United Kingdom

I have spent nearly three decades in education so I know the lasting impact a thoughtful, effective teacher can have and I still love what I do! I bring honesty, sensitivity, and intuition to my work, always focused on helping young people grow in confidence, independence, and self belief. During my teaching career, I have led three faculties, trained student teachers, designed curriculum and been an examiner, but I am most proud of the impact I have had and continue to have on those students who surpass their expectations and go on to be confident individuals. I use my creativity to adapt my teaching to suit the needs of the student which is why I have left the classroom and now prefer to tutor and coach. As someone with lived experience of SEND, I know first-hand the difference a skilled and compassionate teacher can make to a young person’s confidence and future.

Over my 27 years in education, I have dedicated myself to making the curriculum accessible to all and challenging perceptions of what is possible. As Head of Department, I successfully led whole school literacy programmes on vocabulary, reading and differentiation as well as whole school training on growth mindset, differentiation and ADHD. I create a calm, structured, and encouraging learning environment where trust and humour are key. My teaching style is patient and flexible, always tailored to the individual’s needs, whether that’s breaking down complex ideas, offering alternative strategies, or simply being a steady, understanding presence. I work with students across a wide range of needs, including ADHD, ASC, dyslexia, and SEMH, including those with trauma histories, anxiety, and school avoidance.

In addition, I have also supported students with physical health challenges  and I always aim to make learning as accessible, flexible, and empowering as possible. I work flexibly and creatively to adapt lessons around energy levels, access needs, and communication preferences. I am a strong believer that every student, verbal or non-verbal, academically able or working at an individualised level, deserves an education that honours their interests, strengths, and autonomy. I create a nurturing, student led learning environment where children feel safe to take risks and grow in confidence. My sessions are carefully scaffolded and broken down into manageable chunks, allowing pupils to build success step by step. We often begin with accessible, motivating tasks to build momentum, progressing towards more challenging activities that are still enjoyable and relevant to the child’s interests. I use a range of visual supports and creative tools to aid understanding, particularly for dynamic readers who benefit from multisensory input. By following the child’s lead and celebrating every effort, I help them feel empowered, engaged, and proud of their progress.

In 2022, I stepped back from full time teaching to complete a Master’s in Psychology, specialising in dyslexia, motivation, childhood development, and ADHD in girls. More recently, I became an ICF-accredited ADHD coach. Training and working as an ADHD and neurodiversity coach has significantly enriched my tutoring. I’ve learned how vital it is to co create strategies with students, support autonomy and focus on building executive functioning skills such as planning, working memory, and emotional regulation. I integrate tools such as active breaks, visual timers, movement, and clear routines to help students stay regulated and engaged. My goal is not only to help young people master content, but to equip them with the self awareness and strategies they need to become independent, confident learners who understand how they learn best. I regularly use strategies such as active breaks, visual timers, scaffolded planning tools, and metacognitive reflection to build independence and regulation skills. Whether a student is preparing for exams, re engaging after a period out of school, or looking for a more personalised way of learning, I’m here to help them feel safe, confident, and capable.

Primarily, I am a calm teacher who uses humour, patience, and a vast range of experience to build trust and confidence with my students. I understand the importance of emotional safety in learning, particularly for young people with social, emotional, and mental health needs. I create a low pressure environment where students feel heard, respected, and free to take risks without fear of failure. Whether a child is managing anxiety, low self esteem, or behavioural challenges, I aim to be a steady, compassionate presence who helps them reconnect with learning at their own pace.

I have over 15 years of experience working with children and young people with a wide range of special educational needs, including autism, PDA, SEMH, emotional based school avoidance and complex learning profiles. My specialist experience lies in building strong, trusting relationships with learners who need a flexible and personalised approach, especially those who have experienced trauma or have struggled in school environments.

My experience working with young people with autism and PDA has taught me the value of using a calm, invitational style that gives children a sense of safety, choice and autonomy. Whilst SENCO at a primary PRU, I supported children with demand avoidant profiles using low-demand, play-based approaches that respected their need for control and reduced pressure. I integrate children’s interests such as Lego, science or gaming into sessions as a way to build connection and inspire learning without triggering anxiety or resistance. I never push; I invite, explore, and respond.

