United Kingdom

Supporting children with SEN to develop trusting and meaningful relationships:

I believe that positive relationships are at the heart of good teaching and learning. Before the first lesson, I arrange a phone call with parents to find out more about their child - their strengths, interests and challenges. By getting to know the students well, I  tailor the lessons to their interests  - for example, using Lego in maths or art in English. I use games, humour and a light-hearted approach to create a low-stakes learning environment that makes students feel safe and comfortable. Over a period of time, I build trust by being consistent, reliable and flexible. My clear expectations and boundaried approach are, above all, tempered with kindness.

My experience developing students' skills and confidence in English and maths:

My students develop confidence and self-esteem from my sessions because I adapt the learning to their level, enabling them to make progress and experience success on their own terms. I use concrete resources in maths (Dienes blocks, Cuisennaires, Numicon and tokens) to deepen students' understanding of abstract mathematical concepts. In English, I use an engaging, text-based approach as a springboard for writing. I create subject-specific Widgits (picture/word banks and sentence stems), which help students structure their writing and reduce cognitive load. My pupils come away from lessons feeling good about their learning, knowing that - with the right tools and support - they can produce good work with increasing independence.

My experience supporting children with dyslexia:

I currently tutor children with dyslexia and I have participated in school-based, dyslexia training delivered by an educational psychologist.  While working in schools, I undertook a year-long speech and language, certified course (called ELKLAN) aimed at improving students' listening, memory and language skills. Supporting children with dyslexia requires a thoughtful, well-scaffolded approach. Difficulties with processing and reading written language can pose barriers to learning and require a huge, cognitive effort on the child's part. By breaking down the learning into manageable chunks, reducing cognitive load and scaffolding the steps with visual aids,  I empower pupils to engage with the learning. To aid reading fluency, prosody and comprehension, I use paired or choral reading; this is a technique which involves shared, repetitive reading. The pre-teaching of vocabulary can increase familiarity with the content and allows the student to make meaningful connections that can aid retention. I prepare topic-specific, Widgit word banks and sentence stems for writing lessons and model the use of spider diagrams to make links and aid retention.

My experience supporting students with dyspraxia (Development Coordination Disorder):

I currently tutor a child with a diagnosis of dyspraxia - a multi-faceted condition that can impact motor coordination, speech & language, memory & focus, and planning & completion skills. This condition can make it difficult for students to organise themselves, leading to a frustration gap'. Often, the child has great ideas and knows where he/she wants to get to, but finds it hard to draw out the information and see the work through to completion. I find that by breaking down the task into chunks, providing visual supports and structures - coupled with plenty of time and patience - students are able to access the learning and make good progress. Visual tools, such as mind maps and diagrams, can help pupils make connections and embed the learning into their long-term memory. Revisiting topics in maths and pre-teaching vocabulary in English can increase increase the child's familiarity with the material and promote retention. An 'Every time I write' laminated checklist encourages independence and meta-cognition as the student is responsible for taking ownership of their learning - reading back their work and editing for missing punctuation. Practical tools - a keyboard, writing slope, ridged ruler and pencil grip - can help reduce frustration, while other techniques, such as role play, drama and art, can  make the learning 'sticky' and meaningful.

My experience working with autistic young people:

I have experience working with a range of autistic pupils, each of them with a unique set of needs. In my daily practice, I use visual timetables and a consistent routine to reduce anxiety and support emotional regulation.  On any given day, I set the pace of my lessons according to the child's individual needs -allowing for regular movement and brain breaks  in order to sustain a positive dynamic that supports self-regulation. Some students benefit from an 'if/then' star chart; others benefit from using a 10 minute sand timer. One of my autistic students enjoyed the occasional drawing break on her sketch pad. There is no 'one size fits all' approach when teaching autistic pupils as every child is different and unique. As such, I work closely with families in order to ascertain what works best for their child, and I put in place routines that respect and support the child's needs. I have attended a specialist training course to support self-regulation for autistic children and I use the 'Zones of Regulation' chart as a tool to allow children to express and validate their emotions. Furthermore, I use social stories as a means to help autistic pupils navigate everyday situations with greater ease, enabling them to have a better understanding of others' thoughts and feelings, along with a greater awareness of how to manage their own responses in an appropriate manner.

My specialist experience teaching students with hearing impairments:

For two years, I worked in a school that has a specialist, hearing resource base and as a class teacher, I have taught pupils with cochlear implants. Children with hearing impairments need considerable support with speech and language. By pre-teaching vocabulary and providing word banks and sentence stems, I ensured that the learning was scaffolded in such a way that they could work independently. My clear modelling, which breaks down the task into manageable steps, enables all children - including those with hearing impairments - engage with the learning. My school chose to teach BFL as its modern foreign language so I have observed sign language lessons and assemblies. I believe that it is essential for children with hearing impairments to be exposed to positive role models and to be inspired by stories of adults with hearing impairments who have gone on to succeed in the wider world.

My specialist experience teaching students with visual impairments:

As a class teacher, I have taught a student who was partially sighted. I provided my student with large font text, a magnifier and a specially lined workbook for writing. We honed in on letter formation and handwriting, using Widgit word banks and concrete resources as a scaffold. Some children with visual impairments may find it challenging to identify how others are feeling as they can't easily read others' expressions: they may require social stories to help them avoid misunderstandings and navigate social situations.

My skills and experience supporting children to develop their independence:

I believe that independence is an essential component of self-esteem. By pitching and scaffolding the learning accurately, I give my pupils every opportunity to work as independently as possible. I use a variety of strategies - concrete resources, visual aids, word banks, sentence stems and clear models - which enable my pupils to engage with the learning independently.  My philosophy is to offer the least help first; this means that I work doubly hard to prepare for lessons in order to facilitate independent learning and I am always ready to step in with more scaffolds as need be. By promoting independence - and avoiding the trap of learnt helplessness - I give my students the opportunity to exercise agency and feel a sense of empowerment.

My SEN journey began fifteen years ago, when I embarked on my SpLD Masters with a focus on dyslexia, coinciding with my entry into the SEND department of a large state secondary school. My first fifteen years of teaching were as a secondary French and Spanish teacher, which developed into a busy role as languages advisor and teacher trainer for a London borough. This role perfectly combined my enthusiasm for multilingualism, literacy, and a growing passion for SEND. I then moved to a London borough SEN advisory service supporting Primary and Secondary learners. Afterwards, I spent ten years as the School SpLD lead (Primary and KS3) at an independent prep school and English as an Additional Language (EAL) lead. I was a member of the Equity, Diversity and Inclusion (EDI) steering group. Even after 30 years in education, my commitment to empowering young people remains as strong as it was when I first began teaching.

My Experience Building Trust, Forming Friendships and Reaching Potential:

Some children I have supported have experienced many challenges in their school settings. I believe that a holistic approach, tailored to a young person’s interests, helps capture their attention and fosters a sense of safety and trust. I set high expectations with achievable goals that my learner can believe in and commit to. Initial sessions involve relationship-building activities to promote a positive connection whilst I get to know my learner's unique strengths and needs. I am highly responsive to a child: Do they need to keep moving when communicating and learning? Do they benefit from a designated sensory space? Most importantly, a young person with SEND needs to feel understood and not judged.

My Experience Supporting Learners with Anxiety

For many students with SEND, anxiety has unfortunately been a common factor in their education. To support those experiencing anxiety, I believe that the young person needs to feel ownership when establishing routines and structures.  It's equally important to ensure students feel heard, safe, and reassured. Regular check-ins on their feelings have also proven beneficial, as has teaching them a range of breathing and mindfulness techniques. Often, I share my worries with them and demonstrate how I use a variety of techniques and strategies to manage feelings of dysregulation. I have found that exploring what students can and cannot control and teaching practical problem-solving makes a positive impact. I aim to help my young person build their own ‘toolbox’ of life skills they can rely on to support their emotional literacy and resilience.

My Experience Working with Young People with ADHD.

I have extensive expertise in working with young people with ADHD.  As a qualified dyslexia specialist, many of my students have ADHD alongside additional learning needs.  I am specially trained to administer ADHD screening, and I’m a qualified Executive Functioning coach.  I have in-depth studies in ADHD (Psychology Masters, Psychotherapeutic counselling qualification) and I use many cognitive behavioural therapy (CBT) techniques in my specially designed programmes.

