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I am a highly qualified educator with 25+ years experience working with pupils with high levels of anxiety, ASD and ADHD. During that time, I have undertaken a number of leadership roles; Art Co-Ordinator, Design and Technology Co-Ordinator and Head of Creative Arts. As Head of Creative Arts, I was responsible for updating and delivering the primary curriculum for Key Stage 1 and 2, which included Literacy, Art and DT, Drama and Music. My role involved the writing and implementing  the Schemes of Work for DT, and providing training for the staff in order to deliver the curriculum to all pupils. This made me become very aware of individual needs and the importance of making this subject accessible for all pupils.

After teaching for five years, I had the opportunity to experience teaching in New Zealand, as part of a teacher exchange programme. This was a very challenging but exciting time for me, where I had the opportunity to teach a Year 6 class, and deliver lessons on topics that I had never taught before. The class were a mix of  nationalities, and for some English was not their first language. I had to adapt my teaching style, accordingly, in order to accommodate their language needs, and help them to feel confident in the classroom.

My specialist experience teaching pupils on the autism spectrum ASD: I have extensive experience working with pupils with ASD,  as I work for my local authority as a 1:1 tutor. I have been working as a 1:1 tutor for over 6 years now and have worked alongside pupils in their homes, schools or other location. I also have valuable experience as a SEN teaching assistant, working in a SEN school, supporting pupils with ASD. This made me very aware of the need to give clear, succinct instructions and to use visual aids to support processing skills. I have worked with a Year 9 pupil, who had been diagnosed ASD, and I started teaching them at the family home, but the pupil would struggle getting up for my sessions. I gradually developed a trusting working relationship with him and he began to improve his ability to engage with me. He, eventually, agreed to work with me at a different location, in order that he could leave the house. I worked with this pupil for three years and he, eventually, was able to sit his maths GCSE Foundations exam and passed with a grade 4. He also passed his Level 1 English Functional Skills. This was a huge achievement for him and enabled him to get a job at a local Premier Inn.

My specialist experience teaching pupils with high levels of anxiety: I have recently worked with a Yr11 pupil, who could not physically cope with any work that was related to GCSE English or Maths. She would not want to leave the house or entertain the idea of attending another place of education. I got to know her well and gained her trust by incorporating her passion for tarantulas, within her English work. She kept over 50+ tarantulas in her house! I supported her in attending a college interview and looking round other Colleges. I was also key in helping the family apply for an EHC plan, in order for her to receive the important support she needed for Yr12.

My specialist experience teaching pupils with ADHD:  I  tutored a Year 1 pupil, who had been expelled from his Primary School due to his violent behaviour. I worked with him for four months, working on basic number and phonics, but incorporated a mix of other curriculum areas such as science, art and music. I was able to encourage him to try another school, and with a lot of help from another local primary school, he gradually got back into a school setting. I would meet him at the school so he could have lunch with the Year 1 class and then I would teach him 1:1 in a separate room. This was a great success as he managed to stay in mainstream education.

My specialist experience teaching pupils with professional qualifications: As a 1:1 SEN tutor, I have had the privilege of helping Year 11 pupils achieve professional qualifications, including Functional Skills English Level 1 and Foundations Level Maths GCSE. I try to make my sessions as creative as possible, especially when covering exam questions, as it helps to build their confidence and resilience in the subject.

Following my degree in SEN, I undertook a placement for part of my PGCE in an ASD unit within a mainstream primary school where I developed an understanding of the challenges faced by learners with autism in schools.

After achieving QTS, I developed knowledge of the key stage 2 curriculum and worked in several inclusive primary schools where neurodiversity was embraced and consequently developed teaching strategies to support children with SEND to make progress and achieve.

Following this, I led a junior school within an independent through school, developing the teaching of maths and English to a high level and developed a new ethos for the school of including parents as part of the school’s learning community. I forged good relations with parents based on understanding and authenticity. Additionally, I developed the curriculum to be more engaging by linking it with real life situations, created and managed the running of enrichment weeks to include activities that supported mental health awareness, built on classroom learning through practical activities, offsite trips, sleepovers at Museums and London Zoo and welcomed visitors including the Dickens Fellowship and two Shetland ponies who came into the classrooms!

Having previously adopted a passion for learners with SEN, I then moved to a specialist SEND school and led the sixth form which provided provision for pupils with MLD and PMLD. I also taught in the school's College provision for learners up to the age of 25 years. With a nurturing approach, encouragement and enthusiasm, I built the learner's self-esteem and self-efficacy, developing confidence and self-belief. As a form tutor with a holistic responsibility for my class, I planned and delivered lessons for young people on a sensory pathway who were completing ASDAN qualifications using the Engagement Model approach for pupils with complex learning needs. I held Annual Review meetings and wrote Provision plans for EHCPs, collaborated with speech and language therapists and occupational therapists whilst working closely with parents to safeguard learner’s mental health and maintaining the pupil as central to everything discussed, planned and assessed. I also taught pupils with moderate learning difficulties in Functional Skills maths and English, from entry-level to level 2 using the same pupil-centred and parent-consulted approach. To develop skills for independence, I took pupils offsite, on public transport, taught them cooking in the kitchen and held lessons in a purpose-built flat. I wrote sensory stories to improve engagement and created visually supported social stories to stop feelings of anxiety.

For the past two years, I have worked in an SEMH specialist setting, teaching pupils in years 7 and 8 who are following the primary curriculum. Collaboration with onsite Speech and Language and Occupational therapists, thorough knowledge of EHCPs and EP reports, and a good relationship built on trust, learning is pupil-centred and individual needs are woven into the lesson plan to support progress in specialist interventions. I use Lego therapy to develop interaction in the classroom and encourage reciprocal conversations amongst adults and pupils to utilise strategies learnt in therapeutic sessions. A visually supportive classroom management system such as visual timetables, now and next boards, fidget toys and exercise bands to engage gross motor sensory needs are coupled with uniform displays to reduce sensory overload and produce a calm alert learning environment. I teach Zones of Regulation which coupled with desktop check-ins support learners with self-regulation and can reduce anxiety through a feeling of control.

I am an experienced tutor, and work with children in their homes who have ASD, are non-verbal, have echolalia, cerebral palsy, dyslexia, dyscalculia and ADHD as well as supporting children who have vulnerabilities in anxiety disorders. I am a qualified primary school teacher, specialist dyslexia teacher and as such, have Master's level knowledge of executive function and working memory - how it affects the individual and how to support learning.

My specialist experience teaching pupils with ADD and Anxiety.

I have taught pupils in mainstream, in a specialist provision, a specialist sixth form and college who have a diagnosis of ADD. I understand the challenges, difficulties and strengths of individuals with this diagnosis. My main aim is to enthuse confidence, to reduce anxiety as well as providing evidence-based strategies for working memory and executive function difficulties which can affect study skills. I am a qualified specialist teacher, am studying at UCL to complete a Masters in Specific Learning Difficulties and have evidence-based theoretical knowledge as well as practical skills to support individuals with these cognitive difficulties. With strategies and accommodations to support the individual, I have seen anxiety drop and a love for learning develop  - it really is wonderful to see as self-belief grows. Fun is central to this, and I bring enthusiasm, confidence and fun in bucket-loads.

My specialist experience in building trusting and meaningful relationships

I have extensive experience working with pupils who require additional support and rely on a good relationship with the tutor built on trust and understanding. I work to understand the strengths and difficulties of each learner, experiences of education and triggers which can cause emotional dysregulation. An authentic interaction, flexibility of teaching, learning and expectations of learners build a secure environment in which learning can take place. Positive reinforcement of achievements, no matter how small,  drives forward a desire to learn and changes the outlook of the learner regarding education, and building self-esteem.  I ensure I use an enthusiastic, nurturing, compassionate and empathic approach whilst, as always, maintaining the individual as central to all interactions which builds confidence and understanding of self. This, in turn, supports the individual with the confidence, knowledge and skills to develop socially, make friends and enjoy the social side of life, gradually building confidence to be independent.

Supporting Learners with Complex Needs:

Teaching learners with complex needs is not only a profession, but also a privilege that requires compassion, patience and understanding.