I am trained in the SCERTS framework and highly experienced in supporting young people with autism, social communication needs, anxiety and sensory processing differences. I use a range of transactional supports including visual schedules, timers, co-regulation strategies, and emotion check-ins to help children build executive functioning skills in a gentle and playful way. My approach is always child-led and paced according to the child’s readiness, especially when building early learning skills, routines and planning ability.

I’ve delivered one-to-one SEN outreach teaching in home settings, often with children who have been out of school due to emotional distress. I’ve supported learners aged 6–18 to re-engage with literacy and numeracy by embedding functional skills into topics they love. I understand how to reduce the pressure around phonics or number work and instead focus on nurturing curiosity and joy in learning. My sessions are designed to be emotionally safe, highly responsive, and rooted in child-led play.

To help boost confidence and self-esteem, I use strengths-based activities that allow children to shine. For example, I’ve used LEGO therapy to help children build social communication and experience success in something they enjoy. I also support children to re-enter the community gently, helping them feel more connected and capable in the world around them. I have done this through swimming, soft play and low-pressure local outings.

Ultimately, my sessions are about rebuilding trust in learning and in adults, at a pace that feels manageable to the child. I bring warmth, humour, and patience to every young person I work with and I’m committed to helping them rediscover their confidence, connection with others and sense of possibility.

My areas of expertise are ASC, ADHD, EBSA, Dyslexia, Dyspraxia (DCD), SEMH, Speech and Language Needs, Global Developmental Delay (GDD), PDA, Sensory Processing Needs and Executive Function and Study Skills.

Attention Deficit Hyperactivity Disorder (ADHD): When supporting students with ADHD, I focus on explicitly teaching executive functioning skills such as planning, organisation, impulse control, and task initiation - areas that are often challenging but can be developed with intentional scaffolding. For example, I worked with a student who struggled to focus and manage their workload. Together, we established clear routines, broke tasks into manageable chunks, and used the Pomodoro technique (Cirillo, 2018) - short, timed work intervals with breaks - to maintain focus and reduce overwhelm. Visual schedules and regular check-ins helped track progress and build consistency. Over time, the student became more independent, better at managing their time, and more confident - leading to improved academic performance and wellbeing.

To further support learning, I reduce cognitive load by simplifying instructions, breaking tasks into clear steps, and using visual cues. This helps students process and retain information without feeling overwhelmed. I also explain to students how I structure their sessions so they can confidently advocate for their needs at school, fostering independence and self-assurance.

Developing metacognition - the ability to reflect on one’s own thinking and learning - is a key part of my approach. For students with ADHD, this skill can be transformational. Recently, I helped a student identify common distractions, recognise when focus was slipping, and select strategies like movement breaks and fidget tools to re-engage. Using reflection prompts such as “What helped me today?” and “What could I try next time?” encouraged ownership and self-awareness, skills that supported success across subjects.

I view ADHD not as a deficit but as a unique cognitive profile, often rich in creativity, energy, and insight. Even traits like hyperfocus, sometimes seen as challenges, can become powerful strengths with the right structure and understanding. With this support, I’ve seen students with ADHD thrive - growing in resilience, independence, and confidence.

Autism Spectrum Condition (ASC):
My interest in ASC developed naturally through working with many students who benefited from more tailored approaches. Most recently, I’ve been training teachers and TAs in JASPER-based principles (Kasari, 2015) - a play-based, evidence-informed intervention designed for pre-verbal children at the EYFS level. JASPER focuses on shared attention, engagement, and early communication - foundational skills that support long-term learning. Having delivered it directly and trained others in its use, I’ve seen how transformative it can be, making it one of the most rewarding parts of my practice.

As a certified Autism Education Trust (AET) trainer, I help schools embed inclusive, research-led strategies that are responsive to the individual needs of autistic learners. Staying up to date with research enables me to challenge outdated narratives and work fluidly across different settings. One concept that strongly shapes my approach is Milton’s (2012) ‘double empathy problem’, which reframes communication challenges as mutual rather than one-sided. This has helped me move away from deficit-based thinking and instead centre student-led, strength-focused strategies that foster connection and meaningful growth.

I also have a deep interest in sensory processing, drawing on Ayres’ (1972) work to help students experience joy through more accessible environments. I’ve led sensory audits with schools, making adjustments like reducing visual clutter, introducing calm spaces, or altering lighting to support regulation. In my own classroom, these changes had a noticeable impact. One student with significant sensory sensitivities, after collaboratively adjusting their learning space, became more engaged, confident, and independent - eventually achieving their highest grade in my subject and naming it their favourite class. It was a powerful reminder of how the right environment, paired with trust and understanding, can unlock potential.