For ADHD learners, it’s important to maintain a young person’s motivation by providing small, manageable tasks that are clearly explained and allowing sufficient time for completion. All of my sessions incorporate regular, brief breaks for movement, games, and even singing and dancing if this appeals to my learner. I find talking about their interests can be very effective in keeping students engaged. Physical tools such as a stress ball or fidget cushion are simple strategies that can greatly enhance their learning experience and motivation. Additionally, I believe it is essential to regularly check in on their emotional well-being, and I teach calming techniques to help them focus more effectively.

My Experience Supporting Young People with Working Memory Difficulties and Processing Needs.

Working memory and processing (visual and auditory) are often areas of difficulty for individuals with SEN.  As a Dyslexia specialist, I have advanced training and professional experience in working with students to equip them with a toolbox of strategies that they can rely on, from multisensory approaches, visualisation techniques, concrete and real-world tools, to assistive technology. Working memory and processing needs, both visual and auditory, can often impact confidence and self-esteem. I work closely with my learner, watching their body language for any signs of discomfort and responding swiftly. I listen carefully to how thinking and remembering feel for them and how they impact their learning. My learner’s well-being is always at the forefront of my mind in any programmes I design, and all of my sessions will involve opportunities to build emotional resilience and wellness.

Supporting Social Skills, Sensory Skills and Independence:

I believe developing social skills is closely linked to supporting speech and communication. Young people benefit from developing language and motor skills through real-world experiences. This fosters essential life skills, boosts confidence in social interactions, strengthens relationships, and most importantly, builds their self-belief to recognise their abilities. I have facilitated activities from turn-taking and waiting to reduce frustration, to sensory experiences like a trip to the dining room. I understand that some daily activities can feel overwhelming for a young person with SEN surrounded by life’s intensity of sounds, smells and textures. I work closely with learners, finding strategies that work for them to build their confidence and independence.

My experience working with young people with challenging behaviour and/or PDA;

I have worked with numerous students who present with challenging behaviour. This can range from a mild reluctance to engage to impulsive and hyperactive actions. Some of my pupils/students can be defiant and oppositional when overwhelmed by certain situations. I have also supported children and adolescents with more complex behaviours such as PDA and Conduct Disorder.  I believe that establishing a strong rapport with the students is crucial, so I dedicate time to understanding their interests and dislikes, and I then incorporate this knowledge into my planning. I adopt a flexible approach to foster trust and develop a meaningful relationship. An indirect style of negotiation helps them feel more in control of their learning, which reduces their anxiety. My learning style can often be less structured and more intuitive if I think it will benefit my learners. I focus on maintaining calm and steady emotions, frequently integrating drama and role-playing into my lessons. The language I use and how I approach questions play a significant role, often influencing the response and the likelihood of success with each task. I actively seek advice from parents to incorporate and adapt their tried-and-true strategies into my sessions. My goal is always to promote increased trust in others, boost self-confidence and ultimately help students develop more flexibility and independence in the daily challenges of life.

My specialist experience with extended teams around a child, including speech and language: 

I have worked extensively with children and young people with speech and language needs as a literacy specialist and EAL lead.  SALT monitoring is a core element of my assessment and practice.  I value the knowledge, support and commitment I gain from parents and carers, so building a relationship of trust with them is critical to any work I do with a young person. I liaise extensively with specialists, from clinicians to therapists. Many of my learners have speech, language and motor coordination needs.  As a dyslexia specialist, I regularly collaborate with my speech therapist,  occupational therapist and physiotherapist colleagues to incorporate aspects of their therapy targets into my specially designed interventions. I use a broad range of materials and approaches to support the speech and language needs of my learners.  I regularly draw upon respected SALT interventions (WIP, WIG and Colourful Semantics) to develop a learner’s speech and language from foundational speech sound understanding and sentence structure to narrative development. I enjoy creating resources which complement my learners’ interests.

My experience working with young people with complex medical needs.

I have worked with an array of children with complex medical needs, both as part of the team around the child and as the designated one-to-one coordinator and learning lead.  I have worked as a one-to-one lead with young people with Down’s Syndrome, Muscular Dystrophy, hearing impairment and cerebral palsy. Each young person has their unique profile of strengths, needs and interests.  I collaborate with parents, specialists, one-to-one support assistants and most importantly, the child themself to design programmes and activities to bring out the best in them and their potential.

My Specialist Experience of Teaching English and Literacy:

As a specially qualified dyslexia expert, I understand the need for a rich and broad range of learning experiences required for language development.  Yes, phonics plays an important role, but there is so much more to building solid foundations that a neurodivergent young person can rely on to grow their language, literacy and comprehension to their best advantage.  I always look forward to meeting my learners to try diverse, multi-sensory strategies that work well for them, with the ultimate goal of reading and writing for pleasure.

My Specialist Experience of Developing Numeracy Skills:

I have more than ten years providing specific numeracy interventions from Year 1 to Year 8, building crucial foundational skills. As with any intervention, I do a thorough strength and needs audit to inform the specially designed intervention that I will create for my learner. I have delivered a variety of numeracy lessons tailored to children with different ability levels and needs. I prioritise making maths engaging, often using real-life resources and outdoor opportunities to develop both numeracy and fine motor skills. Hands-on, multisensory approaches have consistently shown positive outcomes. Additionally, I have completed “Catch Up Maths” training, which involves brief, targeted activities to consolidate understanding and boost confidence.

My experience working with young people to boost their confidence and self-esteem.

My approach to specialist teaching and learning has always been to keep the young person’s well-being at the heart of every activity in a session. Yes, the content needs to be well-founded and relevant to their learning needs, but an individual’s response to any activity needs to be underpinned by their emotional engagement.  My approach to building rapport centres around finding out about what the child likes, what they know they do well and exploring what they don’t like and where they lack confidence. This helps us to find teaching and learning opportunities to explore in our sessions. When a young person starts to feel ownership of a skill and knows they have made progress on a target they want to improve on, there is a powerful boost of confidence and self-esteem. Even more rewarding, growth in confidence and self-esteem ensures that life skills are being gained beyond the educational setting.

My specialist experience in providing engaging sessions to inspire a love of learning.

I seek engaging learning activities for my unique learner. I have extensive experience in the SEN sector, especially in Dyslexia, ASD, and ADHD and utilise well-founded and respected approaches to underpin my specially designed sessions. I love to share my excitement and pride in my learner’s progress. I am an empathetic and enthusiastic professional dedicated to helping the child thrive. I enjoy discovering a person’s particular areas of interest to find resources and content most suited to them. I am genuinely interested in getting to know each child and understanding how to best support their educational needs, both within and outside of education.

I understand how crucial a positive relationship between teacher/tutor and pupil, for meaningful learning. Such a relationship can transform a child’s educational experience, making it more enriching, supportive, and enjoyable. I believe trust is built over time through consistency, reliability, and clear expectations, alongside genuinely listening to and empathising with the challenges each child faces. By doing so, I aim to support and encourage every pupil in reaching their goals and fulfilling their potential.

•  My experience working with young people with Autism

I have extensive experience working with a wide range of Autistic pupils, each with varying support needs. This includes supporting pupils with high support needs who use non-verbal communication methods such as PECS and AAC software like Grid. I am trained in and have implemented strategies such as Intensive Interaction and Attention Autism to support the development of early communication, focus, and attention skills. I have also used TEACCH approaches effectively, particularly with pupils who benefit from structured workstations and 1:1 teaching, ensuring that sessions are paced appropriately with regular breaks and respect for the pupil’s need to self-regulate—whether through stimming, movement, or seeking low-sensory environments.

I have worked closely with music therapists, occupational therapists, and speech and language therapists to understand and respond to each pupil’s sensory profile. I can confidently support sensory-seeking and sensory-avoidant behaviours by integrating tailored, sensory-friendly activities that help pupils feel comfortable, engaged, and ready to learn.

•  My experience working with young people with Anxiety

I have a deep understanding and sensitive approach to supporting children with anxiety. I have worked closely with students to identify their triggers and tailor strategies that help them manage their emotions in the classroom and the wider school environment. My approach combines creating a safe environment with fostering resilience and self-regulation skills. I collaborate regularly with families, therapists, and other professionals to ensure a holistic support system, enabling these young people to build confidence, reduce anxiety-related barriers, and achieve their full potential.

•  My experience working with young people with PDA

In addition, I have significant experience working with pupils who present with challenging behaviour, including those with Pathological Demand Avoidance (PDA). I know the importance of a non-hierarchical, low-pressure approach that centres the pupil’s autonomy and interests. Patience, empathy, and adaptability are at the core of my practice. My approach helps foster trust and builds a foundation for meaningful engagement and long-term progress.