I ensure that every interaction is a sanctuary where lessons are tailored to the individual needs and strengths of the learner. Methods of teaching are rewritten as words may not be enough; gestures become intricate expressions as the power of alternative methods of communication unlock the door to a world of learning that is not easily visible.

I approach teaching learners with complex needs as a journey where even the smallest gesture is observed, recognised and built upon as part of a commitment from me to not only foster academic growth, but also to develop essential life skills, social connections and a sense of joy and self-worth.

Lessons that teach practical life skills become engaging through a keen knowledge of the learner and their sensory needs. The smallest of success is shared and celebrated with a desired reward and sessions are achievable through visual resources to order and develop receptive understanding of the lesson structure.

I utilise the Engagement Model, a holistic method of assessing and teaching learners and the result of a government review into the teaching of learners with complex needs, which identified an active involvement scale to provide more inclusive and tailored teaching. It stands as the most reliable indicator of student engagement and consequently, effective learning outcomes.

Supporting learners with ASD:

Teaching learners with autism requires an organised and well-planned approach that maintains the learner as central to the session and harnesses their unique interests and knowledge as a doorway to engagement. It is important that the environment created embraces diversity, acknowledges each learner as an individual with diverse strengths and challenges whilst nurturing the amazing potential of the autistic brain.

Sessions are created that provide structure, clear routines and visual schedules to provide a roadmap for the learning tasks whilst offering security throughout the learning process. Visual schedules, charts and aids provide clarity in communication whilst social stories prepare learners for experiences which may otherwise seem overwhelming. Social skills and communication can be developed through play, again harnessing a particular interest. Sensory learning is key and sensory stimulus – both indoor and outdoor should be augmented to encourage engagement and work towards creativity.

Supporting learners with Dyslexia

Although dyslexic learners face challenges in traditional, class-based learning systems, it should not be forgotten that they have a set of unique talents and creative brilliance that, with the right guidance, can develop the simmering confidence into empowered and unstoppable young adults. Support with reading, spelling and executive function can be the key that gives them the confidence to unleash their individual perspective on problem solving and creativity.

A multi-sensory approach and short, outcome focused tasks are coupled with technology to foster interest in learning and assist in challenging activities which together will engage and inspire the learner. An understanding tutor, who provides regular and authentic praise can craft sessions to develop academic progress and develop confidence, lowering the previously fortress-like barriers to learning.

As with all areas of SEN, knowing the learner is paramount as an individual programme will accelerate progress and develop a positive attitude towards learning for life.

Holding a PGCE with QTS and a Master's in Education, I have dedicated my career to supporting students with diverse learning needs, particularly those with special educational needs (SEN). My journey in education has seen me take on various leadership roles, including serving as a Head of Science and curriculum lead, where I've spearheaded initiatives to enhance educational provision for students with SEN.

Throughout my extensive career in education, I've had the privilege of guiding learners with diverse needs, including autism, dyslexia, dyspraxia, ADHD, and various mental health challenges. This journey has been immensely fulfilling, shaping my teaching philosophy and approach to student support, and also extending into my worldview. Central to my methodology is getting a full picture of the student I am supporting, understanding their motivators and their triggers and creating a bespoke and tailor-made learning plan to reach their desired outcome.

Fostering strong relationships with my students is paramount to my teaching approach. I will provide unwavering patience, active listening, empathy, and regular feedback, I cultivate a supportive learning environment where students feel valued and empowered to succeed. I hold high expectations for student achievement and thrive in dynamic educational settings where challenges are embraced.

There is never a one-size fits all approach to education, and sometimes what works for one student will not work for another. With that in mind, after creating an open dialogue with the parents and carers in a young person’s life, there are some over-arching ways to support their needs, below are a few examples of what my sessions will bring!

Experience teaching Science: With over seven years of experience as a middle leader in schools and alternative educational provisions, my expertise in teaching science spans various educational contexts. Holding roles such as Head of Science and KS5 Coordinator, I have taught Biology, Chemistry and Physics to A-Level for many years, with seasoned understanding of examiner expectations and required practical’s, as well as delivering, marking and moderating applied science coursework, BTEC science coursework and entry level science qualifications. I have been instrumental in designing and implementing tailored science curricula, tracking student progress, and providing personalised support to students with diverse learning needs through the lens of inclusive strategies.

Specialist support for anxiety

Supporting students with anxiety in the classroom requires a multi-faceted approach rooted in evidence-based strategies. It is of the utmost importance to create a supportive and empathetic classroom environment, where my students feel safe to express their feelings and concerns without judgment, this means I am extremely mindful of my language and will modify lessons and resource to ensure that my student in comfortable. Implementing relaxation techniques, such as deep breathing exercises or mindfulness practices, can help students manage anxiety symptoms effectively. Prior to my lessons, I provide an itinerary of what the lesson will contain and ensure predictable routines, along with structured tasks and assignments, which can reduce uncertainty and alleviate anxiety levels. Additionally, offering flexible seating arrangements, allowing movement breaks when needed, and providing access to quiet spaces can empower students to regulate their emotions and maintain focus. Collaborating with mental health professionals and incorporating cognitive-behavioral strategies, such as challenging negative thoughts and promoting positive self-talk, can further enhance students' coping mechanisms. Ultimately, fostering a supportive and understanding classroom culture, combined with evidence-based interventions, can significantly mitigate the impact of anxiety on students' academic performance and well-being.

Specialist support for ASD

Supporting students with Autism Spectrum Disorder (ASD) in the classroom necessitates a tailored approach that accommodates their unique needs. My lessons will follow a structured and predictable routine with the aims of fostering a sense of security and aid in reducing anxiety. I have found that providing visual aids, such as schedules, charts, and diagrams, can enhance understanding and facilitate communication for students with ASD. I utilise clear and concise language, breaking tasks into manageable steps, and offering regular breaks to help keep my students stay focused and engaged. Additionally, I offer opportunities for sensory regulation, such as providing sensory tools or a designated quiet space which can assist students in managing sensory sensitivities. My priority with my students with ASD is collaborating with parents, caregivers, and specialists to develop individualised education plans and employing evidence-based interventions to help my students achieve academic success and social integration within the classroom.

Specialist support for dyslexia

Supporting students with dyslexia in the classroom involves implementing strategies that accommodate their specific learning needs. I provide a multisensory learning experience, such as incorporating tactile, auditory, and visual elements into lessons, to enhance comprehension and retention. Utilizing dyslexia-friendly fonts and formatting materials to improve readability, which I have found can also facilitate access to written content. I ensure there is frequent opportunities for repetition, reinforcement, and explicit instruction in phonics and decoding skills which can help strengthen reading proficiency. I provide ample time for reading and writing tasks, along with alternative assessment methods and frequently leverage technology in the classroom which can alleviate time pressure and reduce anxiety.

Specialist support for ADHD

I provide structured routines and clear expectations to promote organisation and minimize distractions. Incorporating active learning strategies, such as movement breaks and hands-on activities, can help channel excess energy and enhance engagement ensuring that there are often practical elements to my teaching. I provide frequent opportunities for feedback and positive reinforcement which can motivate students and reinforce desired behaviours. Offering freedom of movement and minimising environmental stimuli can create a conducive learning space.

My general experience working with children with SEN, learning difficulties and additional needs: I am a skilled, qualified SEN teacher with over 13 years’ experience gained in mainstream primary and specialist settings. The pupils with SEN that I have worked with have included: global delay, dyslexia, speech & language delay/difficulties, Autism (ASD), moderate & specific learning difficulties, medical needs, dyscalculia, challenging behaviour, ADD, OCD, ADHD, PDA, anxiety, Tourette, sensory processing disorder, attachment disorders plus memory & processing difficulties. As well as supporting children socially and educationally I have supported their parents to attain a diagnosis and/or put an EHCP in place. I have helped many children facing difficulties accessing the curriculum alongside trying to navigate their way through the social aspects to life. I am passionate that each and every child, regardless of obstacles and difficulties, is able to achieve their best possible outcome. I do not believe in placing glass ceilings on a child, difficulties/disability should not define them. Through patience, encouragement and fun lessons, children are engaged and able to build their self-confidence. Once their self-esteem starts to grow they will have the confidence to start to using strategies that allow for greater independence.

