United Kingdom

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 autistic young people

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 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, understanding social scenarios and expressive communication and Interaction.

My experience teaching Maths & English

I have taught English and Maths to every year group through Primary, Key Stage 3 and Key Stage 4. Having been a 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 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 written and developed English Curricula at different schools 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 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.

Trained in a trauma-informed approach

Having worked with children and young people who have had a vast array of experiences, I am able to quickly understand where a person’s behaviours are indicative of trauma-response and how a trauma has impacted on a person. Trained by an experienced Educational Psychologist in the trauma-informed approach, as well as being a Mental Health First Aider,  I use non-conflict language, patience, compassion and consistency to help a person understand I am reliable, trustworthy, fair and there for them.  I work out the sensory processing needs and regulation techniques that work for my student and utilise these in our activities in order to co-regulate together. I use a variety of programmes to work on interoceptive awareness to help my student identify body signals and signs of increased dysregulation and to also explore the tools that are effective to self-regulate and manage ourselves safely.

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.

I have been privileged to care for young people with profound and multiple learning difficulties so I have a lot of experience in helping each individual reach personalised goals for greater independence. With Moving and Handling training and having worked very closely with physiotherapists, occupational therapists, feeding and swallowing specialists, paediatricians and visual and auditory impairment services, I use all my knowledge and expertise to support the empowerment and wonder of doing things for ourselves. From holding a spoon, moving along the floor, using alternative assistive technology to communicate, or responding to sensory stimuli, we celebrate each achievement and cherish every moment.

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.

My general experience teaching children with significant SEND difficulties:   I am an experienced and dedicated SENDCO with 30 years of teaching experience within primary education, including Assistant Head Teacher for Inclusion and SENDCO at various schools in Barking and Dagenham, Redbridge, and Camden. Over the years, I have developed a strong passion for raising standards for children with Special Educational Needs and Disabilities (SEND) and ensuring their full inclusion in all aspects of school life.

Within my role as a SENDCO, I have worked closely with school staff, parents and other professionals when supporting children with SEND: Autism, PDA, complex needs, ADHD/ADD, specific learning difficulties (SpLD), Dyslexia, Dyscalculia, sensory needs, social emotional mental health, low confidence and low self-esteem.  The knowledge and experience that I have gained over the years has helped me to assess each child's learning difficulties where I have then planned fun, engaging, practical and hands-on activities linked to the child's interest to support them in meeting their needs. 

My career has involved a diverse range of responsibilities, including teaching across both Key Stages, specialising in SEND and English as an Additional Language (EAL), and coordinating various school initiatives. I have been an accredited Numbers Count Teacher, PSHE coordinator, Family Literacy coordinator,a Reading Recovery Link Teacher and EAL coordinator. I have also contributed and worked as part of an outstanding primary school team recognised by Ofsted in 2019.

Throughout my roles, I have been instrumental in developing and implementing SEND provisions, policies, and systems in schools. I have worked to build staff confidence in supporting children with SEND, providing training, writing Individual Education Plans (IEPs), and overseeing interventions. My work with teaching assistants and other professionals has included delivering training on effective strategies and tracking the impact of interventions. I have a proven track record of improving staff confidence in supporting children with SEND, implementing strategies for inclusion, and fostering collaborative approaches among teachers, parents, and external agencies.

Within my roles, I have been responsible for managing the SEND provision across the school, working with teachers to identify and support children with complex needs, and leading initiatives to improve classroom practice for SEND pupils. I have led various projects, such as setting up intervention spaces for children with Autism and complex needs, implementing the 'Zone of Regulation' system, and managing funding and audits related to SEND provisions. Additionally, I have contributed to the Educational Health Care Plan (EHCP) process, coordinating with a range of professionals to ensure appropriate support for students.

My experience of working and supporting children with Autism, ADHD, and ADD:  As a highly experienced SENDCO, I have developed structured and engaging learning environments that are tailored to the unique needs of children with Autism, ADHD, and ADD. I implement a wide range of teaching strategies, adapting them to ensure each child thrives in their learning. My focus is on providing clear routines, visual supports, and individualised interventions to help students with these needs fully access the curriculum and reach their full potential.

