enlightening. Over the years, I've developed effective strategies to support their learning and growth. These strategies include crafting individualised learning plans tailored to each student's needs and interests, employing clear and concise communication techniques, and creating structured environments to help manage impulsivity.

My experience teaching young people with speech and language needs; My experience teaching young people with speech and language needs has been incredibly enriching. I've developed specialized strategies to support their learning and communication skills. This involves, using visual aids and alternative communication methods when needed, and creating a patient and supportive learning environment. I have collaborated and worked alongside speech therapists when working with young students with speech and language needs. I believe in recognising and celebrating the students progress, no matter how small.

My experience teaching young people with sensory processing difficulties; I've tailored my approach to create sensory-friendly learning environments that accommodate students needs, including sensory breaks and tools. Structured routines have been crucial in providing a sense of stability, and I've prioritised patience and understanding to support their emotional and academic growth. Collaboration with occupational therapists and parents has been essential to ensure a holistic approach.

My experience working with young people to boost their confidence and self-esteem; I've used various strategies, including personalised encouragement and positive reinforcement, to help them recognise and appreciate their unique abilities and strengths. Building trusting and supportive relationships has been at the core of this work, creating a safe space for them to express themselves and take on challenges.

My specialist experience providing engaging sessions to inspire a love of learning; I've created educational experiences that are both informative and captivating. These sessions often incorporate interactive elements, hands-on kinaesthetic activities, and real-world applications to make learning not only enjoyable but also meaningful. By fostering a dynamic and stimulating learning environment, I've witnessed students become enthusiastic about acquiring knowledge and skills.

My skills and experience supporting students to develop their independence; My skills and experience in supporting students to develop their independence have been honed over years of dedicated work. I have provided students with opportunities to make decisions, solve problems, and take ownership of their learning. I've also implemented strategies for setting achievable goals, fostering self-discipline, and nurturing resilience in the face of challenges. By emphasizing these skills and creating a supportive yet empowering environment, I've witnessed students develop the confidence and competence to navigate the path toward independence, both academically and in life.

My specialist experience working with students with SEN to develop trusting and meaningful relationships: I have spent the past five years working in a variety of classroom settings supporting students to reach their potential. I always go above and beyond to ensure that I develop trusting and meaningful relationships with students by ensuring that I take the time to get to know what interests and motivates them and how they best learn.

 My experience teaching autistic young people: I have found through my work supporting students with ASC and ADHD this is best achieved through ensuring a calm and organised learning environment, clear session structures where the outcome is understood. I have successfully provided Case Studies and taken part in Lesson Observations with the National Autistic Society which led to the school achieving Advanced status.

 My experience teaching KS3 and GCSE Maths and Science: Throughout my career I have had the opportunity to support students with completing a range of skills and qualifications including Functional Skills, ASDAN and Welsh Board. In my previous role I was responsible for overseeing Maths on a whole school level for 400 students completing a variety of qualifications. This required consistent monitoring of data analysis, identifying and running intervention groups, supporting Teachers an Teaching Assistants with their pedagogy as well as working closely alongside SLT to ensure wider school development plans were. As a result I have a deep understanding of the skills needed for students to achieve success with Functional Skills Maths Level 2 and a bank of strategies which are proven to ensure students’ achieve the best possible results. I have successfully supported students through both Maths and Science GCSEs across a variety of exam boards in both my time as a Classroom Teacher and a 1:1 basis.

 My experience teaching study skills and executive functioning skills and my skills and experience supporting students to develop their independence: I am experienced and confident in identifying the tools, visual supports and accommodations that are required in order for the learner to succeed and be able to access the learning and ensure the best possible outcome. I personalise both the content and structure of the lesson to the individual student so it is tailored to their exact profile. Through this work I am able to support students with developing their executive functioning skills alongside developing their independence with completing independent study and revision.

My experience teaching young people with anxiety and my experience teaching young people with SEMH/mental health needs: My experience with working with students with a range of SEMH needs including anxiety has been incredibly rewarding and now I have a toolkit of strategies to support the student. I always believe in meeting the students where they are at and in my experience through listening and demonstrating patience have had a positive impact on their journey both academically and socially.

My specialist experience providing engaging sessions to inspire a love of learning: My commitment to developing strong relationships with both the students and the parents/carers within my care is a key factor of my teaching philosophy which I believe supports all students making progress; a key quote that influences my pedagogy is “You’ve got to reach them before you can teach them.” Strategies that I have used to do this include using motivating objects such as favourite characters, regular communication with parents, and celebrating successes with both students and parents.