•  My experience working with young people with ADHD

I have extensive experience teaching pupils with ADHD, many of whom have struggled in mainstream settings and been unfairly labelled as ‘naughty’—often carrying the emotional weight of this perception, along with the frustration and avoidance it can create. I understand how vital it is to provide a sensory-friendly learning environment, incorporating regular movement breaks and a flexible, pupil-led pace. Recognising and responding to signs of disengagement, while offering just the right level of challenge, is key to maintaining focus and motivation. I’ve found that a creative, collaborative approach—such as adding music or integrating a pupil’s interests—can be especially effective in supporting pupils with ADHD and allowing them to thrive.

•  My experience working with young people with Sensory and/or auditory processing needs

I have extensive knowledge of the diverse and intricate needs of children with sensory and/or auditory processing differences. I have worked closely with children who face challenges with sound processing, managing sensory input, and regulating their responses to situations that might be overwhelming. To guarantee accessibility and engagement, I have used tailored strategies such as visual aids, songs, routines, sensory-friendly classroom adaptations, and individualised communication systems. Collaboration with multidisciplinary teams is essential to my work, including families, occupational therapists, and speech and language therapists. My practice is rooted in empathy, patience, and the firm belief that with the right support, every young person can thrive and achieve meaningful progress.

•  My experience working with young people with SEMH

As a SEND teacher and music therapist, I have worked closely with children presenting Social, Emotional, and Mental Health (SEMH) needs, using creative and therapeutic approaches to support their unique challenges. I have cultivated a deep understanding of the complex factors influencing their behaviour and emotional well-being, by employing a compassionate, patient, and consistent approach to build trust and resilience. As a music therapist, I am skilled at creating safe and nurturing environments, to lay the foundations for learning.

•  My experience working with young people with challenging behaviour

In my extensive career as a SEND teacher, I have worked with many students who present with challenging behaviour. I always look for the reason behind the behaviour, and know that very often, the challenging behaviour represents a stress reaction. I aim to implement strategies that address the underlying causes of these stress reactions, fostering a safe and supportive environment where each student feels understood and valued. By combining consistency, clear boundaries, and positive reinforcement, I have successfully helped students build self-regulation skills and improve their social interactions.

•  My experience working with young people with Social Interaction and friendship needs

As an experienced SEND teacher and music therapist, I have worked extensively with children who have social interaction and friendship needs. My role has involved creating supportive, inclusive environments where students feel safe to express themselves and develop meaningful relationships.

Through tailored music therapy sessions, I have used improvisation, group singing, and collaborative musical activities to encourage communication, turn-taking, and social engagement. Music offers a non-verbal medium that helps reduce anxiety and build trust, making it easier for students with social challenges to connect with peers.

In the classroom, I integrate social skills development into everyday learning by facilitating structured group activities and guided peer interactions. My combined expertise in education and music therapy enables me to address social interaction and friendship needs creatively and effectively, helping young people build confidence, empathy, and lasting friendships.

•  My experience teaching Primary Maths

I take a practical, multi-sensory approach to teaching the maths curriculum, ensuring it is accessible, engaging, and suited to individual learning needs. I use a wide range of concrete objects—such as counting blocks, number lines, numicon and everyday items—to help students grasp fundamental mathematical concepts through hands-on exploration. Number recognition and basic skills like counting, sorting, and simple operations are reinforced through interactive games and fun, structured activities that promote participation and confidence. By embedding learning in meaningful, playful contexts, students can build their mathematical understanding at their own pace.

•  My experience teaching Primary English/Literacy

I bring creativity and adaptability to teaching the English/ Literacy curriculum, ensuring that children can access and enjoy learning. I use storytelling as a powerful tool to spark imagination and deepen understanding, often incorporating props such as puppets and sensory materials to create interactive, multi-sensory experiences. These approaches support active learning and help students engage with language in meaningful ways. I integrate phonics teaching through structured, repetitive activities that reinforce sound-letter recognition, blending, and segmenting, meeting to individual learning styles. By combining imaginative play with targeted literacy strategies, I foster a love of language while building essential reading and communication skills.

•  My experience teaching Emotional regulation

I recognise the importance of teaching emotional regulation, particularly for children with SEND, as it underpins their ability to engage meaningfully with learning and social experiences. Drawing on my expertise as both a teacher and music therapist, I use a range of strategies—including musical improvisation, sensory activities, and structured routines—to help students identify, express, and manage their emotions. Music provides a powerful, non-verbal outlet for emotional exploration, allowing children to develop self-awareness and coping mechanisms in a safe and supportive environment.

•  My experience teaching Study Skills & Executive Functioning Skills

To teach study skills and executive functioning skills, I use structured, multi-sensory approaches to support areas such as organisation, planning, time management, and task initiation. Drawing on my background in music therapy, I incorporate rhythm, routine, and creative strategies to reinforce memory, focus, and emotional regulation—key components of executive functioning. My approach is highly individualised, enabling students to develop strategies that are practical, accessible, and transferable across subjects and daily life.

•  My experience teaching Functional Skills (English& Maths)

I recognise the importance of creating functional skills-based learning, working towards the outcomes outlined in Education, Health and Care Plans. The aim to support the child to achieve as much independence as possible in their future, is embedded in my practise, extending across the core subjects.

•  My experience teaching Social Communication and Interaction skills

My music therapy skills lend themselves perfectly when teaching children Social Communication and Interaction skills. Through the use of rhythm, melody, and improvisation, I create engaging, non-verbal opportunities for students to express themselves, take turns, and develop joint attention. Music provides a safe and motivating environment where children feel encouraged to practice listening, responding, and initiating interactions. By integrating therapeutic techniques with my teaching practice, this holistic approach not only supports their educational development but also promotes meaningful connections that extend beyond the classroom.

•  My experience teaching Community support and outside activities

I enjoy teaching Community support and outside activities, providing invaluable opportunities for students to develop essential life skills. Combining my experience as a teacher and music therapist, I incorporate creative and interactive approaches that encourage social engagement, independence, and confidence in unfamiliar environments. Whether through group music-making, or collaborative projects, I help students build meaningful connections and practice communication and cooperation skills in wider community settings. These experiences not only enrich their learning but also empower children to participate more fully in everyday life beyond the classroom.

•  My experience developing confidence and self-esteem

I understand how vital confidence and self-esteem are in enabling children and young people to truly flourish. I am deeply passionate about helping young people discover and celebrate their unique strengths and skills. By supporting them in overcoming barriers that may cause them to feel ‘less than,’ I aim to build their confidence and sense of self-worth, acknowledging and celebrating every achievement—however that may look for them. I acknowledge the importance of making learning fun and engaging, to inspire and spark a passion within themselves. I also embrace the use of music in developing self-esteem and confidence, through encouraging decision making, turn-taking, leadership and celebrations of musical success!

•  My specialist experience providing engaging sessions to inspire a love of learning

A love for learning is central to my approach to education. I am passionate about creating inclusive, fun, and meaningful learning experiences that are adapted to each pupil’s unique needs and abilities. I use creative, student-centred methods to foster curiosity, build confidence, and encourage self-expression. I believe that every child has the potential to grow and thrive when provided with the right support, encouragement, and opportunities.

•  My skills and experience supporting young people to develop their independence

I am skilled in supporting children to develop their independence. Through a combination of structured routines, individualised learning strategies, and therapeutic interventions, I empower each child to build confidence, make choices, and take ownership of their learning. I look for small moments for each child to develop their autonomy, noticing and praising each step in their own journey towards independence.

My sessions are engaging, fun and highly personalised. I believe that building a trusting relationship based on kindness and mutual respect with the learner is key to supporting their learning and development. I love planning creative, individualised sessions that build confidence, reduce barriers to learning and develop key skills at a pace suited to the learner.