For children with Autism, ADHD, and ADD, I utilise resources such as visual schedules, Now and Next boards, and task planners to provide structure and predictability. I also incorporate sensory-friendly spaces and sensory breaks to support emotional regulation, helping students stay calm and focused. By creating an inclusive, supportive, and safe learning environment, I ensure that every child feels comfortable and confident in their learning journey.

In addition, I use positive reinforcement to build motivation, boost self-esteem, and encourage confidence, ensuring that each child feels valued. I promote independence through strategies that support self-regulation and executive functioning, such as checklists, timers, and organisational tools. My approach is hands-on, interactive, and led by the child’s interests, making learning both fun and engaging, while meeting the individual needs of each child.

My experience of working and supporting children with Speech and Language needs:  I have extensive experience supporting children with a wide range of behavioural needs, and I understand the importance of working closely with each child to identify the most effective communication methods that suit their individual needs. I am confident and experienced in supporting children who use Picture Exchange Communication System (PECS), Core Vocabulary Boards, visual cards, Choice Boards, Task Planners, Now and Next Boards, and visual schedules. I am dedicated to ensuring that these methods are consistently implemented both at home and at school, providing ongoing support to families in this process. Throughout my career, I have worked collaboratively with multidisciplinary teams, including speech and language therapists, educational psychologists, and other professionals, to offer holistic support. This team-based approach ensures that we meet the diverse needs of each child while providing a comprehensive and consistent support system for both the learner and their family.

My experience of working and supporting children with Maths and English:  I have supported children with Special Educational Needs in both Maths and English by tailoring my teaching methods to meet their individual needs. In Maths, I have used a range of resources and strategies, including visual aids, manipulatives like Numicon, Dienes and concrete objects such as bead strings and straws, to help children grasp complex mathematical concepts. I use a hands-on, interactive approach, breaking down tasks into manageable steps to ensure that children with SEND can access the content and feel successful. I have also worked closely with teachers to support the creation of Individual Education Plans (IEPs) for students, setting SMART, achievable goals that target specific learning challenges.

In English, I have supported students through differentiated instruction, providing additional time, visual prompts, and structured interventions to help them build confidence in reading, writing, and communication. I have used strategies such as scaffolding, guided reading, and small-group work s well a variety of interventions like Colourful Semantics, Precision Teaching and other 5 minute-box to meet the range of needs by ensuring the children have the tools and support to progress in their literacy skills. I work collaboratively with teaching assistants and outside professionals to provide the necessary interventions and monitor progress through regular assessments, ensuring that each child is given the tools and resources they need to succeed in both subjects.

My experience of working and supporting children with anxiety:  Supporting children with anxiety is a priority in my approach to teaching, as I understand the impact it can have on their learning and well-being. I create a calm and predictable environment by establishing clear routines and providing visual supports, discussions around Zones of Regulation, and Now and Next boards, which help reduce uncertainty and build confidence. I incorporate regular sensory breaks and mindfulness activities to help children manage their emotions and regulate anxiety. I also provide individualised support by using strategies like positive reinforcement and breaking tasks into smaller, manageable steps to prevent children from becoming overwhelmed. By fostering open communication and offering a safe space for children to express their feelings, I ensure they feel heard and supported, allowing them to engage fully in their learning and build resilience over time.

My experience of working and supporting children with developing their confidence and independence; Supporting children in developing their confidence and independence is central to my teaching approach. I believe in creating a positive and supportive environment where children feel valued and capable of achieving their goals. I provide opportunities for children to take ownership of their learning by setting achievable, individualised targets and celebrating their successes, no matter how small. I use strategies like clear and consistent routines, visual aids, and self-regulation tools, such as checklists and timers, to help children manage tasks independently. By encouraging a growth mindset and offering opportunities for problem-solving and decision-making, I help children build resilience and the confidence to face challenges. This approach empowers children to become more self-sufficient, take pride in their accomplishments, and develop a strong sense of autonomy in their learning journey