I am a creative and experienced practitioner who prides herself on ensuring that the learning is meaningful sessions that are motivating for the students and allow them to fully immerse themselves in the learning. I achieve this through planning and devising sessions that are completely individual and personalised to each student making sure to include topics that are of interest to them and to strategically increase their Zone of Knowledge of a subject so that all sessions are pitched at the right level of challenge. I also understand the importance of ensuring students learn strategies that support them to become increasingly independent with both their academic and life skills. These strategies have consistently had a positive impact on students confidence and self-esteem and I have a proven track record of helping students to see their own potential.

I have a vast amount of experience tutoring students from all backgrounds specifically working with children who have ADHD, ADD and ASC. I taught at an alternative provision; teaching students with a range of different needs. I ensured that I differentiated each lesson to suit each and every student and to help them to overcome any barriers to learning. I ensured that every student was given the opportunity to strive within my learning environment. I have a vast amount of experience teaching online - I teach all subjects for primary and KS3/4 maths - I ensure lessons are inclusive, engaging and personalised to suit the needs of the student.

I have 5 year experience working with children with Special Educational Needs (SEN), including autism/ASD, dyslexia, ADHD, SEMH, and other needs in a classroom setting and in small group environments. As a classroom teacher I have had the opportunity to work with many students with a wide range of needs. In these roles, I provided individualized support and accommodations to help these students succeed academically and emotionally.

During my time as a classroom teacher, I have gained valuable skills in adapting teaching strategies and materials to meet the diverse needs of my students. I have implemented visual aids, multi-sensory activities, and alternative communication methods to facilitate learning and engagement for students with autism/ASD. For students with dyslexia, I have utilized specialized reading interventions such as acting as a reader and use of different colours of paper. Additionally, I have utilised effective classroom strategies to provide social and emotional support to students with ADHD and SEMH needs.

In my current role as a small group maths specialist over the past two years, I have continued to support students with numeracy while also addressing their individual SEND needs. I have worked closely with students who require additional assistance in understanding mathematical concepts, using various manipulatives and visual aids to facilitate their understanding. I have also collaborated with their parents, teachers, and other professionals to support comprehensive plans tailored to each student's needs.

One specific example that showcases the difference I can make is my work with a student who required a bespoke provision in our school's 'Bridge' program. This student, had significant challenges with social, emotional and mental health. I collaborated with the 'Bridge' team to create a learning environment that made her feel comfortable and supported her individual needs.

During my time in the 'Bridge', I implemented sensory breaks and visual schedules to help her regulate her emotions and maintain focus. Through consistent support and individualized strategies, she made significant progress with her numeracy skills improving her maths ability approximately by 1 year and 3 months since I started working with her in February. I continue to work with her to improve her confidence encouraging her participation in more and more lessons throughout the school. In addition she is now attending more mainstream classroom sessions helping her progress even further in her journey of mathematics

Overall, my experience, skills, and training have enabled me to support and make a difference for students with diverse needs. I am dedicated to providing inclusive education, promoting academic progress, and fostering the personal development of children.

I began teaching over twenty years ago as a secondary English Teacher, at a time where creativity and imagination still had a solid place in the curriculum alongside the rigours of spelling and grammar. My classroom was bursting at the seams with drama, art and multi-sensory learning. I am still in touch with many of my early students who love to reminisce about how much they loved our lessons. After taking a sabbatical to teach in the refugee camps on the Thai-Burma border, I began work in alternative learning provisions where I discovered a love of teaching students with SEN.

Here, I designed whole Key Stage 4 curriculums around the individual students we had in our small groups and saw many a school refuser end up loving English and leaving with their GCSEs. I am very familiar with the school requirements in Key Stage 3 and 4 and am skilled in adapting these to the needs of individual learners. It was also here I recognised the need to specialise in teaching learners with dyslexia and completed my Level 5 Diploma at Helen Arkell, passing with a distinction. On this course, I learnt the theory and practice of diagnostic assessment, the ability to pinpoint the gaps in learning and design fun and creative sessions to build mastery in these gaps.

My most recent role in a school was as a Reading Lead – a two year contract to audit the school’s reading policy and approach and design and deliver a system that would see reading progress for learners at every stage. This was a challenging and fascinating role which led me to the work of Doug Lemov (literacy instruction), Alex Quigley (supporting SEN readers) and Timothy Rasinski (fluency). I thoroughly researched the most effective ways to support reading instruction and employed them across a large secondary school. My inset training of whole staff, combined with intensive tuition and rigorous implementation meant that reading levels raised by at least a year for every student with SEN and nearly all of the remainder of the school.