My skills and experience teaching children with dyslexia, dyspraxia and dyscalculia: Students with SpLD including dyslexia need a structured approach to their learning, they need time for additional practice, adapted resources and visual aids to help them structure their thoughts and ideas. When working with children with dyslexia, dyscalculia and dyspraxia I like to promote understanding through the use of practical activities and concrete materials, I will limit the demands on the child’s memory through the use of visual aids and keep explanations short and precise. Going back to basics on all subjects is always a good starting point to ensure that the child has a secure understanding of the foundations of a subject before moving them on, as gaps in their learning lead to confusion and misunderstanding. I will always teach all subjects in small progressive steps with careful control over the difficulty of the work, this ensures that the child feels a sense of achievement with every lesson and helps to develop their self-confidence. I use lots of games when teaching to make sure that learning is fun and engaging. Depending on the child’s need I may introduce adapted resources e.g. pens, scissors, writing slopes, to support the development of their fine and gross motor skills. The most important thing when working with any child is getting to know their strengths and the areas they need support and personalising the strategies to meet their specific needs.

My skills and experience teaching English, vocabulary, phonics, reading and writing:  I have had a lot of experience working with children who have difficulties with their literacy skills. These difficulties often coincide with anxieties around the subject and/or lack of confidence. My initial step is to find out what level the child is working at through assessments, school feedback and/or other professionals’ feedback. In addition, what the child's thoughts and feelings are, what they like/dislike. Once all this information is gathered, I would then carefully plan the most suitable approach to supporting the student. When teaching phonics, vocabulary, reading and writing, there are so many methods and what works well for one child does not for another. It is important to establish the best learning styles for each student and whatever the approach I have always found that little and often is delivers the greatest results. Repetition with variety is key, this allows children to consolidate their learning whilst keeping them interested. Repetition allows the children to grow as readers and writers by increasing their independence and flexibility. I like to make sure all learning is fun and engaging through the use of concrete objects, technology, multi-sensory approaches, visuals, appropriate scaffolding and special interests. If football or animals are motivating, these will feature heavily in our lessons. I often find that children are incredibly creative and through encouraging this, leaning becomes engaging. As a result, the child achieves academically but, most importantly, with confidence and increased self-esteem. Reading/phonic and writing become a positive experience. Once the child feel more comfortable with a subject, we can then build up their confidence and consequently their independence.

My skills and experience supporting students with speech and communication needs (including listening skills): Over the years I have worked closely with speech and language therapists to provide a consistent approach for teaching children with both receptive and expressive language difficulties within school. I have delivered a variety of programmes set out by the speech therapist e.g. Elklan, PECS and using widgits. The use of visuals aids and multi-sensory approaches are always very successful. I have worked with bilingual children, children with English and an additional language, non-verbal and children with hearing impairments. Strategies to support each children need to be adapted to their specific needs, age and from one subject to another. Listening skills games are a great way to support children in building their ability to following instructions and slowly these can be developed so a child is able to follow multi step instructions.

My skills and experience teaching children with working memory, processing difficulties: Children with working memory difficulties or processing difficulties often need their confidence built. Using a tailored approach children can be taught strategies that they can use to help overcome their challenges. The first and foremost is time, time and more time...., repeat instructions and task directions, provide outlines and summaries of lessons, encourage overlearning. Having lots of visual aids e.g. getting them to work out their thinking on paper, one question at a time, chunk assignments into shorter tasks, using highlighters, whiteboards and physical resources that the child can touch and manipulate. As a child becomes more confident with the strategies to support their learning they can start to work more independently and develop their confidence.

My skills and experience helping children develop executive function skills: Executive functioning covers such a broad range of mental processes from concentration, planning, organisation, behaviours…. etc, as a result it is really important to get to know the child you are working with and alongside their parent, and other professions identify firstly their areas of strength and the areas where they require support. With slightly older children I will always encourage students to explore and communicate their strengths and needs. Then together we can create strategies to support them with their learning, plus every day life, e.g. Fidget toys like a stress ball or a paperclip, to help with focus. Noise-cancelling headphones can help block out unwanted noises to limit distractions. Movement breaks can increase focus and improve working memory. Alternative seating like lap desks, standing desks, and yoga balls can help the body attend to tasks in a non-disruptive way. Time management tools like timers, iPhone reminders, and calendars to help students track the time it takes to complete a task.

My skills and experience working with students who have anxiety and low self-esteem: Anxiety and low self-esteem can affect children in many ways and each child’s behaviours as a result of their anxiety/self-esteem will be displayed differently. Some become extremely introverted and other extremely extroverted, subsequently displaying challenging behaviours. Building up strong, trusting relationships with a child is key. I am an exceptionally patience person and will always take my cues from the child. I understand that children with anxiety need time and to feel safe to explore any issues that they might be facing. My experience has taught me that being reliable and trustworthy is essential, then praise, praise and praise some more. Carrying out activities with a child that they enjoy for example building a Lego model or baking a cake are great ways to build and develop confidence.

My skills and experience working with students to develop their independence, focus and concentration: One of my ultimate goals when working with all children is to develop independence. I will model how to carry out exercises/games using strategies we have learnt such as using visual reminders etc, then scaffold the level of support I give them. Initially games and activities are very short which allows the child to fully complete the task. Through developing independence student gain a sense of ownership over their learning or ability to do things, they become far more confident and will start to challenge themselves. At this point we can start to slowly increase the amount of time tasks take. Independence can often be built through repetition, lots of praise and encouragement.

My skills and experience developing engagement in students: Engaged learners are motivated, confident, inspired, and willing to invest effort in learning. However if a child faces curtain barriers to leaning this will have a significant impact on their confidence which then has a knock on effect to their motivation and willingness to participate in activities. In order to try and reengage children I will always set very clear goals so that a child knows exactly what is expected on them. Make the learning and creative and fun as possible, so that they are interested in what they are doing. Finally reward them for their engagement within a task and the effort they put in, not for the work they have completed.

How I can help:  

Specialist support for students with SEN to develop trusting and meaningful relationships:

Through the research I have conducted at UCL on student engagement and relationships, I can bring the most effective tools of connection and collaboration to your child, by carefully considering their needs, interests and voice in bespoke activities rooted in fostering inclusion, connection and friendship. I have additionally used this research to design and implement programs within schools which ensured the cultivation of a welcoming environment for all children with SEN. A key element was that a true sense of belonging was nurtured, that helped students with SEN develop trusting and meaningful relationships. Integral aspects of the programs involved networks and platforms that encouraged and formed strong bonds and open communication with parents, guardians and carers of children with SEN so that they could feel the confidence and ease to share any concerns about their children.

I firmly believe that an essential ingredient in a child's progress is the trust they build with the people who support them. I am very committed to building bonds with my students that are based on trust and I support them on their learning journeys to believe in their own strengths and abilities. Recognising and appreciating their own potentials and talents is a fundamental stepping stone towards effectively managing SEMH needs and developing the resilience and independence that can help them not only meet their goals but thrive in all areas of their development.

Specialist support for anxiety

I support SEN students in managing anxiety by fostering a secure and empathetic environment where they feel valued and understood. Utilizing personalized strategies and interventions, I assist them in developing coping mechanisms and relaxation techniques tailored to their unique needs. This involves providing sensory tools, establishing structured routines, and encouraging avenues for self-expression and introspection. Collaboration with parents, caregivers, and professionals ensures a comprehensive approach to addressing anxiety and nurturing emotional well-being. Central to my philosophy is empowering children to independently utilize anxiety-soothing techniques and supporting them in acquiring the necessary skills so that they overcome obstacles autonomously. Through cultivating a sense of empowerment and resilience, I guide SEN students towards confidently navigating anxiety across various aspects of their lives, whether academic or everyday situations.

Specialist support for students with Dyslexia:

As a qualified SENCO and inclusion specialist I have had the privilege of teaching a great number of students with dyslexia. I use specialist techniques for phonological processing, working memory and processing speed which include: multisensory input, learner choice and control, CCQs, rhyming, zoning and many more. Supporting students by helping them engage with texts using their individual learning style can have profound effects not only on their learning and confidence but on developing the independence needed to thrive in any learning setting. Other key impactful techniques include: text overload prevention and management, extraneous stimuli block-out and audio and video glossaries. A key focus of my work in helping students with dyslexia is supporting them in changing their narrative around it. It has always been intriguing to see how powerful the effects can be when students identify and appreciate that their challenges and individual learning styles can also be their strength.