Speech and language needs: I support children with speech and language needs by creating rich, engaging environments where communication can flourish. My work is grounded in evidence-based approaches, and I’ve seen how small, consistent strategies can lead to big breakthroughs. I regularly model and coach techniques that help children develop early communication skills—like using visual supports, expanding on their language, and creating opportunities for shared attention and interaction. One of the most rewarding parts of my work has been delivering and training others in JASPER (Kasari, 2015)—a play-based intervention designed for pre-verbal children. JASPER focuses on building shared attention, engagement, and spontaneous communication through child-led play. I’ve seen children go from isolated play to joyful, reciprocal interactions, and I’ve supported staff and families to embed these strategies into everyday routines. Whether I’m working directly with a child or empowering the adults around them, I focus on building confidence, connection, and communication. I celebrate every attempt a child makes to express themselves—verbal or pre-verbal—and help others do the same. My goal is always to make communication feel natural, meaningful, and fun.

Social, Emotional, and Mental Health (SEMH): SEMH is an area I care deeply about—not just professionally, but personally. As a young person I faced my own challenges with SEMH, particularly anxiety. With the right support, I gradually developed strategies that helped me thrive both emotionally and academically. That experience has fuelled a lifelong passion to help other children navigate similar difficulties with confidence and compassion.

Throughout my career, I’ve focused on evidence-based approaches that help young people feel safe, understood, and supported. I currently train teachers in Emotion Coaching (Gottman, 1997) and the PACE approach (Hughes, 2012), both of which provide practical tools for supporting emotional regulation. These methods help adults understand the ‘why’ behind behaviours and respond in ways that build connection and emotional literacy for children and young people.

In my direct work with students, I centre everything on relationships. I work from the principles of unconditional positive regard and non-judgement (Rogers, 1957), creating a warm, accepting space where students feel genuinely seen. I also use attuned engagement (Kennedy, 2011) to build deep trust and responsiveness. This approach helps students develop emotional awareness, manage big feelings, and make more empowered behavioural choices. Time and again, I’ve seen how this kind of support enables children to rebuild their confidence, re-engage with learning, and develop lasting resilience.

Global Developmental Delay (GDD): Global Developmental Delay can impact across multiple areas of a child’s development—such as communication, motor skills, social interaction, and cognitive abilities. As someone trained in child development, I support children with GDD by creating calm, engaging environments where they can grow at their own pace and feel safe to explore and learn. Every child is different, so I tailor my approach to their unique strengths and needs—whether that’s helping them build early communication, follow routines, or develop physical skills like balance, coordination, and hand control. Communication is often a key focus, and I support children in developing their expressive and receptive language through gestures, sounds, signs, and words—using play, songs, visual supports, and shared routines to make interactions meaningful and motivating. I use play, movement, and everyday routines to make learning feel natural and enjoyable. For example, we might use sensory play to build fine motor skills or simple obstacle courses to support balance and body awareness. These activities are not only fun—they’re essential for helping children become more confident and independent. I work closely with families to ensure strategies are consistent and achievable across settings. I also celebrate every small step forward, because I know how much those moments matter. My goal is always to help children feel capable, connected, and supported—and to give parents the reassurance that their child is in safe, skilled hands.

Pathological Demand Avoidance (PDA): When supporting students with a PDA profile, I lead with curiosity, flexibility, and respect - recognising that their behaviour isn’t about opposition, but about autonomy and overwhelm. My focus is on building trusting relationships where students feel safe, in control, and understood. This often means working collaboratively, using indirect language, humour, and choice to reduce pressure and create an environment where they feel they can succeed.

For example, one student I worked with found direct instructions very triggering. Rather than saying, “Let’s start your writing,” we would co-create a project, often beginning with conversation, drawing, or jokes. I’d frame tasks as challenges or invitations - like, “I wonder how we could explain this to someone else?” - and let them take the lead in how we approached learning. This shift in dynamic helped reduce anxiety, increased engagement, and empowered the student to take ownership of their work, often producing more than expected once the pressure was off.

I’ve seen how this approach not only supports academic growth, but also has a positive impact on self-esteem and emotional wellbeing. With patience and the right support, students with a PDA profile can flourish—gaining confidence in their own voice, developing resilience, and rediscovering a love of learning. It’s a joy to be part of that journey, helping each student feel respected, capable, and free to learn in a way that works for them.