In every role I have held, my consistent focus was building a rapport with my students; taking the time to listen to their story and understand how they learn, engaging with their family to enrich my picture of how to best plan personalised sessions and maintaining a non-judgemental, kind approach to every interaction. My approach is calm, flexible, well-planned and paced to engage the learner using their interests and strengths to build up their areas of struggle.

My specialist experience working with students with SEN to develop trusting and meaningful relationships: Developing meaningful and trusting relationships with my pupils is something I pride myself on. I believe that building an effective relationship between the teacher and the student is fundamental in order to guarantee a sense of safety and security for the child; only when this relationship is established, can the student begin to learn and make progress. I aim to break down barriers and build these relationships with my students, particularly those with SEND, through warmth, kindness and openness. I will always celebrate every step of progress, no matter how small, and encourage my students to reflect and evaluate their learning too. Learners in my care have always been encouraged to take risks, make mistakes, push boundaries and ask questions; I believe it’s also really important for children to realise that adults aren’t perfect and do all of these things too! 

Another effective way in which I develop relationships with my learners with SEND is through a child-centred, highly personalised approach to teaching and learning. Within my practice, I meet the needs of my pupils by allowing room for a flexible, child-led approach to my sessions. For some children who are anxious or reliant on routines, they may benefit from a highly structured session where expectations are clear from the start. Some students may prefer to have more input and autonomy over their learning, with flexibility to choose their schedule of activities. However, for other children, it may be a case of reducing all demands and expectations and focusing on a play-based curriculum tailored entirely to their interests. Ultimately, I believe that taking time to listen, reflect and adapt to my students is key to developing trusting, meaningful relationships. From my experience, if my pupils feel they are supported and listened to, the learning will follow. 

My experience teaching young people with dyslexia: Whether working with students who are either showing indicators of dyslexia or have a confirmed diagnosis, I consistently apply a range of multisensory teaching strategies in order to engage my pupils and thoroughly embed learning. As children with dyslexia can struggle with phonological awareness, word reading, spelling, letter formation and spoken language, it is crucial for teachers to employ strategies and adaptations which help consolidate knowledge to the child’s long-term memory. When teaching learners with literacy difficulties, I utilise resources such as tactile letters, alphabet arcs and coloured overlays in conjunction with allowing plenty of time and flexibility for the child to express their thoughts and correct any errors in a low-pressure environment. 

Children with dyslexia can often lack self-esteem due to not being given the tools to express themselves. I aim to boost the confidence of my pupils by offering options for written expression; this could look like sensory writing, writing on a tablet, whiteboard or window, recording ideas on an audio device, using assistive technology on a laptop, linking visuals and mnemonics or even the student dictating their ideas as I scribe. As the writing is only temporary, these techniques remove some of the pressure which can be felt by the child as any mistakes can be easily erased. 

Children with dyslexia can often lack self-esteem due to not being given the tools to express themselves. I aim to boost the confidence of my pupils by offering options for written expression; this could look like sensory writing, writing on a tablet, whiteboard or window, recording ideas on an audio device, using assistive technology on a laptop, linking visuals and mnemonics or even the student dictating their ideas as I scribe. As the writing is only temporary, these techniques remove some of the pressure which can be felt by the child as any mistakes can be easily erased. 

My experience teaching young people with speech and language needs: I specialise in teaching students with speech, language and communication difficulties and I have extensive experience in this area. When working with pupils with speech and language needs, it is key to use minimal language and allow processing time so as not to overwhelm the child and cause cognitive overload; instructions should be clear and matched carefully to their Blanks level of understanding. Throughout my practice, I consistently use Makaton signing alongside aids such as visual timetables, objects of reference, audio cues, talking mats, visual checklists, social stories, now and next boards, AAC boards, vocabulary books, Colourful Semantics and software such as Clicker in order to support a total communication approach. Whether a student communicates by gesturing, signing, vocalising, with eye contact or through AAC devices, it is fundamental for the team around the child to recognise and respond to every attempt at communication. If the child feels supported and listened to, this will not only impact positively on their mental health but they will likely want to persevere with their communication and make rapid progress.