Specialist support for students with ADD and ADHD:

Over a course of twenty years, I have had the opportunity to engage in extensive professional development on focus and attention and I have supported students in both school and home settings . I use effective techniques such as kinaesthetic and interactive learning and concrete manipulatives to help students not only connect to their learning but find and use their own voice within it.  Typically, children facing attention challenges experience anxiety which can affect their memory and processing in all core areas such as maths, reading and writing. An integral part of my teaching practice involves techniques which eliminate anxiety and help children approach their tasks in manageable ways which help them not only reach their outcomes but find joy and excitement in their learning. By using highly effective practices such as: pattern finding, repetition, rhyming, I  ensure that all children reach a deep level of understanding of a particular concept so that they can independently build and extend on a topic or task and gain further autonomy in their learning.

Specialist support for working memory, processing, cognition and executive functioning needs:

With extensive experience in distributed practice and spaced learning, both rooted in Ebbinghaus' Forgetting curve, I specialize in supporting children across key areas such as reading, writing, spelling, numeracy skills, comprehension, and processing difficulties which include: sequencing, inference, working memory, and executive function challenges. I prioritize creating a safe and confident learning environment where children feel empowered to ask questions and foster self-advocacy and pride in their learning journeys. By implementing these methods and emphasizing self-awareness and ownership, children can overcome anxieties associated with their challenges and make significant progress in their educational endeavors. Having conducted a research project at UCL on working memory, processing, cognition and executive functioning needs I can support children in effectively managing their attentional control and provide the most recent methods in cognitive flexibility, processing, and memory compensation.

Expert teaching in secondary English and Maths:

Having provided teacher training on maths mastery, talk for writing and the shape coding method, I can support your child with expert knowledge 0n how to develop their literacy and maths skills so that they gain mastery of their personal goals in these areas.  I support students in developing  fluency, reasoning and problem-solving skills using bespoke methods that both honour the individual child's strengths and provide strong support for the areas in which they need most development. Having worked as a class teacher, school leader and SENCO in leading and outstanding state and private schools, I am very well versed in the national curriculum and the goals children need to meet so that they excel in all areas of Maths and English.

Challenges with attention and/or fine motor skills can often provoke anxiety and resistance in children which can negatively affect their written expression in both Maths and English. By using techniques which hone students' attention and motor skills in enjoyable ways, I help soften and remove resistance to written expression in both maths and literacy. Using differentiated methods to develop writing structure and language, I support children in embracing and celebrating their individual learning styles in both of these fundamental areas of the curriculum.

Specialist support in secondary History

I find immense joy in guiding students to appreciate the power of storytelling in their history education. My lessons are crafted with individualized learning styles in mind, aiming to foster lively discussions and debates that illuminate the relevance of historical events in today's context and inspire critical thinking. I enjoy helping students bridge the gap between the past and present, employing various techniques such as kinaesthetic learning, role play, and art to bring history to life. Integrating technology into my teaching further enriches the learning experience, making it both engaging and pertinent. Witnessing students immerse themselves in historical topics and using the knowledge they acquire to develop their own perspectives and interpretations is very inspiring.

Student confidence and self-esteem coach:  

Helping students develop their confidence and self -esteem, lies at the core of all the work I do. A fundamental aspect in supporting children boost their self-esteem is to help them understand that it is very much about being brave and sharing their ideas and truth in whatever way truly expresses them. I ensure that opportunities are continually created in each lesson to allow students to share their stories and experience a positive reaction. Helping children see the enormous benefits of effort as well as the creative power of failure and how we can use that to adjust and innovate, plays a crucial role in building resilience which is the cornerstone to confidence and self-esteem.

My extensive experience providing engaging sessions that foster a love of learning:

My teaching style and philosophy is firmly rooted in the development of children's innate curiosity.  Through activities that are relatable, challenging and motivating I ensure that children's natural love for learning is nurtured by turning dry activities into engaging experiences. I invest time in getting to know a child's learning style and tailoring activities so that they are fun, multi-sensory and disruptive to monotonous learning.  Activities include:  puzzle making, game show quizzes, art approaches,  and gaming academic learning to help with digital education. I have 20 years experience in creating learning adventures for children that celebrate education and motivate children into developing their own desire to take deep dives into their learning.

Expertise in fostering student independence:

Independence can have profound effects both on a student's learning and their general wellbeing in life.  It has always been a pleasure and privilege to see my students, as a result of the work that we do, improve their academic performance and increase their motivation and confidence. This boost in self-esteem benefits children both socially and in taking on more varied tasks that help them find a greater sense of belonging in their learning and social environments. The techniques I use include: scaffolded questioning to promote problem-solving, offering choice in activities to encourage accountability and connection to the work, reflection and building a collaborative rapport.

I use encouragement and patience during every lesson but most especially in a SEN classroom. I work closely with every student, providing the individualised support and praise they require. I also make sure to include the family in planning and review and stay connected with them and specialist agencies involved, to develop and encourage the success of each student, both inside and outside the lessons. I have enjoyed and truly appreciate everything I have learnt from each child and each family with whom I have been fortunate to work. As well as providing sessions in person, I provide online live teaching sessions using a range of different platforms from Skype Zoom, IMO, Google classroom and WizIQ.

Student support and SEN Subject Specialisms: Foundation English and Maths, Business, Key Stage 3 in (Literacy) English, Maths (numeracy), Functional skills in English and Maths, History, Citizenship/PSHE and RE. A ‘level -Sociology, Psychology and Health & Social care, Employability/ Life / Foundation skills, Language acquisition, Study skills, revision techniques and homework support. GCSE  BTEC Levels 1-4 - Health & Social care.

My Functional Skills tutoring sessions: I am very experienced in teaching functional skills in English, Maths and ICT and equipping students with the practical skills needed to live, learn and work successfully.  I am very patient and skilled at breaking down sections so that students of all abilities can access all parts of the course. I teach across five levels (Entry 1 to Level 2) and varied ages from teenagers to adults. I work with my students to design a tailored Functional Skills learning plan to suit their needs and carry out skill assessments. The lessons are creative, engaging and interactive, with fun tasks to make sure the student is learning.

My experience teaching study skills and independent learning: I help students to understand potential barriers to their learning, and how to overcome them so that they can answer questions, complete work effectively and become a better learner have successful outcomes. Together we create strategies to help the student overcome the challenge to interpret and answer questions. They learn techniques to break questions down to make them more manageable and use a marking scheme then to answer questions effectively. The students then use these  strategies to help them become more organised, with planning and gives them control and ownership over their own learning.

My experience in coaching and mentoring students and young adults: I  have helped many students/ young adults over the last 20 years get back on track and to gain a better work ethic and find it satisfying to see them reach their goals. I do this by helping them:-
• Deal with difficult or embarrassing issues so they discover their potential, Set goals to reach and help to improve family dynamics. I give them the opportunity to talk about difficult subjects, such as bullying and relationships and this encourages them to see the world from a fresh perspective.
• Help them to begin to set (healthy, spiritual and educational) goals for self-improvement
• Coach them on how to handle and manage emotions.
• Give them support of from an objective and non-judgemental mentor.
• Build their confidence and social skills .

I also provide Interview coaching to help them stand out from the crowd and teach them how to create a good  CV and write a cover letter. We work together on creating a set of attainable goals and a plan of action and if requested build up their confidence for public speaking. I also help them manage their anger by illustrating a range of techniques, i.e. breathing, counting down, time out, yoga and meditation.

My experience working with students with focus and concentration challenges: I provide different fun learning tasks that provide my  students the basic skills of Literacy including reading, writing, speaking, and listening. Students and I discuss the topics they find interesting and this is used these to create fun and effective activities for learning. It helps the student to engage in lessons and gives them a sense of self control and achievement. In one to one session, I used books on athletics to support a student with their reading and this really helped because they were immediately interested and helped with their concentration and writing skills.