My experience of working and supporting children with auditory processing and memory difficulties:  I use a range of tailored strategies to ensure they can access the curriculum effectively. I provide clear, concise instructions, supplemented with visual aids, to help reinforce verbal communication. I break tasks into smaller, manageable steps and provide repeated opportunities for practice to support retention. Additionally, I incorporate strategies like using visual schedules and task planners to offer structure and enhance memory recall. I also encourage active learning through hands-on activities and provide additional time for processing and responding, ensuring each child has the support they need to succeed. By creating a calm and predictable learning environment, I help children feel confident and engaged in their learning.

In addition to my professional skills, I am known for my approach ability, strong communication abilities, organisational skills, and my ability to work collaboratively with teams to achieve common goals. I bring a positive and enthusiastic attitude and am committed to helping children reach their full potential across the curriculum.

I am eager to continue by contributing towards the success and development of students in a supportive, inclusive, and creative learning environment.

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.

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.

Passion for Teaching and Leadership
I have spent over a decade as a SEN primary teacher, working in diverse educational settings such as SEMH schools and specialist provisions. In addition to directly teaching students, I served as a Primary Lead, where I trained and mentored staff on effective SEND strategies and designed and implemented an inclusive curriculum tailored to learners of all abilities. This leadership role emphasised the importance of fostering nurturing, supportive environments where every child feels valued and supported.

I continually pursue professional development in multi-sensory learning, trauma-informed practices, and emotional regulation strategies. By updating my skills, I improve outcomes for students and contribute to staff training and growth. My leadership experience has also strengthened my ability to drive collaboration, innovation, and evidence-based practices in SEND education. As a result, both students and educators benefit from effective, inclusive teaching methods.

Tailored Support for a Range of Needs
Over the past 10 years, I have had the privilege of working with children and young people diagnosed with a diverse range of needs—including those with ASD, PDA, ADHD/ADD, dyslexia, dyspraxia, global developmental delay, anxiety, sensory needs, SEMH difficulties, and low self-esteem.

Recognising that each child has a unique learning style, I adapt my teaching approach to suit their individual needs—whether through structured multi-sensory techniques, breaking tasks into manageable steps, or incorporating interactive activities to enhance engagement and retention. These tailored strategies not only drive academic progress but also build each learner’s confidence, independence, and emotional resilience.

I have extensive experience working with children facing Social, Emotional, and Mental Health (SEMH) challenges, particularly those who have struggled within traditional school settings. By creating a structured yet nurturing environment, I help students feel safe, valued, and empowered to re-engage with learning.

Building strong, trusting relationships is at the heart of my practice, enabling children to regulate their emotions, develop self-esteem, and overcome barriers to learning. My commitment to a supportive and holistic teaching approach ensures that every child can grow academically, socially, and emotionally in a way that suits their needs best.

Collaboration and Holistic Learning Approaches

I work collaboratively with families, SENCos, social workers, therapists, and external agencies to provide holistic, well-rounded support that addresses children’s educational, emotional, and social development. By liaising with schools, health and social care teams, and alternative provisions, I build a seamless support network focused on each student’s well-being and academic progress. I contribute to Education, Health, and Care Plans (EHCPs) by recommending tailored interventions and guiding families to essential resources.

Additionally, I incorporate holistic activities such as peer massage and yoga to promote relaxation, emotional regulation, and focus, particularly for children with sensory needs, autism, or SEMH challenges. Through movement, mindfulness, and structured interventions, I foster a nurturing environment where children feel safe, engaged, and empowered to learn.

Dedicated to Making a Difference
I am driven by the belief that every child can thrive with the right support. My goal is to help each student become a confident, independent learner who truly enjoys learning. I am dedicated to providing the individualised support they need to flourish academically, socially, and emotionally.Seeing children succeed and hearing from their families inspires me every day.

The heartfelt messages that I have received from clients motivate me to continue making a meaningful difference. They reflect my unwavering dedication not just to academic progress, but also to building confidence, trust, and a brighter future for every child I support.