When children struggle with their communication, this can lead to emotional and behavioural challenges due to frustration at not being understood. Alongside therapists, I have developed and applied strategies such as emotional toolboxes, in order to help learners regulate themselves and begin to identify and express their feelings. To support this emotional wellbeing and development of social skills, it is important to model turn-taking at every opportunity.

When introducing new vocabulary, I explicitly teach and follow the Elklan model through concrete objects, applying context and generalisation within games. This encourages my students to make phonological links well as being given the opportunity to recognise and practise their speech sounds. As part of the teaching of new vocabulary, repetition and language input in a pressure-free environment helps to build confidence in children with speech and language needs. Pupils are given the opportunity to repeatedly hear and explore the new vocabulary in a safe space as well as extending their own language and sentence structures.

My experience teaching young people with ADHD/ADD: During my teaching career, I have worked with many children who have either received an ADHD diagnosis or who have shown difficulties in maintaining attention, concentrating on tasks, self-regulating and controlling impulsivity. My experience of incorporating successful teaching strategies to support students with ADHD allows plenty of flexibility; adaptations including sensory toys and cushions, movement breaks and a low-distraction environment such as a workstation can be highly effective for these learners. As it can be difficult for students with ADHD to maintain focus, it is important to have a workspace with limited distractions and defined expectations. Strategies to support with establishing these boundaries include visual schedules, tick charts, now and next boards and offering a sand timer so students are able to visualise the length of time required to complete a task. However, it is also important to adapt to the needs of the individual and consider that not all pupils will learn best using a time constraint; some students will work better when they are able to pace their learning and spend time producing a higher quality piece of work.

 For pupils with ADHD, I have always found it helpful to provide a visual schedule and break down tasks in order for the child to achieve an instant sense of gratification. Building the child’s attention through motivating and personalised activities which are broken down into smaller steps and scaffolded where appropriate, allows the pupil to improve their confidence and feel an intrinsic motivation to learn. It is crucial to gradually develop attention and engagement through the child’s interests and preferred learning style, ensuring they have access to a modelled strategy, independent application and repetition to consolidate their learning. 

My experience teaching English and literacy, including reading and writing: Since studying English literature at degree level, I have worked with many learners who have an array of literacy challenges, ranging from fine motor and writing difficulties, phonological disorders, reading complexities and speech, language and communication needs. My experience teaching in a speech and language unit enabled me to support pupils to learn new vocabulary through Makaton signing and visual aids such as talking mats, whilst learning to compose sentences using high and low tech AAC devices, Colourful Semantics and shape coding. For emergent readers and writers, I have always found it helpful to adapt favourite stories with multisensory elements and to ensure there are corresponding sensory writing and fine motor opportunities in order to maintain motivation and engagement. When teaching reading inference and comprehension, I use the Blanks levels of questioning to assess and build reading techniques, bringing in skills from Elklan in order to support language development. I have previously made adaptations to phonics schemes such as Read Write Inc., Jolly Phonics and Letters and Sounds for learners with SEND and have seen pre-verbal learners begin to segment and blend words (one of the highlights of my teaching career!). 

My experience teaching Maths: When teaching Maths to students with SEND, the use of concrete resources and involvement of sensory opportunities is significant in order to teach pupils with visual, auditory and kinaesthetic learning styles. Resources such as tens frames, 2D and 3D shapes, Numicon, Dienes and multilink cubes can be invaluable in supporting students, as they encourage children to problem solve with more independence, identify patterns, make connections between numbers and consolidate key mathematical concepts. In my experience of teaching students who are developmentally working at an early years or primary level, my most successful sessions have always been creative and multisensory, encouraging pupils to generalise their learning outside the classroom. As a huge advocate for outdoor learning, I am passionate about including as many outdoor opportunities as possible, e.g. in a recent woodland session, my pupils built a place value grid out of sticks and gathered natural resources such as acorns and conkers to learn number bonds. Furthermore, I believe it is fundamental to immerse personalised learning within core skills from the national curriculum e.g. teaching patterns, sequencing, addition and subtraction incorporating the child’s favourite toys or characters.