My experience working with students with autism: I have lots of experience working with children with a range of levels of autism especially High functioning Autism on an individual basis. I develop a plan of action and materials to support the student’s progress while creating safe, stimulating, and supportive environment for my student . My approach is to use short (easy to remember) sentences and keywords and support oral actions with visual references: Repeat pairing of words with pictures / objects / routine activities. Using observation to record behavioural patterns – what ticks with them and what doesn’t and focus on appropriate replacement behaviours and use improvisation to model what the child should say rather than asking direct questions. I then break up activities into a sequence of smaller steps based on the young person’s interest to plan activities and use a reward system.

My experience supporting children with demand avoidance behaviour and other behavioural/emotional  needs: I have lots of experience teaching students with demand avoidance and other behavioural needs. The students I have taught display this through physical reactions to an activity, inappropriate verbal responses, refusal to respond and or eating issues. To help to reduce this I think ahead and anticipate what might be tricky, identify triggers so strategies are put in place in advance. I use these to give students advance notice which  gives them a sense of  being in control and some processing time. Additionally, I  incorporate humour and the specific student’s interest to create visual timetables, this helps them to feel a sense of independence, choice and reduce their overall anxiety.

My experience developing Social skills: I have helped to develop social skills with lots of children and young adults in my role as a secondary teacher and as a Youth Life Coach. I use a variety of techniques to boost their social skills, for example, positive reinforcement; using behaviour specific praise, to shape positive social behaviour.  We work together on  friendship building, effective listening, appropriate language, empathy, relationship management, conflict resolution skills and respect.  I model social interaction, turn taking and mutual dependence so that they have a life skill example. The use of videos and role play are used in my lessons to present and learn context clues, verbal and physical social skills. Alongside this, I break down social skills into small parts and teach them through supported interactions - games, play, greetings. I celebrate their successes with verbal, physical and visual rewards.

My experience teaching Business Studies: I have over 5 years of experience teaching Business studies, both GCSE and vocational courses so can support with both exams and coursework. These are BTEC Business Level 1, 2 and 3 Edexcel and AQA GCSE Business and Cambridge IGCSE. My main focus in lessons is improving answers and using real life scenarios where the student has to think and progress every lesson. I am an extremely friendly person who seeks to build relationships with students in order to get the best outcomes. I have also run my own social enterprise/ business, so I can offer my students real-life examples of how businesses are run. I plan my lessons to identify gaps in knowledge and understanding. Once these gaps have been filled, I move onto to build the students confidence in exam skills. My passion is to help develop confidence in young people both academically and their emotional wellbeing.

My tutoring experience with Dyslexia: I have taught students with dyslexia in a classroom situation as well on a to one to one basis. I have had training to devise learning programmes to develop the skills of dyslexic students using ICT and have found my students felt empowered and enjoyed the activities and lessons I created for them.  Multi-sensory learning  is used to work on the skills that my students need to develop, these being -processing, spelling, memory, planning, organisation, writing skills and proof-reading. I use these techniques with a range of the different subjects I teach, and my students have found them easy and fun to learn.

My ICT, Digital Media, and I Media tutoring experience:  I have over 20 enjoyable years’ experience designing , planning, and teaching a range of  ICT/I Media  programs. These start  from beginner levels, primary key stage 1-2 , Key stages 3-5 including  ICT IGCSE Examination, Cambridge national Coursework, BTEC ICT Level 1-5 and A ‘Level.

Digital skills, Creative I Media, DIDA are my favourite ICT courses to teach because they provide students with essential knowledge, transferable skills, and tools to improve their learning in other subjects as well as encourage independence and creativity. My students learn to create digital Graphics, 2D/3D characters, Storyboards, comic strips, and short animations. They also build multimedia websites, Interactive multimedia products, edit sound files and video files.

One of my favourite projects is to create blogs, videos, podcasts, and snapchats for citizenship/PSHE lessons and then get my  student to come up with their own, using easily accessible account  online which I help  them create. I use varied teaching methods, one of these is setting individualized target for all students by identifying aspects of learning engage my students  and implementing them when I plan a Scheme of work and any activities. This encourages learning and builds their self-esteem.

My PSHE and Citizenship tutoring experience: I have taught PSHE and Citizenship to Key stage 2 through to Key Stage 4 in mainstream education/ SEN schools and one to one tutoring sessions for the last 10 years. In the last few years, I have set up a social enterprise to help address some of the world’s problems and tackle barriers to learning, raise aspirations, and improve the life chances of the most vulnerable and disadvantaged. I  incorporate current issues into my learning programmes so that my students can relate to them and find topics that they are interested in and  encourage thinking out of the box. Some of the subjects covered are Self-awareness, emotional wellbeing, Moral and spiritual development as well as looking at relationships in Family, friendships, and conflict resolution. Using discussion, research, and  different ICT tools the students explore the world and develop the knowledge, skills, and attributes they need to manage life’s challenges to make the most of life’s opportunities.

ICT, Digital media and computing expertise : GCSE ICT, GCSE Computer Science/Studies, IGCSE in ICT, Cambridge National in ICT and Creative I Media. Key stage 1-5 ICT, GNVQ, DIDA, AIDA, A ‘level ICT, A ‘level Applied ICT, Digital Skills, BTEC IT Level 1, 2,3 and 4. ICT and Entry Level.

An overview of how I work with students: 

• Teaching Literacy and Numeracy through a multi-sensory, immersive and creative learning approach integrating music, drama, art and performance into sessions with young people on the Autism spectrum, Down Syndrome and other trisomy’s/ chromosomal abnormalities.
• Providing comprehensive academic support in person and online to young people with diagnosed learning and sensory disabilities i.e. Down Syndrome and/or ADHD and executive functioning deficits.
• Supporting across general subjects -English, History, ICT, Math, Science, with a focus on literacy skill development. Teaching the basics to higher order reading comprehension skills (i.e. phonological awareness, decoding, reading fluency, comprehension, inferencing skills, etc).
• Analysing the macrostructure/microstructure of texts with young people, discuss themes/messages, make connections etc.
• In terms of writing, working with young people on summarizing (identifying main idea/details), structuring multi-paragraph outlines/essays, and producing/ dissecting different types of writing styles/text styles (i.e. literary techniques, persuasive writing vs. expository writing).
• Demonstrate and reinforce social standards of behaviour – Establish norms of class behaviour and maintain order. Consult with parents, professionals, administer and produce individualised programs for young people.
• Extensive experience managing student behaviour, through student celebrations and achievements, customised management for individuals; and differentiated learning practices, to accommodate different learning styles.
• Implement different special-education methods – Reinforce skills such as independence, problem solving, and goal setting.
• Advise and monitor children in the use of new learning materials and teaching equipment.
• Identify warning signs of emotional and developmental problems in children
• Implemented behaviour modification and incentive plans for young people. 

Curriculum Development

• • Design tailored curriculum documents and teaching programs, keeping in mind young people’ levels and goals.
  • Identify and adapt teaching resources to meet the varying needs of children with different learning abilities, learning agilities and special education needs.
  • Using Extensive experience and knowledge of developmental practices and educational theories design online curricula, using digital videos, audio clips and learning tasks aligned to educational programmes.
  • Design Initiate, organise and implement creative instructional programs, to adapt the learning environment so that children feel encouraged to fulfil their academic potential.
  • Constant desire to raise English language level of young people.
  • Plan, prepare class materials and employed various teaching methods in class to create an environment where children are actively engaged in the learning experience. – Lecture, demonstration, discussion, active learning spaces, blended and online, brainstorming, case studies, debates, discussion, flipped classroom, group work, questioning simulations, diverse groups.
  • Research and utilise a variety of learning materials, resources and technology methods, such as: Internet-learning, library, team learning, to support and develop the classroom environment.
  • Efficiency with MS Word, Excel, Outlook, files archiving and electronic reports and eLearning approach.

I am passionate about providing high quality teaching and education to all students. I am a leader in providing interventions for children with SEN - including making my own schemes and resources for schools all over the world. As well as a teacher, I am a mother of 3, the eldest has dyslexia, and the youngest has a stammer, ADD and dyslexia. I have personal experience in understanding the difficulties faced with those who are neurodivergent.

My strength as a class teacher has always been having a calm, productive classroom and that is based on the relationships I make with the children. I spent 4 years working in a challenging school with my classes ranging from 70% - 80% SEN and all of my children thrived. I worked closely with the KS1 nurture unit where I planned lessons for the children in my class who attended. Social stories were created by myself and communication groups were lead by me.