I completed a PGCE in secondary English in 2003 and have since worked in both mainstream and specialist SEND settings. I have fulfilled many roles including secondary teacher of English, Head of English, Head of Personal, Social, Citizenship, Health, Economic Education (PSCHE), ASC class teacher, lead teacher for dyslexia and ADHD, lead teacher for reading, work experience coordinator for pupils with SEND, lead teacher in the Borough for assessment for learning (AFL). I have extensive experience in supporting learners with a range of additional learning needs to develop their skills, grow in confidence and make rapid progress with their learning. Each role has allowed me to gain a deeper understanding of how to support learners with SEND achieve and thrive.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships:

I have worked in a variety of specialist SEN settings as both a class teacher and a middle leader. My experience working with pupils with additional needs has taught me the importance of building trust through consistency, empathy and clear communication. I prioritise creating a safe and supportive environment where each young person feels heard and respected. By taking the time to understand their individual needs, interests and preferred ways of communicating, I’ve been able to foster meaningful relationships that promote both emotional well-being and personal growth. This foundation of trust is essential not only for effective support but also for empowering young people to build confidence and reach their potential

My experience working with young people with ADHD:
In my experience working with young people with ADHD, I have developed and implemented a variety of evidence-based strategies to support their emotional and behaviour regulation. As the lead teacher for ADHD at my previous setting, I was responsible for designing tailored interventions and supporting staff in best practices. I regularly used the Zones of Regulation framework to help students identify and manage their emotional states, incorporating calming strategies and mindfulness techniques into daily routines to build self-awareness and resilience. I believe that ADHD can be a strength and I work with young people to support them in their journey of discovering how it can be their superpower. My approach emphasises consistency, empathy and collaboration with families and professionals to ensure each young person feels understood and empowered to thrive.

My experience working with young people with Dyslexia:
I’ve worked with young people with dyslexia for several years, and it’s an area I’m genuinely passionate about. As a qualified Specialist Teacher of Dyslexia with a Postgraduate Certificate in SpLD (Dyslexia), I’ve had the opportunity to support students both one-to-one and within the classroom. In my role as Lead Teacher for Dyslexia, I helped develop targeted support plans, worked closely with staff to share strategies and always made sure parents were involved in the journey. I use a range of multisensory approaches and assistive technology to make learning more accessible and engaging, but just as importantly, I focus on building confidence and helping students see their dyslexia as a strength. I always reinforce the fact that dyslexia has nothing to do with intelligence and does not need to be a barrier to success.

My experience working with young people with Dyspraxia:

I’ve supported several young people with dyspraxia over the years and I’ve come to really understand how varied their needs can be. Whether it’s helping with motor planning, organisation, or building confidence in social situations, I always aim to create a calm, structured environment where they can feel safe and successful. I work closely with occupational therapists and use strategies that break tasks down into manageable steps, while also encouraging independence. A big focus for me is helping students develop self-esteem and recognise their own strengths - whether that’s through adapted learning tools, visual routines, or simply celebrating small wins. I’ve found that with the right support and patience, learners with dyspraxia can thrive and gain real confidence in their abilities.

My experience working with young people with Dyscalculia:

I’ve supported young people with dyscalculia in the classroom and I understand how frustrating maths can feel for them without the right support in place. My focus is always on building confidence first - helping students feel safe to make mistakes and try new approaches without fear. I use a range of concrete, visual, and practical resources to help make abstract concepts more accessible, and I work at a pace that suits each individual learner. I also make a point of connecting maths to real-life situations wherever possible, to help build understanding and relevance. Working closely with parents and specialist staff, I tailor support to each child’s needs, always aiming to reduce anxiety and foster a more positive relationship with maths.

My experience working with young people with Sensory and/or auditory processing needs:

I’ve worked with a number of young people with sensory and auditory processing needs over the years and I’ve learned how important it is to create a calm, predictable environment where they feel secure. I take time to understand each students’ sensory profile and work closely with families, occupational therapists and other professionals to adapt the classroom in ways that reduce overwhelm - whether that’s through noise-reducing tools, visual timetables, movement breaks or quiet spaces. I’ve also supported students with auditory processing challenges by using clear, simple instructions, visual cues and giving extra time to process information. Most importantly, I listen to the child and involve them in what works for them, helping them to build self-awareness and strategies they can carry with them beyond the classroom.

My experience teaching Secondary Maths, English and Science including GCSE’s:
I have experience teaching English Language and Literature at GCSE level and delivering Maths and Science at primary and KS3 levels, with a strong focus on supporting students with special educational needs. I adapt my teaching to suit a wide range of learning styles and needs, using visual aids, clear step-by-step instructions, and practical, multisensory activities to make lessons accessible and engaging. In English, I break down texts and exam skills into manageable parts, supporting students with reading comprehension, written expression and building confidence with both creative and analytical tasks. In Maths and Science, I focus on real-life applications, using concrete resources and repetition to reinforce key concepts. I create a calm, structured environment where students feel safe to ask questions, make mistakes, and learn at their own pace. My aim is always to help SEN learners feel valued, understood and capable of success.

My experience teaching Study Skills and Executive Functioning:

I have extensive experience teaching study skills and strategies to support executive functioning to students with a range of learning needs, including those with ADHD, dyslexia and other neurodiverse profiles. My approach focuses on helping students develop practical strategies for organisation, time management, memory and planning - all tailored to their individual strengths and challenges. I teach these skills explicitly and in context, using visual tools, checklists, planners, and scaffolded routines that support independence and reduce overwhelm. I also build in regular opportunities for reflection, helping students understand how they learn best and what strategies work for them. Whether it's breaking down tasks into manageable steps, building revision routines, or learning how to prioritise, my goal is always to empower students with tools they can use both in and out of the classroom.

My experience teaching Community Support and Outside activities:
I strongly believe in the value of learning beyond the classroom, and I’ve had the opportunity to lead a wide range of educational trips. I coordinated work experience placements for students with SEND, carefully matching them with opportunities that suited their interests and abilities, and supporting them throughout the process to ensure a positive and meaningful experience. I’ve also organised and led a variety of trips - from college visits to museums, theatres, and restaurants, where students could practise social skills in real-world settings. These experiences helped students build confidence, develop social and life skills and gain a broader sense of the world around them. I’m passionate about providing real-life learning opportunities that support personal development and help young people make connections between what they learn in school and life beyond it.

My experience working with young people to boost their confidence and self-esteem:
Supporting young people to build their confidence and self-esteem has always been a central part of my work. I take a strengths-based approach, helping each learner recognise what they can do, rather than focusing on what they find difficult. Whether it’s through one-to-one support, praise and encouragement, or creating opportunities for success in the classroom and beyond, I make a conscious effort to help students feel seen, heard, and valued. I create a safe, non-judgmental environment where learners feel comfortable taking risks, asking for help, and celebrating their progress - no matter how small. I’ve seen first-hand how increased self-belief can unlock engagement, independence, and a more positive outlook on learning and life.

My specialist experience providing engaging sessions to inspire a love of learning:
I have specialist experience in creating and delivering engaging sessions specifically tailored for learners with special educational needs and disabilities. I use a wide range of strategies to make learning accessible, enjoyable, and meaningful - including learning games, multisensory activities, visual supports, real-life contexts, and plenty of opportunities for movement and hands-on learning. I always aim to make sessions fun and motivating, helping students feel relaxed and open to learning. My approach is centred around building curiosity, confidence, and independence, and I take time to get to know each learner’s interests and strengths so I can tailor activities to what works best for them. For many of the young people I work with, rebuilding their relationship with education is key - and I’m passionate about creating positive, inclusive learning experiences where they can feel successful and valued.

My skills and experience supporting young people to develop their independence.
I have extensive experience supporting young people in developing their independence-  both academically and personally. My approach is grounded in structured, scaffolded learning that gradually builds the skills and confidence needed for independent learning. I use metacognitive strategies to help students understand how they learn best, set meaningful goals and reflect on their progress. I also have experience arranging tailored work experience placements for learners with SEND, helping them develop real-world skills and prepare for life beyond the classroom. Through personalised, inclusive support, I empower young people to take ownership of their learning and equip them with the tools they need to thrive independently.

From my first year as a qualified teacher, my mentor said I would work with children with SEND in a more specialist capacity. I have always loved teaching children with additional needs, long before I became a SENDCo/ Inclusion Manager. I have my own first-hand experiences of struggling with additional needs at school and I know the difference that high quality support and provision can make. I have taught for 15 years across a range of inner-city London schools with a wide range of SEND. Before becoming a SENDCo, I worked as an intervention teacher for several years and was able to really dive deep into the process of learning for each of the children I worked with and establish strong and positive relationships with them. I then moved onto working as a SENDCo/ Inclusion Manager for two London schools and spent a significant chunk of time building and developing a SEND Unit alongside the mainstream school. This has undoubtedly been one of the most rewarding aspects of my career so far and has been an education in and of itself. I have seen time and again what a difference it can make to a child’s life to have a skilled practitioner who is willing to go the extra mile because they believe in the child and their innate potential – no matter the barrier. I want all children I work with to feel valued, safe, and confident. I strive to support them in developing their own sense of self and in finding out who they are and what special skills, abilities, traits, viewpoints, and insights they have to bring to the world around them. I want every child to know their importance and value.