My experience teaching study skills and executive functioning skills: In my experience, when supporting students to develop study skills and executive functioning, it is important to break tasks down into smaller steps and teach effective ways in which the child can plan and organise their ideas. It can be overwhelming for children with SEND to manage their time, maintain focused and to work independently, therefore it is useful to support pupils with visual aids, checklists and games or mnemonics to serve as reminders. Checklists can range from two steps to twenty or even a planner if it’s a big project; it’s important to be flexible and adaptable when creating visual supports for each individual child. During sessions with my pupils, it regularly helps to model and talk through techniques of planning and prioritising the actual session, using games or a personalised planner to keep motivation high. In order to build confidence and sustain attention, I find it helpful to teach my students to complete shorter, easier tasks first before attempting more complicated tasks. It is fundamental to develop the child’s self-esteem and gradually build in further steps to support executive functioning; without this self-belief, the child may be so overwhelmed that they may struggle to begin the task at all or focus too much on potential errors, wanting to start again. Moreover, when teaching students with executive functioning difficulties, it’s imperative to model making mistakes so as to normalise errors. 

My experience working with young people to boost their confidence and self-esteem: Encouraging positive mental health and developing a sense of self-belief is key when having the privilege to teach children. When working with learners with SEND, confidence can often be low, therefore it’s imperative to celebrate small steps of achievement as well as big milestones, providing praise in whichever form works for the pupil and sharing successes with parents, carers and professionals when appropriate. As well as receiving praise and verbal feedback, students should always be supported and encouraged to reflect on their learning; I like to use evaluations in favour of positive vocabulary e.g. two stars and a wish or choosing a favourite activity from a session. I find it helpful not to over-mark work and instead mark in conjunction with the student or if this is not possible, provide just one challenge; if a child looks at their work and sees lots of mistakes which have been corrected, this can have a negative impact on self-esteem. Additionally, on a personal level, I find that being vulnerable and showing weaknesses to the pupil can help boost their self-esteem as it reminds them that adults are not perfect and are always still learning too!

My specialist experience providing engaging sessions to inspire a love of learning: Inspiring a love of learning is fundamental to motivating students, particularly those children with SEND. Adding multisensory elements to teaching sessions, e.g. learning outdoors, listening to music, using story props and experiencing dance or movement breaks can keep engagement levels high, as the activities will appeal to a range of learning styles. These multisensory opportunities also help to deepen knowledge, embed prior learning and encourage consolidation and generalisation of skills. Within my teaching, I have always merged multisensory components within my lessons and adapted the national curriculum where necessary to allow this.

Before meeting the child, it’s important to speak with their family or carer about their preferences and interests in order to incorporate these into an initial session. I find that if this first introduction involves engaging and motivating activities (not formally labelled as ‘learning’), the pupil will be much more responsive to building a relationship with me as a tutor. If a child is motivated and engaged, they are going to naturally develop a love of learning and look forward to the next session. During my teaching career, I have developed curricula based entirely around children’s individual pets, Minions and the Teletubbies among many more! Within my teaching practice, building learning opportunities around child-centred planning has always shown the highest levels of engagement and progress.

My skills and experience supporting students to develop their independence: Independence and life skills underpin my teaching practice and I strive to ensure opportunities for developing these skills are prevalent within my tutoring sessions. I actively encourage my students to develop their independence through making choices, having autonomy and taking ownership over their learning. I always honour a total communication approach, so the pupil can communicate in whichever way is most appropriate for them and know that they will be listened to.

I have been fortunate enough to teach independence skills to learners with SEND throughout both primary and secondary settings. In the early years, examples of this could be learning how to transition between activities with objects of reference or visuals as well as supporting children to learn daily routines e.g. brushing their teeth, toileting and getting dressed. Moving into the primary age range, I have facilitated children to develop their independence by learning to self-regulate, using tools such as emotion toolboxes to request if they need a movement break, a sensory object, a favourite toy, a drink or a snack. During my experience working with learners in a secondary special school, examples of how I developed my pupils’ independence included creating independent TEACCH structures and visual timetables within work experience opportunities in the local community. Whilst leading a KS4 Shakespeare production, I also worked with theatre technicians in order to incorporate my non-verbal students’ AAC devices; this empowered and supported my learners as they were able to independently build their sentences on a tablet and have their voices heard. 

My experience

I have worked as an SEN teacher in both Mainstream and Specialist settings for the past 12 years and have held many Leadership positions in the that time. My roles have included being a Head of Science, Head of an Enhanced Resource Provision for Autism, Communication Lead, Assessment Lead and I have also been part of a Senior Leadership Team as Head of Learning for SEN in a mainstream school. In one of my previous roles, I was also Head of Admissions and worked closely with Local Authorities and parents to write EHCPs to enable pupils to access Special School placements. I have acted as an EHCP Chair and have had the responsibility of keeping plans accurate and up to date, giving advice on how to write SMART, achievable targets in order for learners to reach their full potential and achieve future goals. I am currently working part-time in an SEMH school. I have also previously taught at a Deaf School.