• Special Educational Needs (SEN) Expertise:

• • Experienced in the teaching of young people with SEN, including Profound and Multiple Learning Disabilities (PMLD), Autism, Pathological Demand Avoidance (PDA), ADHD, and Cerebral palsy.
  • Trained primary school teacher with experience across all key stages.
  • Developed and delivered engaging education sessions for 16-19-year-olds, including Level 1/Level 2 qualifications, employability, and functional skills in English and Maths.
  • Worked in different settings, this has allowed me to hone my skills and adept to any environment. These settings include, Pupil referral Units (PRU), Children’s Residential, Council run homes, Respite centres, Young people's own homes and Young offenders institutions.
• Development and Coordination:
  • Responsible for the development and coordination of subjects across the full age and ability range with reference to the national curriculum and programmes of study.
  • Identified learning objectives across the curriculum and developed policies as appropriate.
  • Sustained and embedded high-quality subject delivery, regularly monitoring, reviewing, and evaluating the delivery of the curriculum.
• Data Tracking and Transition Support:
  • Tracked pupil progress and collected and monitored data to support teaching and learning.
  • Aided the transition process alongside parents, children, and MDT professionals to help ensure smooth transitions from a PRU setting back to mainstream education.
• Dynamic Lesson Delivery:
  • Delivered and facilitated dynamic, creative, and active lessons, supporting educational activities across the curriculum.
  • Worked in partnership with a range of agencies and providers.
• SEMH Teaching:
  • Responsible for determining the most appropriate and effective support for children and young people with Social, Emotional, and Mental Health (SEMH) needs.
  • Ensured the correct provision of resources within the educational setting, removing barriers to academic performance and catering to individual and personal needs.
• AAC and AT Expertise:
  • Enabling AAC (Augmentative and Alternative Communication) users to access education, offering a range of services including direct intervention and curriculum adaptation.
  • Predominantly worked on Grid 3 and has experience with AAC and Assistive Technology (AT).

• Excellent Communication Skills:
  • Proficient in building strong relationships with students, families, and support networks.
  • Effective in fostering a collaborative and supportive learning environment.
• Outgoing and Persuasive Manner:
  • Skilled in coordinating people who hold differing beliefs or values.
  • Persuasive in promoting inclusive education and advocating for students' needs.
• Analytical and Planning Skills:
  • Wide experience in analytical and planning tasks, developing detailed and effective schemes of work.
  • Strong organizational abilities, ensuring that all students' needs are met and learning objectives are achieved.
• Conscientious and Strong Work Ethic:
  • Committed to delivering high-quality education and support to students with SEN.
  • Demonstrates a strong work ethic and dedication to continuous improvement.
• Confidence, Patience, and Self-Motivation:
  • Confident, patient, and self-motivated in addressing the unique needs of each student.
  • Resilient and adaptable, open to learning and implementing new strategies.
• Teamwork and Networking Skills:
  • Strong teamwork and networking skills.
  • Effective in coordinating and collaborating with colleagues, support staff, and external agencies.
• Creative Arts and Cultural Integration:
  • Passionate about integrating creative arts and cultural activities into the curriculum to provide valuable opportunities for self-expression and cognitive development.

I have extensive experience supporting pupils with SEN, with expertise in ADHD, ADD, ASC (Autism), Anxiety, SEMH (Social, Emotional & Mental Health Needs), Global Developmental Delay, Trauma and Phobias, Working Memory and Processing Needs, as well as Visual and Auditory difficulties.

As the SENCO (Special Educational Needs Coordinator) in a large urban primary school for several years, I developed a deep understanding of diverse needs and how best to support them. My role also involved sitting on the SEN funding panel for statement requests, giving me valuable insight into the process of securing support for pupils.

My leadership experience has equipped me with strong skills in working collaboratively with teachers, parents, and external agencies to maximize support for children and ensure they receive the help they need to thrive.