My specialist experience working with young people with SEN to develop trusting and meaningful and provide engaging sessions that inspire a love of learning and boost self-esteem and confidence:

I have seen time and again through my own practice and that of the teams of professionals I have managed, that the starting place of all good learning for children with SEND comes from prioritising and building a trusting relationship between the child and the practitioner. Without this, no matter how good the teaching, lesson plans, resources or theory, meaningful progress is difficult to achieve.

 My approach is flexible, and I take time to really get to know the whole child that I am working with; their interests and hobbies, factors that might create anxiety or upset, the important people in their life, the way they communicate, and so on. When I have worked with children with Autism, for example, who are either non-verbal/ non-vocal or have very limited speech and language, I have always prioritised finding myriad ways to support the child in communicating their needs to me – whether that be through non-verbal means/ Makaton/ communication boards/ visuals / key words or any other useful approach. This is an extremely important part of building a positive and trusting relationship where the child can feel safe and seen.

Knowing the activities and special interests a child may have can really support my work with them and I will always make the effort to build these into our sessions. For example, when working with a child with ADHD and high anxiety, he would only respond to lessons that were themed around Sonic the Hedgehog and so we tailored all our resources and lesson plans to include this as well as building this into reward time to motivate him to engage with subjects that he found challenging. Another child with Autism, had a special interest in tiny objects and toys, so I used a vintage Polly Pocket collection (with very close supervision, of course), to support speech and language sessions. I have many other such examples and find that using special interests to stimulate learning can be very useful.

Starting from a place of success is also something I try to do with all aspects of learning. This means starting with a task or activity that I know the child can do well and is familiar with before introducing something new. I want for the children I am working with to build resilience and confidence and feel safe before attempting something they might perceive as challenging or tricky.

I believe that so much of how we learn is informed by our self-image and the perception of oneself as a learner.  As much as I want children to learn and progress in academic subjects, I strongly believe that they must have an underpinning and understanding of their strengths and how these can support them. I invest a lot of time in celebrating with and mirroring/ reflecting to children the strengths I see in them. I use all opportunities I can to build a child’s awareness of their strengths and use this as a building block to greater confidence and positive self-image.

My experience teaching children with Dyslexia/ Dyspraxia and working memory difficulties:

I have a wide range of experience teaching children with dyslexia and dyspraxia. I work from a place of establishing trust and building confidence in the pupil in the first instance. It has unfortunately often been the case that the fun and joy of learning has been overshadowed for a child with dyslexia or dyspraxia due to the way in which a subject has been taught. This can create a lot of limiting beliefs in a child that need to be compassionately challenged, understood and worked through. My aim is to take the fear out of learning and instead to create an environment of safety, where a child can build resilience and learn meta-cognitive skills to support them when learning new and tricky concepts. I want children to know what to do when they feel stuck and to have the tools to work through the problem.

I am also trained in several interventions with a solid research base to show positive outcomes for dyslexia, including a Precision teaching approach in schemes such as Alpha2Omega, ToebyToe, Rapid Naming (my personal favourite), Plus1 and Power of 2, to name a few.

Difficulties with working memory can be prevalent among learners with dyslexia and dyspraxia so providing strategies and study skills to support this often form part of my teaching approach. Helping a child to note-take, summarise and record key information is often part of this process. I am also careful not to overload a child’s ‘memory shelf’ with too much information when teaching new concepts or giving instructions and I make explicit the key information they need to take note of.

My experience teaching children with ADHD:

As a practitioner working with children with ADHD, it is important to understand the differences that can be apparent between male and female presentations. Understanding a child’s experience of anxiety and nervous system dysregulation is also key. Before any effective learning can take place, we need to be and feel regulated and for everyone that looks different. Some children I work with require a great deal of physical activity, such as sensory circuits or simple ball games, before starting a task. Others might need strategies that support calming, for example, drawing, mindfulness meditation, use of sensory objects or perhaps a simple chat with a trusted adult. Further to this, equipping children with emotional literacy skills; identifying how you are feeling and what you need, is a core part of the way I teach. I weave these skills into and through my sessions. I also think carefully about the way I structure tasks for learners with ADHD. This might mean we flit between two or three different tasks at any one time, or we work for short periods of time with frequent breaks in between. I also spend time on supporting the child in learning how to learn. Study and organisational skills are central to reducing overwhelm for a child with ADHD and giving them a clear path forwards for how to start and complete a task.

My experience working with pupils with social, emotional, and mental health difficulties, including anxiety:

There is perhaps no clearer area of need where the importance of first developing a solid relationship / attachment with a child is more apparent than in working with children with SEMH needs. There is often, though not always, an overlap and comorbidity of need for these children which requires a holistic mindset and approach. When working with a child with SEMH needs, I will first take time to understand the child’s attachment style, possible trauma history, specific learning difficulties (if present), potential sensory processing issues, sleeping, eating and screen-time patterns, amongst other things, before trying to establish the best way to work with a child.

One of the children I have most recently worked with has a diagnosis of PDA and his sensory processing issues were contributing greatly to the emotional dysregulation and anxiety we saw throughout the day. Working closely with the OT was very beneficial in helping to establish routines, such as “heavy work” and the creation of various sensory circuits to support his nervous system. Another child I recently worked with required a lot of support in emotional regulation and developing a more positive self-image. The use of Zones of Regulation to support first labelling emotions and then making use of a range of strategies supported the journey towards emotional regulation. Further to this, the child expressed an interest in Music. I, therefore, planned in short singing and piano lessons at the end of a learning session. These provided not only an incentive for learning but a jumping off place to build confidence through something fun and engaging.

When working with children with high levels of anxiety, I try hard to build in consistent routines and support the child to understand the structure of the day and each session, as best as possible, through use of visual supports and simple language, especially when there are co-existing language difficulties. I always aim to prepare a child for any changes to reduce anxiety and I like to use tools such as social stories to support this so that a child can refer to these when I am not with them, for reassurance. If a child is dysregulated, the academic learning needs to be put on hold and supporting emotional regulation becomes the priority. This might include deep pressure massage or activities, such as a weighted blanket, sensory breaks, music, story-time or any activity that the child responds to positively. It is important as a practitioner to remain curious and committed to developing a toolkit for the child to use in times of high distress or anxiety. I spent a great deal of time as SENDCo supporting teachers to build regulation toolkits for specific children with SEND in their classrooms and wherever appropriate and possible, training the child to access this independently.

I believe strongly in the importance of language as a tool to diffuse or indeed escalate dysregulation and have also been trained in a range of approaches to use with children, including restorative conversations and non-violent communication. Children with SEMH needs have sadly and all too often, experienced the label of being “naughty.” They have, at times, been blamed, shamed and misunderstood by a system that struggles to cope with children that perhaps learn and see the world differently. As a trusted adult, I see my job as creating a safe space for a child, with boundaries and parameters. I am very serious about modelling emotional regulation through my own words and actions when working with a child.

My experience with teaching children with speech, language, and communication needs:

As part of my NASENCo qualification, I became very interested in understanding more about Developmental Language Disorder and speech, language and communication difficulties given the prevalence of this need. I have researched the subject in depth and practically speaking have worked with a wide range of children across all key stages of Primary School and EYFS, as well as developed programmes to improve children’s communication skills. I launched a whole-school project on Oracy that ran over a two-year period, using the work of Voice21 and School 21. The purpose of this work was to upskill the teachers and improve their teaching of communication skills. I successfully implemented a wide variety of strategies, games, programmes, and interventions from EYFS to Year 6.

As a teacher, I like to make my teaching as visual as possible, using objects of reference, props, pictures, images, gestures, actions, and some Makaton. I enjoy tailoring the visual aids and supports for each child and making resources such as, communication boards, Now and Next charts, visual timetables and so on. Anything that will support the child’s understanding of the concepts we are working on…

I am also fond of using Colourful Semantics as a programme to support language development in a very structured and sequenced way and have had very good results with using this across a range of age groups.

My skills and experience supporting young people to develop their independence:

My aim as a practitioner should always be to enable the child I am working with to become as independent of my support as possible and as appropriate. Building independence can take a wide range of forms, from putting on a coat or finding a pencil to start a task, using the toilet independently, using a knife and fork or being able to complete a Maths problem or write a word or sentence without teacher input. These are of course, just a few examples. Depending on the child’s needs will of course, depend on the areas of independence that need to be focussed on and developed. I have a wide range of experience in supporting children’s independence in both functional and academic skills. I take a patient, kind and fun approach and believe in starting from where the child is at and working closely with parents and professionals so that we are all consistent in our approach for the child. This can mean breaking the goal down into very small chunks. However many steps we need to break a task down into, we celebrate every achievement and moment of progress.