My skills

I am proficient in Makaton and other communication methods such as PECS, AAC and hold a BSL Level 1 qualification. This means I can tutor pupils with diverse communication requirements. I regularly use Communicate In Print for students who prefer this visual approach and can also use Clicker Software. I am trained in TEACCH and STARS as well as specialising in Autism and Dyslexia alongside my Masters Degree and can draw upon and use a combination of strategies depending on the learner. My goal is always improved outcomes and progress. I can assess a pupil's preferred leaning style and adapt my resources accordingly, incorporating positive reward systems and utilising a range of counselling techniques I have acquired working alongside excellent colleagues, to develop a safe, calm and nurturing environment for my tutees to learn. I have a sound understanding of de-escalation techniques and solution-focussed conversations for pupils with SEMH needs and am able to pre-empt triggers in students to avoid dysregulation. I have experience in a number of sensory programmes such as Jabadao and Sensory Yoga, Literacy Intervention Programmes and Speech and Language Development interventions. I am a certified School-led Tutor and able to provide curriculum interventions from KS1 through to KS5 in specific subjects.

What curriculum areas do I cover?

I have recently completed my EYFS Teaching Diploma and am able to offer tuition from EYFS non-verbal Pre-National Curriculum to Post-16 in the following: A-Level-Biology, all Science at GCSE Level (I am a qualified Science Teacher), Foundation Stage Maths, GCSE English Literature and Language, core subjects at KS3 including History, Geography, German and Food Technology, all subjects at KS1, 2 and EYFS as well as being able to work with non-verbal learners to develop their communication skills and offering study skills to support pupils who are Neurodiverse. 

How do I assess my student?

Having been a previous Head of Assessment at a Special School and Head of Teaching and Learning for SEN students in Mainstream, I am able to assess students using standard assessment methods but I also have much working knowledge in assessing students using B-squared and MAPP to document the progress of pupils who have 'spikey profiles' and for whom traditional assessment means may be unsuitable.

Why I am passionate about what I do

After qualifying as a Science Teacher, part of my first ever role was working in a Pupil Referral Unit. The pupil's needs were diverse and I felt rather unequipped given my basic training. But, I absolutely loved it and was compelled to learn more about how to meet the wide spectrum of needs of the pupils in our education system. I decided to embark on my Masters Degree as a result, focussing on Inclusivity, proven Teaching Strategies and decided to specialise in Autism and Dyslexia. I have since been on many other training courses spanning a wide variety of needs and am appreciative of the high-quality training I have attended as well as being grateful for working alongside so many amazing colleagues over the years who have taught me so much. I am committed to continual development and my own learning and I am passionate about transferring the same enthusiasm for learning that I have, to my tutees.

My teaching philosophy is holistic, my CV is diverse and my values are rooted in creativity and compassion.

Specific diagnoses

I have recent and substantial experience working with students who have been diagnosed with autism spectrum conditions, ADD, ADHD, anxiety, selective mutism, communication and language delays, visual impairments, dyspraxia, dyslexia and Down's syndrome. For each child with additonal needs I have taught, I have worked closely with the team around that young person: parents, therapists, SENCos. Additionally, I have read and studied more about specific conditions and research-proven ways to teach effectively.

SEMH

I have a wealth of experience teaching children and adults with SEMH needs. Especially since the pandemic, I have found that there are significant barriers to learning for some people who might not have a formal diagnosis. I have been successful in raising aspirations and outcomes of those who have a history of clashing with the traditional schooling system.

Secondary-aged pupils

As part of my self-employed tutor role, I support teenagers around Greater Manchester to raise their grades in GCSE maths. I am able to complement their school education with weekly tailored guidance and practice in areas I identify as needing support. I keep diligent records on their learning to ensure consistent progress.

Adults with SEND and SEMH needs

Alongside my self-employed work, I spend half my time teaching Functional Skills to adults who are preparing to re-enter the workforce. I have experience teaching fast-track courses in order for my students to gain important qualifications - namely Level 2 maths and English, which is required for almost all job applications.

Other skills

Since 2020, I have worked as an Au Pair in Spain during the summer holidays. I joined the family I work with for the first time with zero words in Spanish at my disposal. Through living and travelling with them for weeks at a time - along with reading books, watching grammar videos and listening to reggaeton - I have taught myself Spanish. Although I am not fluent, I am able to read books, newspapers and speak Spanish everyday with my family and friends.