Dyspraxia (DCD): With a background in sports coaching and years of experience supporting students with DCD, I take a practical, whole-child approach grounded in current research. I focus on developing both fine and gross motor skills through meaningful, interest-led activities using musical instruments, construction toys (like Lego), Play-Doh, and movement games. These hands-on experiences build the foundation for key academic skills such as handwriting and focus. I also support children’s sensory processing - specifically their proprioceptive (body awareness), interoceptive (internal sensations), and vestibular (balance and coordination) systems - helping them feel more confident, regulated, and in control of their bodies. In addition, I work on executive function skills like organisation, planning, and working memory, equipping each young person with practical strategies to thrive in both learning and daily life.

Dyslexia: As someone with dyslexia, I bring both lived experience and specialist knowledge to my work. I know firsthand how frustrating academic barriers can be—and how powerful the right support can become. Even now, at doctoral level study, I regularly use assistive technology like text-to-speech readers to access and process information. These tools don’t just level the playing field; they unlock the joy of reading and the wider academic world. That understanding drives my passion for helping students discover strategies that work for them. I also use a range of evidence-informed approaches including chunking, multisensory learning, visual supports, and flexible ways of recording ideas. For example, I supported one student who found written tasks overwhelming. By breaking learning into manageable steps and using colour-coded notes, dictation, and hands-on activities, they not only grew in skill, but also rediscovered their confidence and enjoyment of learning.

I regularly use Paired Reading (Topping, 1987) - a technique where a student reads aloud in unison with an adult - as a powerful tool for improving fluency, accuracy, and reading confidence. This structured yet supportive approach allows learners to move beyond their current reading level, with the adult gradually reducing support as the student becomes more independent. In my experience, students often feel more motivated during Paired Reading because it offers a calm, low-pressure environment and builds their sense of competence, connection, and autonomy. I have see firsthand how this approach can help transform reading into something positive and enjoyable.

More than anything, I strive to create an atmosphere where neurodiversity is normalised and celebrated. I’ve seen how the right support can transform not just academic outcomes, but how a student sees themselves - and I’m deeply committed to helping make that transformation possible.

Dyscalculia: When supporting students with dyscalculia I aim to provide tailored, patient support that helps them build confidence and make meaningful progress with numeracy. I use a range of practical, multi-sensory strategies—such as concrete manipulatives, visual aids, and step-by-step scaffolding—to make abstract mathematical concepts more accessible and engaging. I create a calm, supportive environment where students feel safe to take risks and learn from mistakes. I’m attuned to the emotional impact of dyscalculia, including maths anxiety, and I work to reduce this by celebrating small successes and building self-esteem. My approach is highly individualised, adapting to each student’s pace and learning style.  Over time, I’ve seen how this kind of targeted, compassionate support can help students not only improve their number skills but also develop a more positive relationship with learning.

Social Communication and Language Skills: In my tutoring sessions, I teach social communication and language skills by weaving them into play, conversation, and everyday routines. I focus on helping children understand and use language for a range of social purposes—such as making requests, sharing experiences, and expressing emotions. I use techniques like modelling, visual supports, and language scaffolding to build skills like turn-taking, topic maintenance, and understanding non-verbal cues. Because I work individually, I tailor each session to the child’s unique communication style and needs. For example, I might use role-play with toys to practise greetings or problem-solving, or pause during shared reading to explore characters’ feelings and intentions. I also support children to generalise these skills by coaching parents and carers on how to reinforce them at home. My goal is to help children feel confident and connected in their interactions, whether they’re communicating with adults, peers, or siblings.

Sensory Processing Needs: Sensory processing needs are an area of deep interest for me, and I have extensive experience supporting young people in this field. Sensory processing differences can significantly impact attention, self-regulation, and participation—all of which are essential for effective learning. Drawing on sensory integration techniques and research (Ayres, 2005; Miller, 2006), I design targeted activities to strengthen core sensory systems such as proprioception (body awareness), vestibular processing (balance and movement), and tactile processing. Strengthening these systems helps students better interpret and respond to sensory information, supporting improved focus, emotional regulation, coordination, and overall engagement in learning. As an Autism Education Trust trainer, I have worked closely with parents and teachers to do a sensory check list and make easy environmental adaptations like clearing clutter, adjusting lighting and managing noise to help reduce sensory overload and enhance concentration. I take a personalised approach, aiming to help families and children understand their unique sensory profile, develop effective strategies to manage challenges, and build skills that support confidence and academic progress.