In working with a child with Autism, she had an intense fear of the toilets at school and would become very distressed if asked to use them. It took two years and a variety of methods before she was able to successfully and independently use the school toilets. During this time, it was important for us to really break the ultimate goal down, starting from a place that would not completely overwhelm her. We began by reading books about toilets and showing pictures of her favourite characters using the toilet to build her tolerance of the distress that this topic created within her. Through a slow and methodical step by step approach and a lot of trial and improvement, we were able to reach the final goal. This really took a commitment and persistence in approaching the situation in a range of ways.

My experience working with executive functioning difficulties and teaching study skills:

In my fifth year of teaching, I was fortunate enough to attend a course on a meta-cognitive approach to learning, called Instrumental Enrichment (IE). The purpose of the programme is to equip children with a range of learning and study skills that they can generalise and apply to all areas of their learning. It was a very intensive course that radically changed the way I viewed teaching and learning and ultimately the way I taught children. I hold certification for Level 1 IE training, and this enables me to work through a range of instruments with children to build learning skills, such as:

• Working systematically
• Categorising and comparing
• Planning
• Organising, ordering, and sequencing information
• Reducing impulsivity and developing precision and accuracy
• Logical and inferential thinking
• Being able to use more than one idea at a time
• Hypothetical thinking
• Effective checking of answers and work
• Developing resilience

All too often, our education system seeks to overload the curriculum with content rather than teach children HOW to learn. Children with SEND can experience a high level of overwhelm due to the cognitive load that accompanies a constant stream of information. There is a need to first equip a child with the skills they need to be an effective learner and once these are established, the overwhelm and anxiety can be reduced, and deep learning can take place. The underpinnings and principles of the IE approach are often fundamental to the general way in which I teach.

My experience teaching Literacy:

 Equipping children with the essential Literacy skills for Reading and Writing and fostering a love of stories and storytelling is one of my great passions. I draw from a range of materials and interventions, including the work of Alan Peat and Pie Corbett. For children with specific Literacy difficulties, I have had great success in using programmes like Alpha2Omega, Toe by Toe, Precision Teaching, Echo Reading and Rapid Naming, amongst others. I am an adept and confident teacher of phonics, but I do see a need, often, for children with SEND, to use supplementary programmes and methods as the phonics approach can be limited in impact, depending on the needs of the child. Thus, flexibility is important! I am always looking for new ways to engage children in Literacy activities. Confidence building is key to this before any meaningful learning can take place and gently challenging a child’s notion of themselves as a Reader and Writer. I have first-hand experience of struggling throughout my Primary and Secondary schooling with Literacy and know the joy that can be found in discovering a passion for something that previously felt like a block!

My experience teaching Maths:

Depending on a child’s previous experience of Maths teaching, it can be a subject that creates real confidence blocks and a negative inner dialogue, which, if left unsupported, can be difficult to unpick and work past later. It is important to me, therefore, that before any learning can begin, the child I am working with feels safe to make mistakes and have a go and that they understand the process of learning can be messy and messy can be fun! I love making Maths sessions playful, engaging, and practical. It is very important that children with SEND have a real-life context to place their Maths skills in – whether that be measuring through baking cookies or teaching about 2D and 3D shapes through artwork, for example. I use a range of approaches and interventions, some structured, for example, Plus1, Power of Two, The Number Box, Precision Teaching, and others that are more flexible in nature. It very much depends on the needs of the child I am supporting. All of my teaching involves heavy use of concrete manipulatives and visual supports, and I use a lot of the principles from the Singapore Maths programme, particularly moving from the concrete à pictorial à abstract when introducing and teaching new concepts.

My experience advocating for children with SEND:

I am and have been a very passionate advocate for both parents and children with SEND. In my time as SENDCo, I gave a significant amount of time to lobbying our local MP and trying to raise awareness about the growing SEND crises and the lack of resources and provision afforded to the children who need it most. I developed some very strong relationships with parents of children with SEND – some of whom stayed connected several years after leaving our school to seek advice from me and ask for my support in advocating for their child to the new Local Authority. I have also sat on panel to determine EHCP application requests. As one of the designated Safeguarding Leads for my school, I have also worked with many parents of children with SEND to raise awareness around the services they could access that might be of help in supporting their child’s development. I have been proud to support parents through the appeals process, resulting in securing specialist school provision for a number of children on my caseload as SENDCo.

With over 10 years of experience as a qualified teacher, I have worked in both mainstream and specialist provisions, where my passion for supporting neurodivergent students has driven me to specialise in working with students with special educational needs and become a Middle Leader within this setting. My journey as a specialist SEN teacher has been shaped by my unwavering commitment to providing each student with the tools and support they need to thrive. As a specialist tutor, my goal is to help students not only access the curriculum but also develop the confidence and skills they need to become independent learners. I strive to make a positive and lasting impact on each student's educational experience, empowering them to reach their full potential.

• Supporting students with Communication and Interaction difficulties:

I have extensive experience supporting learners with communication and interaction difficulties, including those with Autism Spectrum Condition (ASC), Attention Deficit Hyperactivity Disorder (ADHD), and associated challenges with speech and language. Over the years, I have developed a robust skill set in using tailored strategies to meet the unique needs of each student. These strategies include visual supports, timetables, and social stories, all designed to help students better navigate their learning environments and the world around them.

Collaboration with Speech and Language Therapists has played a pivotal role in enhancing my ability to support learners with speech and language difficulties. By working alongside specialists, I have developed a wide range of tools and resources, including basic Makaton, visual cues, and intensive interaction methods to support non-verbal students. These resources enable me to create individualized approaches that empower students to communicate and engage effectively.

One of my core strengths lies in my ability to leverage these strategies to not only help students develop essential social skills but also to build their confidence in interacting with others. I recognise the importance of understanding and connecting with each student’s unique interests. By incorporating these special interests into the learning process, I create a sense of ownership, relevance, and enjoyment in their educational journey. This, in turn, fosters an environment where learning feels meaningful and engaging.

• Supporting students with Cognition and Learning difficulties:

I also have a wealth of experience in creating and using a variety of visuals and resources to support students with diverse learning difficulties, including dyslexia, dyscalculia, memory and processing difficulties, retention challenges, and global developmental delay. My approach is rooted in a deep understanding of the individual needs of each student and the importance of scaffolding learning to ensure that all students can access and retain information.

Over the years, I have developed and implemented strategies that reduce cognitive load, build on prior knowledge, and help students retain and revise key concepts. I constantly engage in research and self-reflection to enhance my practice and ensure that I am providing the most effective support. I am committed to adaptive teaching, ensuring that my lesson planning is flexible and responsive to the abilities of all my students.

In addition to my teaching practice, I have led and organised interventions tailored to meet the specific needs of students, ensuring that they receive the targeted support required to succeed. My experience in these areas has reinforced the importance of personalised and student-centered approaches to learning, and I am passionate about making a positive impact on every student's educational journey.

• Supporting students with Social, Emotional and Mental Health difficulties:

Throughout my career, I have developed a deep understanding of the interconnectedness between social, emotional, and mental health and how these challenges can manifest in various forms. I believe that building trusted, nurturing relationships grounded in mutual respect and clear, consistent boundaries is fundamental in supporting individuals facing these difficulties. I have had the privilege of working closely with students who have a range of emotional and psychological needs, including attachment difficulties, anxiety, Oppositional Defiant Disorder (ODD), Pathological Demand Avoidance (PDA), Obsessive Compulsive Disorder (OCD), and Pediatric Autoimmune Neuropsychiatric Disorders Associated with Streptococcus (PANDAS).

To enhance my ability to support these students, I have actively pursued further education and training in mental health and wellbeing. I have completed courses such as Suicide Prevention Training and Mental Health First Aid, which have equipped me with the skills to recognise early signs of distress and provide appropriate interventions. Additionally, I have undertaken online training in the Thrive approach, learning about the neuroscience that underpins its principles and how it supports young people's emotional development through meaningful relationships.

I have been able to apply these learnings directly in my work, tailoring my approach to meet the specific needs of each student. I also recognize the importance of regular check-ins and have found tools like the Zones of Regulation to be incredibly useful in gauging students' readiness to learn. By using these strategies, I am better able to create an environment that fosters emotional safety and promotes positive engagement.