My experience teaching young people with dyslexia; I currently teach 5 children with dyslexia. My daughter and son are dyslexic so I have also experienced this firsthand personally. I am level 3 trained and currently studying towards being level 5 trained.

I understand that dyslexia can present in different ways, whether that is with reading, writing, spellings, maths or working memory issues. As mentioned before, I like to use a multi-sensory approach with activities so my students are experiencing their learning in visual, audio and kinetically. If students have visual stress, I always use pale-coloured backgrounds and teaching aids to help with the stress. Having first experienced the process of getting a diagnoses for my daughter 9 years ago and her feeling desponded with English, it was great to show and teach her how she just needed a different style of learning and revision - this resulted in a very motivated child - receiving a 9 for her GCSE English exam, and currently predicted three A*s for her A levels. It is very important to me that children know that a diagnoses of dyslexia does not mean that they cannot achieve what they have set out to achieve!

My experience teaching young people with ADHD; I have worked with children for 23 years and have taught children with ADHD on medication and without medication. My son has ADHD - who I also teach. I understand that some children may need fidget toys, brain breaks, multi-sensory learning so that they are moving as well as learning. ADHD can present in many forms. I enjoy teaching in a multi-sensory way regardless, and finding ways to engage the child through their interests so that they stay focused.

My experience teaching young people with working memory difficulties; This is an area I am very familiar with as many of the students I teach do struggle with working memory and this can be very common with those who have dyslexia and ADHD.

My style of teaching is adapted for each child, some children may not be able to hold more than one instruction in their head, so we work from where they are and start with one instruction, progressing and monitoring how they cope when adding another instruction. I teach children to recognise how they like to learn - some children are visual and enjoy note taking with pictures to help, some children use recordings, some children make up rhymes and songs to help prompt them with certain activities - it is about understanding the child and giving them strategies to use that works for them.

As an example, I teach a young person who has lovely ideas for stories but struggles with writing these ideas down and writing stories fluently. For this young person, it was important to learn how to scribe her notes on post its in any order that they came, and then be able to rearrange her notes in the order she wanted. Writing a story and thinking about punctuation and grammar was a task that was very difficult for her, so I taught her how to proofread efficiently - she was then able to go from writing one paragraph to detailed stories with punctuation once she learnt how to organise her thoughts.

My experience teaching Primary Maths and English; I am a maths specialist who owns a maths website where we have over 30,000 teachers subscribed to - my knowledge of primary school maths and how to teach in different ways is superb. I have developed my own scheme of work in which OFSTED has praised schools using my planning and lessons. I am currently in the stages of creating interventions for each strand of maths for year groups 1 - 6. I have also developed a literacy website for teachers, which is in its early days but shows my passion for literacy. I have lead phonics, planned literacy for complete year groups and currently I am creating an English curriculum for schools teaching from the National Curriculum. I am Level 3 trained in practical solutions for dyslexia, where many strategies in making progress in English can be used for children who do not have dyslexia to make a real difference in their understanding and outcomes in in English.

My skills and experience teaching executive functioning and study skills; I have personal experience as I teach my own children who have dyslexia and ADD executive functioning skills. We break down each skill that they are having trouble with and use different strategies to help overcome their difficulties. The main skills that I have worked on are time management/organisation, working memory, flexibility, regulation , emotional self-control and completing tasks.

My experience working with young people to boost their confidence and self-esteem; When you work with children who have SEN, many have low confidence and self-esteem, I am really pleased to say that the majority of my parents that  I work with will say that their children’s confidence in learning has had a huge boost- this then relates to their self esteem. When a child finds it hard to access learning they will often say ; I can’t do this’ or negative things about themselves and this is where I come in a remind them each time of progress that they have made and make sure that I teach in the way that they learn.

My specialist experience providing engaging sessions to inspire a love of learning; In general, my teaching has always been hands on and engaging - whether this was with a class on 30+, small group sessions or 1:1 - my lessons are engaging. Using fun pictures/ audio clips/ acting / building towers with paper cups, using scrabble letters/ quizzes/ guessing games/ coloured pens for writing in paragraphs- I like to keep my lessons engaging so that the student looks forward to their lessons. During lockdown I created fun hands on maths boxes for children called Maths Minds, and had a great response from parents!

My skills and experience supporting students to develop their independence; As I teach my children, I like to scaffold to help them access their learning, but explaining that as we go through the lessons, we slowly remove some of these scaffolds. For example - I recently taught a unit on persuasive writing. At first the child copied some persuasive phrases from a mat. She then learnt one of these, then another and by the half term she no longer needed her mat but was using the phrases she had learnt over the 6 weeks. It is important that I teach how to become independent as the child becomes more confident and able to do so.

My experience teaching young people with Autism;I have taught many children over the years with autism. I recognise that every child has different needs and because I have taught lots of children with autism I can adapt my teaching to what is needed, from having sensory overload, noise overwhelm, difficulty with vague instructions and PDA. I am able to identify sensory and processing needs and how to create a calm environment in where a child feels safe and ready to learn. I have taught autistic children who are verbal and non verbal - relying on visuals to communicate.

My experience teaching young people with PDA;As mentioned above, I have worked and taught children diagnosed with PDA. I have used strategies such as using the child's interests within my teaching to motivate and place less of a demand in terms of motivation for the child to engage in their learning. I've been able to adapt my teaching in a more collaborative way in order for the child to feel less resistance in their learning- this deescalates the feelings of anxiety that can be built up if a child feels like there are a lot of demands for them. There may be certain questions that triggers a child, and I have worked on finding different ways to phrase questions. Making sure that the environment is appropriate is very important too.

My experience teaching young people with Sensory/auditory processing needs; As above, with my experience of teaching children with autism, ADHD and dyslexia - this can also come with sensory and auditory processing needs.

Depending on the child- I adapt what is needed towards the child. I have taught children who cannot write on paper and pencil due to the sounds making them feel unregulated - so we went through different types of pens/ pencils and paper types until I found one that was suitable for the child.

I ensure I don’t give too many instructions - overwhelming those who need to focus on one instruction and not be interrupted until that is complete.

I use a range of silent timers, once again depending on the need of the child and their sensory needs.

My experience teaching young people with Anxiety; I currently tutor 1:1 and have children who have anxiety due to not being able to access learning in the classroom. I can recognise that some children who have SEN, have probably heard a lot of the times that they are doing something wrong - thus causing anxiety when either learning something new, or just being in the classroom in general. Children are worried they will get an answer wrong, worried that they don’t already know it, worried that hey won’t understand the concept and an adult might shout at them. I have had the privilege of building up these children’s confidence as they start to understand more of their learning and also resilience as we start exploring concepts that they don’t know and may get wrong at times.

I have a nice balance of challenging children, but knowing when to do this, and sometimes for the confidence boost I will adapt questions that I know they can answer, before moving on to explaining the new challenge and being explicit in things being tricky at first but we keep going!

My experience teaching young people with Sensory/auditory processing needs; As above, with my experience of teaching children with autism, ADHD and dyslexia - this can also come with sensory and auditory processing needs.

Depending on the child- I adapt what is needed towards the child. I have taught children who cannot write on paper and pencil due to the sounds making them feel unregulated - so we went through different types of pens/ pencils and paper types until I found one that was suitable for the child.

I ensure I don’t give too many instructions - overwhelming those who need to focus on one instruction and not be interrupted until that is complete.

My skills and experience supporting students with speech and language needs; I have taught children with moderate speech and language needs to children who are non verbal. I have personal experience with speech and language therapists as my son has a stammer and there are many strategies and techniques that can be used as an umbrella with speech and language needs.

I am aware that some children need an adjustment in how fast verbal instructions are given, I have taught where I use instructions alongside pictures to support understanding. This helps both ways, where children also use pictures to show me how they are feeling about the lesson and their understanding of what is being taught. I have a friendly, patient approach within my lessons, so that children know that they can take their time to communicate their needs and they feel safe and comfortable to do this.