I am naturally friendly and take a positive, nurturing approach to help pupils feel at ease, as I believe this is when they learn best. I tailor lessons to suit each pupil’s interests and learning style, always striving to make learning engaging and enjoyable. Pupils are actively involved in their learning journey, with clear objectives and success criteria to keep them motivated and foster a sense of achievement.

Having a close family member with SEN has given me a deep, personal understanding of the challenges pupils may face—but more importantly, how these challenges can be overcome. I am passionate about building self-esteem, resilience, and a lifelong love of learning in every pupil I teach.

My Experience Working with Young People with Autism, PDA, and ADHD
Building self-esteem and resilience is at the heart of my teaching approach. As SEN Lead and Deputy Headteacher in a large urban primary school, I worked closely with many children with complex learning needs. I believe that when pupils feel safe, valued, and understood, they are in the best position to learn and thrive.

Whenever possible, I incorporate each pupil’s unique talents, interests, and strengths into lessons to keep them motivated and engaged. I set clear targets and success criteria, providing both praise and constructive guidance to support progress. I also use visual prompts—such as timetables and timers—to help pupils who struggle with transitions, alongside sensory tools and structured routines to create a supportive and predictable learning environment.

I have taught many pupils with ADHD and ADD in a mainstream classroom and have also supported a close family member throughout their primary and secondary education. This experience has given me a deep understanding of both the challenges and strengths these pupils may have.

Many children with ADHD or ADD struggle with self-esteem, often feeling out of place in an environment that doesn’t fully align with their learning needs. My goal is to break down these barriers, nurture each pupil, and empower them to reach their full potential—helping them discover and embrace their unique “superpower.”

I take a highly positive and supportive approach, incorporating frequent rest and brain breaks, using clear and concise instructions with well-defined success criteria, and adapting lessons to suit individual learning styles. Whenever possible, I include kinaesthetic learning and other tailored techniques to enhance engagement. I also ensure pupils have ample thinking and processing time while maintaining clear and consistent expectations to create a structured, supportive learning environment.

My Experience Teaching Early Reading
I have a deep passion for reading and believe that strong reading skills are the foundation of lifelong learning. Throughout my career, I have worked with many children who find reading challenging, helping them develop confidence and fluency.

I am trained in Reading Recovery, a highly effective program that can help children in the bottom 5% for their age reach the average reading level within 12 weeks. I have successfully implemented this program in two primary schools, seeing remarkable progress in my pupils. Additionally, I have extensive training in several phonics programs, equipping me with a range of strategies to support early and struggling readers in developing essential literacy skills.

My Experience Teaching Primary Maths and Primary & Secondary English

I have 17 years of experience teaching in primary schools, working with children from nursery age up to Year 6. This has given me a wealth of experience in teaching English, Maths, and Science, with a strong focus on raising achievement and helping pupils reach their full potential.

I hold an English degree and served as the English Coordinator in both of my primary schools. I am also trained in Reading Recovery, an intensive, bespoke program designed to accelerate children’s reading progress in a short period. I am deeply passionate about reading and writing, as I believe confident reading skills are essential not only for academic success but for life beyond the classroom.

In addition to my primary teaching experience, I have tutored GCSE English and English Literature, successfully helping one pupil improve from a grade 3 in their mock exam to a grade 5 in just eight weeks.

My Experience Working with Young People with SEMH and Anxiety

Throughout my roles as a class teacher, Deputy Headteacher, and Acting Headteacher, I have spent significant time supporting children with anxiety and emotional difficulties, often stemming from trauma. I believe that creating a supportive, pressure-free environment built on trust and respect is essential for helping these pupils thrive.

I prioritise patience and understanding, fully involving learners in setting lesson objectives and using their strengths and interests to guide their
learning. Having also supported a close family member with similar challenges, I have gained a deep personal insight into the difficulties these pupils face—and, more importantly, how they can be overcome.

My experience in school settings has also involved extensive multi-agency collaboration, ensuring a coordinated approach to providing the best possible support for each child.