In addition to this, I have completed training in online safety and PROACT-SCIPr-UK, which has provided me with a solid foundation in proactive and consistent approaches to behavior management. These skills are crucial in ensuring that I am prepared to respond effectively to a range of situations while maintaining the dignity and well-being of the individuals I work with.

• Supporting students with sensory and physical difficulties:

I have always been passionate about making education accessible for all students, regardless of the challenges they face. Over the years, I’ve had the privilege of working with students who have a range of sensory and physical challenges, including hypermobility, dyspraxia, severe learning difficulties, medical needs, and sensory processing difficulties. This experience has deepened my commitment to providing tailored support that empowers students to overcome barriers to their learning.

I’ve worked closely alongside Occupational Therapists, nurses, and other specialists to create an environment where every student can thrive. I have gained a solid understanding of how to tailor learning experiences to meet individual needs, from using specialised PECs (Picture Exchange Communication) equipment to integrating sensory play activities. I have also supported students using tools and strategies specifically designed for those with dyspraxia or other fine and gross motor difficulties, such as adapted classroom materials and assistive technology.

My approach to education goes beyond the classroom. I am experienced in manual handling and toileting procedures, ensuring students’ basic needs are met with dignity and respect. By focusing on these foundational needs, I ensure that each student is in the best possible state to engage in learning.

In conclusion, I am committed to continuously developing my skills to create the best learning environment for each student. By reflecting on my practices and adapting to individual needs, I aim to foster an inclusive and effective classroom. Completing a 120-hour TEFL course has also equipped me to support students with English as an additional language, enhancing my ability to teach diverse learners.

I believe in providing a positive and supportive environment where all students can thrive, and I am dedicated to helping them reach their full potential.

• My specialist experience working with young people with SEN to develop trusting and meaningful relationships

Bonding with my student is at the core of all my teaching practice, using my ample compassion and empathy to listen, understand and accept the person for who they perceive themselves to be, and then working from this point to make a journey for positive progress. I tailor learning and activities around their sensory processing profile and interests and invest in celebrating who they are.

• My experience working with young people with Autism

Having run a Resourced Provision Centre for High School Students with Autism, run a Department in a Primary Specialist school for students with Autism and taught and cared for Students with autism pre- and post diagnosis as an SEN teacher and SENDCo, I have a wealth of experience to share with our Neurodiverse community. Having participated in some Pilot schemes with CAMHS and the charity, Autism Understood, I work with an affirmative approach, identifying and celebrating our neurodiverse traits and empowering each person with knowledge and understanding of themselves. I also use the Autism Education Trust Progression Framework to help identify our unique profile and areas to develop. I provide structure, predictability and routine and communicate through visuals including comic strips and social stories.

• My experience working with young people with PDA

Having worked with students with Mental Health needs in Special schools and with High School students in Resourced Provision, I have a lot of experience assisting students with a PDA profile and those needing a trauma-informed approach. Working closely with CAMHS and Manchester Hospital School, I have helped distinguish between PDA and Emotional Based School Non-Attendance (EBSNA), and adapted our support accordingly (each profile needing very different approaches to meet need), resulting in positive change and re-engagement.

• My experience working with young people with Anxiety

I currently work as an Associate Head in a specialist school for young people with high Social, Emotional and Mental Health needs including a variety of complex anxiety difficulties. Often combined with a combination of all or one of sensory processing difficulties, the challenges of the onset of puberty, the minefield of social media and the digital world, managing the experience of neurodiversity in a neurotypical world and the relentless demands of the British Curricula, it is no wonder that many of our young people struggle with anxiety and related mental health difficulties. I use my experience to provide genuine understanding, empathy and solutions (for those open to them). As anxiety and PDA require very different approaches, I work out which profile we are working with before offering a tailored approach.

• My experience working with young people with Sensory and/or auditory processing needs

I have a wealth of experience teaching students with substantial sensory processing difficulties and thread it through my multi-sensory teaching approach. I undergo a sensory mapping audit to identify the student’s hypersensitivities and hypo-sensitivities  and tailor my teaching to cater accordingly. I also work explicitly on sensitivity management, identifying techniques to help manage unavoidable exposure to unfavourable sensory situations, as well as gently expand sensory exposure eg food tasting sessions.

• My experience working with young people with SEMH / mental health needs

As a recently promoted Associate Head at an SEMH school, helping students with significant mental health difficulties is very much my speciality. I work on building my relationship with each student and find young people quickly accept my non-judgmental characteristics that put them at ease. I perceive behaviours simply as forms of communication and work gently and patiently with consistent standards to build bonds and guide students towards learning.

When bonded and focussed on a hands on activity, I will explore at the student’s pace, matters that are troubling them and gently offer empathy, alternative perspectives and suggested actions or solutions (if my student is ready for this stage).

• My experience working with challenging behaviour

I currently work as an Associate Headteacher, part time, in a special needs school for pupils with Social Emotional and Mental Health difficulties. The students have either been excluded or were at high risk of exclusion before coming to school and present with very challenging behaviours. I am Level 2 Team Teach trained and guide my team to support the students with a patient, compassionate trauma-informed approach. Behaviour is a form of communication and I encourage everyone to understand the source of the communication need and work on meeting needs to help regulate each individual. When regulated, each pupil undergoes a reflective dialogue with their keyworker to understand the cause and effect of the behaviours on themselves and others, helping the pupil take responsibility and ownership for their actions and resolutions. I work on the same principles in my tutoring work. 

• My experience working with complex and / or medical needs

I loved teaching my students with profound and multiple learning difficulties (PMLD) as head of department in a special school for significant cognitive difficulties. Every student in my class had a significant medical need and we were well practised in managing medications, mobility and communication needs and working as a vigilant team to follow good practice to ensure optimum health and safety.

I have experience in teaching students with a vast variety of complex needs from combinations of ASD, ADHD and PDA to rare genetic conditions or a combination of all.  

•  My experience working with young people with social interaction and friendship skills;

Having worked on the well researched pilot project HAVEN (by CAMHS), where we helped young people develop friendship skills in a child-led and safe environment, I am adept at enabling neurodiverse people find their social confidence through common interests. on a more explicit level, I have used many strategies and approaches to teach social interaction skills to those interested in the subject using Lego Therapy and other such strategies to help navigate the social maze constructed by neurotypical  people to make it more accessible for our neurodiverse community. 

• My experience teaching Primary Maths and English/Literacy

I have taught English and Maths to every year group in Primary from aged to to 11 both in mainstream and in special schools. I have been a primary school subject leader for Maths, modelling teaching and honing tailored teaching with positive whole-school impact on raising attainment. I have also taught Maths in High School including Maths Functional Skills for Key Stage 3 and 4. I use multi-sensory methods, hands-on learning, models and images, real life examples and a variety of different methods that my student can relate to, before applying their new-found skill to different contexts.

For English, I have been the teaching lead in assessment for learning techniques and an advocate for the inspiring Talk for Writing methods. I have written and developed English Curricula at two special schools over the last 3 years and taught teachers how to teach Phonics, Reading and Writing. Introducing engaging topics and texts, I bring the subject alive through talk, art, Drama and IT where appropriate. We work together on different skills and aim to bring them all together for independent writing to celebrate and showcase all the new skills learnt.

•  My experience teaching Secondary Maths, English/Literacy and Science

I have taught English and Maths in Key Stage 3 and 4 to students with autism in my Autism Centre including Functional Skills Maths. I am currently an Associate Head teacher for an all-through SEMH school and am spearheading the curricula improvement plan, with particular focus on the core subjects. 

Having two Science A Levels myself, I enjoy and do teach all the Sciences up to Key Stage 4. Adopting hands on illustrations of new concepts is a challenge I embrace and try and incorporate fun and experimentation safely and effectively in my practice.  

• My experience working with young people with speech and language needs

Having run an International department of 226 pupils from around the world, I am adept at creating a language-rich environment, identifying receptive and expressive language difficulties and providing appropriate early intervention. I run a series of tailored programs to assist working memory, understanding, vocabulary development and expressive language. 

• My experience teaching Social & Communication skills

Having worked with CAMHS to pilot their new initiative for the development of Social Communication and Interaction (the HAVEN project), and run social clubs in schools for many years, I use my bond and developed trusted environment to help my students feel safe and experiment with their interactions, providing light touch guidance when needed and explicit technique teaching when requested. I utilise social communication programmes such as TalkAbout for Teenagers and Language for Emotions and Behaviour to assist pupil’s understanding of social scenarios and how to perceive and respond.  