My experience teaching young people with challenging behaviour; As mentioned previously, I trained and taught in a challenging school with challenging behaviour regularly. I have taught children with PDA and ODD - which has enabled me to learn ways to manage behaviours so that children do not become unregulated and behaviour doesn’t escalate. I like to focus on getting to know the child and building a good relationship with them, which always helps with managing challenging behaviour. I keep lessons interesting and tailored to children's interests which helps as children display less challenging behaviour when they are interested in their learning.

My experience teaching Social Communication & Language Skills; I have written many social stories in my time as

a primary school teacher and have also lead a communication group with a group of my children who attended a nurture group. I

planned drama and acting scenarios in a fun way for the children where I would model language used to develop their

communication and social skills.

I have over 20 years of experience teaching in mainstream, specialist and tuition settings. In that time, I have fulfilled many different roles including Class Teacher of SEND, Pastoral Lead, Behaviour Lead, SENCo, Tutor of Dyslexia, Designated Teacher of Looked After Children and Computing Lead. Each role has given me valuable insight into the challenges of children and young people with additional needs but also into what their powers can be and how we can spotlight those skills.

Building strong, respectful and purposeful relationships with children and their families is one of my strengths. Being able to communicate clearly, honestly and empathetically is key to building great relationships and I take this aspect of my role very seriously.

In many cases, the various difficulties and challenges can overlap or co-exist and so a personalised and tailored learning program is fundamental in providing the right support. That’s why I do not offer a one-size-fits-all approach and whilst my skills and teaching strategies, as listed below, are an indication of what may be expected, it is more likely that a program will be a melody of strategies that best suit the individual. The programs of support that I deliver are backed by comprehensive research to ensure the greatest impact.

My specialist experience working with students with SEN to develop trusting and meaningful relationships:  Developing a trusting relationship is always my priority when working with children and young people to help them feel safe. I achieve this from the values PACE (Dan Hughes) Playfulness (playing games, communicating lightly and sharing fun times) Acceptance (accepting the inner feelings and emotions of the individual, even when the outward behaviour is not accepted) Curiosity - showing a genuine interest in their lives and their inner self. Empathy (hearing the child and how they are feeling and reacting).

My experience teaching autistic young people: I have a wealth of experience tutoring children with ASC (autism), however as this condition manifests differently from individual to individual, the importance of remaining flexible and adaptable in planning and teaching sessions is paramount to successful sessions - it is not one-size-fits-all! Often children with ASC (autism) experience anxiety. I manage possible anxiety through patience, positivity and time. I build strong, trusted relationships with the child or young person and implement familiar, structured routines with sensory/movement breaks as needed. Embedded into sessions, can be the opportunity to address emotions; what the triggers to certain emotions are, how they present and how to manage them through visuals, social stories and activities. 

My experience teaching young people with anxiety: I adopt a therapeutic approach to behaviour, social and emotional difficulties. Behaviour, whether prosocial or antisocial, is a form of communication. Having this understanding, allows me to be curious as to why the behaviour is being presented and work on ways to overcome these barriers. In sessions, I may work with a child or young person on exploring emotions, how these can present and how the child or young person can manage them to prevent dysregulation using a five-point scale or similar. We may work on having positive experiences that lead to positive feelings and so prosocial behaviours. We may also work on feeling and keeping safe, self-confidence, social skills and intrinsic motivation. Which again, are woven into our learning.

My experience teaching young people with a PDA profile: Creating an environment that is predictable yet flexible is a key ingredient to successfully working with children with PDA. Lessons are adapted to suit the needs and anxiety levels of the individual on the day and I will always clearly communicate our intentions to minimise demands and anxiety levels. Part of the work I complete with a child is to develop children's own understanding of their emotions, brains and behaviours. 

My specialist experience with ADHD: Children and young people with ADHD may find it difficult to begin tasks, maintain focus and complete tasks; organise themselves, follow a series of instructions and remain motivated. To address these challenges, I use short segmented tasks and activities of high interest with structure, routine and scaffolded support which are key strategies in being able to engage children and young people with ADHD in their learning.

My specialist experience teaching young people with working memory difficulties: Many children and young people experience challenges with their executive functioning skills, including working memory. I use visuals and supporting resources to reduce the demand on these areas of the brain which helps to scaffold learning in other subject areas such as maths or writing tasks. In addition, prioritising learning experiences that develop executive function skills helps improve concentration, comprehension, inference, and working memory. And doing so is key to helping children and young people build study skills and lifelong learning patterns. 

My experience teaching young people with sensory and auditory processing needs: Many of the neurodiverse children that I have worked with have had sensory and auditory processing needs alongside their other needs. An understanding of the environment and its effects on the child or young person will help how I plan and deliver lessons, from adding in sensory breaks to teaching with visuals and from ensuring the teaching space is quiet to regular check-ins on self-regulation levels. 

My experience teaching maths and English: I have taught maths and English throughout my twenty-year career as a teacher and from Early Years through to key stage 3. I have an equal passion for both subjects and deliver them with enthusiasm and gusto. In English, I like to take a wholesome approach, delving into stories and their characters to provide a deep understanding of the text and improve comprehension, reading and writing skills through discussion, exploration, mind mapping, experimentation, role play and more. I have completed several writing courses and very much enjoy the creativity that English brings. 

Having taken A-level maths at school, my knowledge and understanding of the subject is robust. Through various topics, I use manipulatives, pictorial representations and games to help children develop their understanding of concepts. But I also like to take a more practical approach to maths, by taking the learning outside, combining maths with other topics, and putting the maths into real-life scenarios, such as working out the ingredients for a cake or planning an imaginary event. 

My approach to inspiring a love of learning and supporting independence through developing self-esteem and confidence: My teaching philosophy states that I teach with the objective of children or young people becoming confident, independent and curious, so that they may take ownership of their learning and grow into being the lifelong learners they are capable of being.

I view it as my mission to unlock interests, skills and abilities and allow children and young people to flourish and shine. My approach is to teach with kindness and flexibility, with the values of confidence, curiosity and independence woven through the nurturing lessons I plan and deliver.

My experience teaching young people with dyslexia: For several years, I tutored with a local Dyslexia Association. Here, I learned how to implement the multi-sensory approach and alternative strategies for children and young people who struggle in this area. Using the Alpha to Omega scheme, phonics schemes, whole word reading, colourful semantics and mind mapping and writing tools, can help children and young people overcome challenges in reading, writing, spelling and organisational skills. 

My specialist experience with global learning delay: Global learning delay can present many difficulties for children and young people. Alongside academic and speech delays, individuals may also experience difficulties with memory, social skills and emotional literacy. Taking a holistic approach to learning allows for these developmental skills to be worked on. For example, turning a learning objective into a game, using role-play and stories or simply taking our learning away from the classroom.

My experience teaching young people with speech and language needs: I have worked alongside Speech & Language therapists to deliver programs for children with speech, language and communication difficulties. Using programmes such as PECS, Elklan, attuned-play and colourful semantics, I have supported children and young people to develop spoken sounds, improve their receptive and expressive language skills and develop their social-communication skills. 

My experience teaching young people with SEMH/mental health needs:  I work with a great deal of understanding when teaching children with SEMH and/or mental health needs, adopting an approach laden with curiosity where feelings and experiences are considered and explored. Having empathy for children and young people can help children and young people find a connection and feel safe in their learning environment. I teach with compassion, kindness and patience.

My experience teaching young people with challenging behaviour: I believe and adopt a therapeutic approach to behaviour where the values of pro-social behaviours are taught through experience and understanding. Undesirable behaviour is challenged in a non-threatening way and always when a child or young person has returned to a regulated state and can digest what is being discussed. This could be achieved through social stories, role-play, or reflection strategies. 

My experience of teaching science: Having taught the science curriculum from Key Stage 1 through to Key Stage 3, I am well-versed in providing engaging and practical experiences with a combined emphasis on the investigational skills and the subject knowledge of biology, physics and chemistry. 

Using technology to support learning: Technology is here to stay and can be a great asset to engaging our children and young people and unlocking learning. A more recent role that I held as Computing Lead has led to the discovery of many assistive and educational technologies (including Text-to-Speech, Scanning Pens, Clicker, Purple Mash, Communicate inPrint and many more). I make use of technology within lessons to foster engagement, independence and learning when it is appropriate to do so.