My specialist experience working with students with SEN to develop trusting and meaningful relationships

I create a calm, structured learning environment where students feel safe and understood. I never raise my voice, and I adapt my approach based on a child's behaviour and emotional state. If a student is restless, I incorporate movement-based activities; if they are feeling overwhelmed, I adjust the lesson to a more accessible level. I use goal-setting and reward strategies to maintain motivation and celebrate every achievement, no matter how small.

My experience working with children with autism

I have worked with autistic students in SEN schools, SEN departments, and one-on-one settings, supporting them in both academic and social-emotional development. I take the time to understand each child's sensory needs, preferred communication style, and interests, designing personalised learning experiences that engage and motivate them. I also use visual aids, structured routines, and interactive challenges to ensure learning is engaging and accessible.

My experience working with children with anxiety disorders

Having taught many students with anxiety, I understand the importance of routine, reassurance, and positive reinforcement. I create a learning environment where students feel comfortable, allowing them to gradually build confidence in their abilities. I work at their pace, ensuring that lessons are enjoyable and stress-free, while gradually introducing new challenges in a supportive and manageable way.

My experience supporting children with PDA and other behavioural needs

I have experience working with students with Pathological Demand Avoidance (PDA) and other behavioural needs, using a relationship-based, low-demand approach to build trust and engagement. I structure lessons with short, achievable tasks and incorporate student-led learning, ensuring that students feel in control of their education. My sessions are flexible and adaptable, ensuring students feel comfortable while making progress at their own pace.

My experience teaching children with ADHD

I have worked with many students with ADHD, tailoring lessons to their energy levels, attention span, and interests. I use short, structured activities, hands-on learning, and movement breaks to keep students engaged. I also incorporate student interests into lessons to make learning meaningful and enjoyable.

My experience working with complex physical needs

I have worked with students with complex physical needs, including Muscular Dystrophy and other mobility challenges. I understand the importance of creating an inclusive and adaptable learning environment, ensuring that all students have access to education in a way that meets their physical and cognitive needs. I incorporate assistive technology, adaptive learning strategies, and flexible teaching methods to support students in overcoming barriers to their learning. My approach is always centered on respecting a student's autonomy, building their confidence, and providing a nurturing and engaging educational experience.

My specialist experience teaching students with sensory/auditory processing needs

I ensure that every learning environment is tailored to a child's sensory preferences, minimising distractions and incorporating preferred textures, visuals, and movement-based activities. I encourage students to identify their ideal learning environment and provide structured support to help them thrive.

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

I understand that confidence is key to learning. I focus on building trust, setting achievable goals, and providing consistent positive reinforcement. My approach includes breaking down tasks, celebrating small wins, and encouraging self-expression, ensuring that every student develops a sense of achievement and self-belief.

My experience teaching students with dyscalculia

As a maths specialist, I have worked with many students with dyscalculia, using visual methods, step-by-step problem-solving strategies, and real-life applications to make maths more accessible. I believe in a multi-sensory approach, using drawing, hands-on activities, and practical examples to build confidence and understanding.

My experience supporting children with dyslexia and other memory and processing difficulties

I have extensive experience working with students with dyslexia and other processing challenges, using structured repetition, phonics-based strategies, and memory-enhancing activities to improve reading, comprehension, and writing skills. I focus on building confidence and resilience, ensuring that students feel empowered in their learning.

My experience teaching English and Maths

Mathematics: I have taught maths from Early Years to GCSE and help many student build the needed foundation to be successful. My approach includes interactive activities, real-world applications, and targeted exam preparation to fill knowledge gaps and build confidence.

• English: Having worked with EAL students and students with SEN, I am skilled in breaking down complex English concepts, using phonics-based strategies, and helping students develop reading, comprehension, and writing skills.

My specialist experience working with young people with SEN to develop their engagement, trust and interest in learning;

As an educator who has had experience in Secondary Education, FE and HE I have been used to accommodating and making provision for SEN pupils and students and working with support staff to ensure that these students have the provision they need to maximize their own potentials and develop and engage in subjects and learning. I have taught a variety of students over this period, who are all very individual and need a tailored approach and consideration for their capabilities, interests, personalities and SEN. I always like to start with very soft skills introductions and use this opportunity to discover the student’s interests, prior knowledge, skillset, ability level, want, needs and aims, so that I can gauge from what and how they would most benefit from my expertise. Though I always plan and structure each session according to the all the individual factors, I am very aware the need to keep this very flexible and adaptable in order to meet the needs of the moment, the student, and the ever-changeable elements of the session, day or the longer program.