• My experience working with young people to boost their confidence and self-esteem

I love to nurture each person in a safe environment. Having run a specialist setting for social, emotional and mental health difficulties and worked with pupils with low esteem in many different contexts, I am adept at understanding pupil’s behaviours as simply a form of communication, which very often stems from low confidence. Building a sense of safety and trust, I help my students reflect on their development and track their own positive progress, celebrating each small step, in ways they can identify with and accept. Through specific-labelled praise and affirmation, I nurture a sense of self respect and value. I focus on effort, as well as outcome where appropriate, to develop resilience to challenge and self-motivation to aspire.

To develop independence, I provide different self-help tools that my student can use with growing independence, to achieve outcomes. To feel empowered with self determination and control within safe parameters, I provide choice and voice in what we do and learn, all contributing to independent life skills, so our young people can safely and confidently become more a part of our wider community.

• My specialist experience providing engaging sessions to inspire a love of learning

Inspiring a love of learning is my speciality and is intrinsically linked with understanding my student, finding sources of motivation and interest, and linking to capacity for fun. I use all sorts of alternative methods and resources, engaging in hands-on, active and multi sensory activities and games tailored to the sensory needs of my student. With this established, we then link fun activities with what may be seen as demand, challenge and negative pressure - learning. Accepting these negative experiences and moving forward in a new way, patiently and empathetically, can be the fresh start needed to nurture curiosity, exploration and acceptance of support.

As part of my highly tailored approach, I enable choices and a pupil-led journey, within safe and consistent parameters, and encourage independence. Through praise and support in a trusted environment, I gently coax my student with affirmation and consistency to an achievable outcome while learning to accept mistakes and failures as simply a part of life and learning. With curiosity, exploration and self-determination positively channelled, a lifetime of discovery awaits!

• My skills and experience supporting young people to develop their independence

For my more able and neurodiverse students, I work on a life skills curriculum and the AET Progression Framework for Independent living to plan together and achieve tasks and activities in preparation for adulthood and community living. I feel the empowerment of self determination, responsibility and independence are key skills that are an underlying fabric in all my teaching, nurturing confidence and self-value through the realisation of their capabilities.

I am a patient, nurturing, and enthusiastic qualified teacher with 17 years of experience teaching in primary schools across London. Currently, I work as an Assistant Head Teacher, SENCO and EYFS lead. I have had the privilege of working with children with a wide range of special educational needs, including autism, reactive attachment disorder, ADHD, and communication and language difficulties.

My extensive experience in working with children with special educational needs, particularly in Early Years Foundation Stage and Key Stage 1, has given me a deep understanding of how to adapt teaching strategies to support individual learning styles and developmental needs. I believe that learning should be fun, engaging, and practical, and I strive to create a positive and supportive environment where every child feels valued, understood, and motivated to succeed.

By tailoring my approach to each child's individual needs and learning style, I aim to build their confidence and help them develop a lifelong love for learning.

My experience working with young people with autism

I have extensive experience working with children with autism, including collaborating with the Enfield Advisory Service for Autism to ensure best practices in support. As a SENCO, I have supported children within mainstream settings, tailoring provision to meet their individual needs. I have also established alternative provision for a small group of children, creating a nurturing and structured environment. My approach includes the consistent use of visual and concrete timetables, now and next boards, and planning activities around each child’s interests and sensory needs. A key priority has always been to ensure access to a safe, calm, and predictable environment where every child can thrive.

My experience working with young people with anxiety

I have supported many children experiencing anxiety, both in and out of the classroom, by creating a safe, predictable environment where they feel heard and secure. I take a gentle, child led approach, building trust through consistent routines and calm communication. I’ve worked closely with families, school staff, and external professionals to develop personalised strategies that help children manage their anxiety, such as using worry boxes, visual support, breathing techniques, and providing quiet spaces for regulation. My focus is always on helping children feel more confident and in control, so they can engage more fully in learning and everyday life.

My experience of working with young people with dyslexia

I have worked with a number of children with dyslexia, providing targeted support to help them build confidence and make progress in their learning. I’ve received guidance and training from the Dyslexia Hub in Enfield to deepen my understanding of dyslexia friendly strategies. In school, I have led structured literacy interventions tailored to individual needs and supported class teachers in making effective adaptations to their teaching, such as using multi sensory resources, simplifying instructions, and providing visual aids. My aim is always to ensure that children with dyslexia are fully included and supported to reach their potential.

My experience of working with young people with ADHD

I have valuable experience working with children with ADHD, supporting them both in the classroom and through targeted strategies. I focus on creating structured, engaging environments that help children stay focused and manage their energy levels. This includes using clear routines, visual schedules, movement breaks, and incorporating their interests into learning to keep them motivated. I’ve worked closely with teachers and families to ensure consistency and a joined-up approach.

My experience of working with young people with working memory difficulties

I have supported children with working memory difficulties by using practical strategies to help them manage and retain information more effectively. This includes breaking tasks into smaller, manageable steps, using visual prompts and checklists, and repeating or rephrasing instructions to aid understanding. I’ve also encouraged the use of memory aids such as word banks, number lines, and graphic organisers. In the classroom, I work closely with teachers to adapt their approach, ensuring instructions are clear and supported by visuals. My aim is to reduce cognitive load and build the child’s confidence, helping them to access learning more independently.

My experience of working with young people with sensory needs

I have experience supporting young people with a range of sensory needs, ensuring they feel safe, comfortable, and able to engage in their environment. I use a sensory informed approach, including access to sensory breaks, quiet spaces, and resources such as fidget tools or weighted items when appropriate. I work closely with families and professionals to understand each young person’s unique sensory profile and tailor support accordingly. In lessons, I incorporate sensory activities such as movement-based learning, tactile resources, and opportunities for hands-on exploration—to help maintain focus and support regulation.

My experience of working with young people with speech and language needs

I have supported children with speech and language needs by working closely with speech and language therapists and incorporating their recommendations into daily learning. I have also completed training on Developmental Language Disorder (DLD), which has deepened my understanding of how to support children with complex language difficulties. I use clear, simple language and visual supports to aid understanding and communication. In my teaching, I create opportunities for children to practice their language skills through structured activities, storytelling, and social interaction. I also adapt tasks to match each child’s communication level and encourage peer support to build confidence.

My experience of working with young people with SEMH needs

I have experience working with young people with social, emotional, and mental health (SEMH) needs, supporting them through both individual and group approaches. I have worked closely with the Enfield Behavioural Service and other outside professionals to develop tailored strategies that address each young person’s unique challenges. By creating a consistent, nurturing environment and using positive behaviour management techniques, I help young people build resilience, improve self-regulation, and develop coping skills.

Supporting children’s self esteem and independence is an important part of my work. I help build their confidence by setting small, achievable goals and giving regular praise for their efforts and progress. I encourage children to make choices and take responsibility for their learning, helping them feel more in control. I also support them in developing problem-solving skills and learning how to do things for themselves, so they can become more independent both in school and in everyday life.

Throughout my career, I have developed expertise in Special Educational Needs (SEN), particularly in ASD, sensory processing issues, emotional and behavioural challenges, global developmental delay, speech and language and social communication difficulties. I have used structured teaching methods such as TEACCH and SPELL to create a supportive learning environment. My experience includes the use of visual aids, clear communication strategies, and individualised education plans to meet the diverse needs of my students. I provide a highly-specialist autism-specific support that aims to improve receptive understanding, expressive communication, social skills and emotional regulation. I believe it’s crucial to support autistic young people firstly to be regulated and ready to learn and to provide engaging learning opportunities which support students to thrive.

I have successfully supported pupils with challenging/distress behaviours by implementing positive behavioursupport plans and focusing on proactive and empathetic support. To engage my students, I design lessons that incorporate their interests and use creative methods such as Attention Autism and multisensory activities.  My efforts to enhance emotional and social skills in my students include co-regulation and implementing strategies like the Zones of Regulation, helping pupils to recognise and manage their emotions effectively and teaching calming techniques and strategies, in addition to incorporating movement breaks and sensory activities. 

I have also worked on developing independence in my students, empowering them to take ownership of their learning through organisational strategies and study skills. In order to support students with anxiety and executive functioning challenges, I adapt my teaching methods and provide a structured approach that minimises overwhelm, by working at their pace and breaking down tasks into manageable steps that contribute to a positive learning experience.