I began my teaching career in Salford where I was invited to become a Leading Maths Teacher, shortly before being invited to lead a Resourced Provision for children with a vast array of needs such as Physical and Medical needs including Cerebral Palsy, Moderate learning difficulties, ASD, ADHD, dyslexia, dyscalculia, anxiety, childhood trauma etc from Special Measures to ‘Outstanding’’ as SENCo (judged by both HMI and OFTSED inspection).

Throughout my teaching career, I have demonstrated my passion for securing the best education for all pupils on a daily basis, recognising our differences as opportunities rather than barriers and supporting individuals with diverse needs such as significant adverse childhood experiences. I have taught whole classes, groups interventions and 1:1 targeted support regularly.

I can help with:

Supporting learners with SEN to develop trusting and meaningful relationships: Excellent progress is due to relationships based upon respect and trust; precision teaching to pupils' individual needs and interests within a culture of celebrating each and every personal ‘success’. I am very familiar with situations where individuals require greater support to form secure, positive relationships and to change the dynamic of learning, with creativity and flexibility on a daily basis to strive for success together. 

Supporting learners with complex needs: Having worked with young people with a range of complex needs including combinations of ASD, ADD, ADHD, PDA, dyslexia, dyscalculia, social, emotional, behavioural and speech and language needs, I aim to fully understand each need and how it impacts on the student’s life. Importantly, I consider how one need may affect another.

My experience teaching young people with ADHD: When teaching students with ADHD I know how important it is to plan for clear, concise instructions with visual prompts; supports to remain on track such as timers and movement breaks, and for the lesson to be relevant, engaging and exciting. I support teaching with learning aids and regular progress updates. If appropriate, I use the zones of regulation to support the student to manage their emotions.

Supporting learners with anxiety/ SEMH needs to build confidence and self-esteem: With trust and respect at the heart of my teaching, I believe it is important to build a relaxed, pressure-free, environment where pupils feel safe, supported and heard. Allowing learners to lead their learning and taking each day/lesson as it comes without prior expectations can reduce the pressure on young people. Understanding when to provide space is an essential skill to have when working with young people with SEMH needs.

My experience teaching young people with challenging behaviour: When teaching students with behaviours that may challenge I try to understand why the behaviour is happening e.g., could it be because their needs are not being met and they are trying to communicate? I support students by helping them to understand their individual triggers and strategies they can use to self-regulate. I plan my teaching to reduce triggers and I remain calm and approach behaviour from a holistic strength-based perspective.I actively engage learners in setting their own targets and give choices which allow them to lead their own learning. A behaviour management plan drawn up together allows for consistency, support and empowerment.

Supporting learners with autism: Being calm, patient and consistent, I am able to provide learners with ASD the support and space they need in order to build positive relationships. I foster a learning environment which promotes and celebrates success, whatever form that may take. Showing a genuine intrigue in a student’s interests can be a good starting point in forming those positive relationships. A consistent approach where routine is maintained and managed, and boundaries/expectations are explicit and fair, is essential when working with young people on the autistic spectrum.

Supporting learners with PDA or ODD: Whilst a  regular structure to the day, with a multisensory approach and consistent expectations and manageable tasks, can give pupils familiarity and structure; I recognise that for some pupils with Pathological Demand Avoidance or oppositional defiant Disorder usual approaches to teaching and learning may not be appropriate or effective, for example, with PDA I have found that a different approach is needed allowing a greater sense of agency with low demand and no performance pressure.

Supporting learners with Physical and Medical Needs such as Cerebral Palsy: In my experience, when working with a child who has physical and medical needs, flexibility is essential due to the varying severity of symptoms and emotional needs. Learning that is targeted, multi-sensory, fun and interactive, delivered in manageable chunks can be planned to address associated conditions alongside main areas of need. With guidance from other health specialists, adaptive equipment such as a universal cuff to support grip, or communication boards/ assistive technology which supports language skills, or the correct form of repetitive movements etc can be practised consistently in engaging ways to promote independence.

Supporting learners with Global Developmental Delay: A multifaceted specific learning difficulty, GDD presents differently in each individual, usually meaning children are not meeting several developmental milestones. Support will depend upon the developmental areas which have been identified as requiring additional help. A range of strategies such as interactive activities to keep students engaged, supporting learning with visual cues, breaking tasks down into manageable chunks, keeping language/instructions short and clear, allowing additional time for processing, repetition of incremental steps building up towards a larger goal.

Supporting learners to improve their English including writing, phonics and reading: I am trained in Reading Intervention which is multisensory and incorporates many aspects of reading including reading fluency, comprehension, word recognition, phonological awareness, context, and vocabulary. A wider focus beyond phonics, systematically building up a bank of sight words can be more effective, allowing pupils to recognise the shape of letters and words without the need to memorise all the combinations of sounds and letters of English. Re-reading of familiar books also builds confidence and fluency. Followed by a carefully graded approach to independent reading books can be very successful at building confidence, fluency and independence for learners with additional needs.

The multiple skills involved in learning how to write can make it very challenging from coming up with ideas, spelling words, choosing vocabulary, formulating sentences and then writing them down in an organised suitable manner. I have multiple strategies to support learners throughout the process from verbal practise of sentences, physical chunking of ideas for organisation to motor control of handwriting and letter formation and beyond.

I have a range of fun activities aimed to develop:

• Fine motor skills for handwriting such as threading activities or art activities

• Spelling to build a bank of known spellings and broaden vocabulary

• Talk For Writing for language fluency to enable learners to imitate and rehearse verbally before reading, analysing and writing their own work. This method reduces pressure on the learner to create original ideas. Especially useful for story telling, this method also helps children build a repertoire of popular story structures and familiarise themselves with the language of storytelling such as traditional tales, fables, etc

Supporting learners to develop their Maths Mastery: Guided by The National Centre for Excellence in the Teaching of Mathematics, I deliver a mastery model of the National Curriculum maths which aims to develop a deep understanding of mathematical concepts using concrete and pictorial aids. This can incorporate life skills such as budgeting and money management.

Supporting learners to develop their Science skills: Having a degree in Molecular Biology and a Science specialism with my PGCE, I have a particular love of teaching science, especially sparking curiosity and designing investigations with learners. The asking of quality questions, alongside the ability to find answers and evaluate ideas are important skills in all areas of life.

Supporting and mentoring learners to develop independence, study skills, focus and attention: Developing independence is a skill that is built up over time, with careful scaffolding of support which is assessed and amended on a daily basis per the needs of the student at that time. Progress is not linear as it is task specific and dependent upon cognitive ability on the day. Therefore, it should be guided by the student on the day and the desired outcome of the task to avoid cognitive overload.

Modelling how to break seemingly difficult tasks down into manageable chunks coming from the place of ‘what do I know already that can help me?’ and ‘what do I need to find out?’ can not only help children master skills but also helps to build their confidence, as they receive praise and rewards for incremental successes.

Time management techniques may help to support individuals to focus and complete achievable tasks in short bursts with built in rest breaks, age and ability specific:

In my experience, engaging teaching relies upon several key parts. These are:

• Establishing a calm learning environment with few distractions

• Setting clear and achievable, child-led goals

• Providing manageable tasks which can be broken down

• Utilising a range of learning styles such as visual, kinaesthetic and auditory approaches

• Planning regular appropriate breaks and importantly, incorporating student’s own interests in learning tasks improves motivation and enjoyment.

I aim to create bespoke ‘Quality First Teaching’, alongside careful ongoing assessment of individual pupils' needs, to select or implement advised targeted interventions or assisted technologies to fill gaps in individual pupil’s understanding to enable their success.

Importantly, I have experience of SEN education as both a parent and a teacher. As a parent of two boys, both with varied additional needs, including anxiety, EBSA, AST, PDA, ADHD, dyslexia and ongoing CFS/ME, I can fully appreciate that school can be a challenging environment in some circumstances and that some children and young people need a different educational environment.

More recently, I have home educated my eldest son through his GCSEs. Following a CFS/ME diagnosis, my son was unable to attend High School for the whole of Year 11. He suffered from post-exertional malaise, extreme fatigue, pain, chronic digestive issues, cognition difficulties, brain fog, poor recall and retention of information. Having exceeded the school’s expectations, this experience firmly reinforced my belief that anything is possible when you understand and accommodate a person’s needs.