• My experience working with autistic young people;

During the last 4 years of my teaching practice however, I have specifically taught autistic students on a 1 to 1 basis. This period has been the most rewarding of my teaching profession to date and I feel I have learned much myself with regard to Autism, ADHD, PDA and SEMH and developing strategies that make for conducive learning environments and fun and interesting creative projects which help students relax, focus, engage and enjoy learning in and of itself.

I have taught students with autism and SEN to various levels during the last 4 years. Each has been very individual, have their own specific needs and aims and I have adapted the subject matter, levels and delivery style accordingly for each.

Obviously, the level of individual ability and experience regarding their creative practice and understanding of subject differs for each student and so pace and ‘over the shoulder’ support needs to be ascertained early on so that the student feels independent enough n their work, but supported, inspired and guided throughout. This is crucial for the student to keep interest and engagement while also developing confidence and independence.

• My experience working with young people with PDA;

Regarding the students with PDA, I always use strategies to avoid conflict and bring instruction or direction in gently and ‘softly’, often talking around the creative ideas and learning and allowing the student to absorb possibilities, discuss options and even suggest the way forward themselves. Patience is key and planning and routine help with the calmness of sessions and I usually try to have visual guides to our aims, goals and sessions on the wall, printed and at hand or available to be referenced on screen. Monitoring the student and pupil is important to constantly reassess if the session’s demands need to be adjusted or scaled back. Often, I will have background music playing of the students choosing to help create a relaxing space. Avoiding direct instruction and using more indirect phrases can help avoid conflict situations and giving choices allows the sense of creative ownership for the student.

•       My experience working with young people with ADHD;

Regarding the students with ADHD, I use a personalized response the student for each session to accommodate how the student is feeling and acting. I find having a structure to work towards is useful but with the ability to be flexible depending on the needs of the moment and the student. Structured lesson plans are useful to offer routine and an overarching curriculum with previews of the work we will be undertaking. Reminders of aims and goals help students and repeating instructions and targets and using visual guides for this works well too to support the students. Variety and short sections help but with the flexibility to continue on work that the student has become engaged with. In session I use frequent breaks, background music that is student led and suitable, reviews and praise and encouragement and discussion.

• My experience working with young people anxiety;

In the sessions I run, we always strive to break the time into manageable blocks and always with the proviso that if the pace is too much or concentration is lapsing, we can break, change focus, rest or even go outside, talk or just have some downtime. The sessions need to be fun and enjoyable. This is key. Finding a topic or subject that the student/pupil is interested in as a project’s focus is a great way to motivate learning and keep attention and enthusiasm, though this ‘focus’ still needs to be able to adapt and change as necessary.

• Social skills/social interaction/friendship skills;

During my sessions with my students I have encouraged collaborative working with other students and socializing during break times. This has included myself and other tutors escorting students over lunch break where they have socialised and developed friendships with peers as well as us all enjoying dialogue, conversation and discussion including likes, interests and more general topics. We also encouraged the development of basic practical social skills such as ordering food and drinks, payment and supervised this as the students became more confident and independent.

Many of the strategies included above form routine parts in my sessions when I teach pupils/students how to animate, design and create digital content, images, digital games and animation. There are various cross-over strategies used and applied, but each student is individual and the sessions are always about working specifically to the needs of the student with the goal of building their confidence, social abilities and specific subject related skills and knowledge while encouraging their interests. Holistically this works towards helping them to become creative, happy, confident and positive individuals.

Currently one of my main students, who I have been teaching digital skills to for 4 years now, has been nominated for the prestigious Anna Kennedy Autism Hero Awards, which I see as a mark of how inclusive education, patience, space and a passion for creative digital design can elevate any student and their sense of self-worth.