Social Interaction and Friendship Needs: In my 1:1 work with young people who experience social interaction and friendship difficulties, I provide personalised, compassionate support that empowers them to build confidence and meaningful connections. I create a safe, structured space where students can explore social situations at their own pace, using tools such as role-play, social stories, and visual supports to develop key communication skills.

A key part of my approach involves integrating elements of Cognitive Behavioural Approaches (CBA). I help students identify and challenge unhelpful thoughts that may be holding them back socially, supporting them to understand the link between thoughts, feelings, and behaviours. Together, we work on strategies to “beat the anxiety curve,” using graded exposure and reflection to take manageable steps forward in social situations. This helps students experience success, build resilience, and find greater freedom in how they relate to others. I also support students in real-time social challenges, modelling appropriate behaviours and offering positive reinforcement to build self-esteem.

Trauma Informed Approach: In my 1:1 work with young people who have experienced trauma, I take a trauma-informed approach that centres on building trust, emotional safety, and strong relationships. I create a calm, predictable space where students feel accepted and supported, which is essential for helping them feel safe enough to engage and grow.

I use a range of practical strategies to support emotional regulation, including grounding techniques, emotion coaching, and gentle, attuned communication. I’m always mindful of the impact trauma can have on behaviour and learning, and I respond with patience, empathy, and consistency. I work hard to understand the ‘why’ behind behaviours and support students in developing emotional awareness and self-regulation skills at a pace that feels manageable for them.

Collaboration is key—I work closely with families to ensure joined-up, consistent support. Over time, I’ve seen how this kind of nurturing, relational environment allows young people not only to feel safer but to truly flourish—rebuilding confidence, re-engaging with learning, and developing the resilience they need to move forward.

Emotional Based School Avoidance (EBSA): EBSA is an area I am deeply passionate about, having witnessed its profound impact on young people’s lives. Central to my approach is understanding the ‘push’ and ‘pull’ factors—the emotions and experiences that drive students away from school or draw them back. I use practical tools such as School Wellbeing Cards (Holder, 2020) and the Ideal School activity (Moran, 2001) to help students and families gain clarity around these challenges, which is an essential first step toward positive change.

Recently, I have been delivering a 15-week “Change Your Mind” intervention (Rae, 2007), grounded in Cognitive Behavioural Therapy (CBT). This evidence-based program helps students understand how their thoughts influence feelings and behaviours, empowering them to break unhelpful cycles. Through techniques like thought diaries, challenging negative automatic thoughts, and developing practical coping strategies, I saw students build confidence, reduce anxiety, and find school more manageable. It is incredibly rewarding to witness these transformations.

What motivates me most is seeing students regain a sense of control and freedom by challenging negative thought patterns. Through this work, I’ve supported young people to reconnect with school, take courageous steps forward, and reclaim not just their attendance, but their love of learning and sense of belonging - laying the foundation for a positive future.

Executive Function and Study Skills: With extensive experience supporting students with executive functioning challenges, I help young people build the core cognitive skills they need to succeed—both in school and everyday life. Difficulties with organisation, planning, working memory, and task initiation can have a significant impact on learning, and research shows these executive functions are closely linked to long-term academic achievement (Best, Miller & Naglieri, 2011). I take a calm, structured approach that draws on a student’s strengths and interests, using practical tools like visual planners, checklists, and step-by-step routines to promote independence and reduce overwhelm. I also teach evidence-based study strategies—such as active recall, spaced learning, and effective note-making—designed to support how the brain processes and retains information. Above all, I aim to build confidence, self-awareness, and lifelong learning habits that extend far beyond the classroom.

My experience supporting young people with SEN:

I am a highly experienced and qualified Special Educational Needs (SEN) teacher with extensive knowledge and experience in the field of SEND (special educational needs and disabilities). With over 12 years of experience working with children and young adults with SEN, I’ve had the opportunity to work across a variety of settings, including mainstream schools, specialist environments, an Autism Spectrum (ASC) base unit and special schools.

I have extensive experience working with learners with Autism Spectrum Condition (ASC), as well as those with a profile of attachment disorders, trauma and Pathological Demand Avoidance (PDA). I tailor my approach to meet each learner’s unique needs, taking into account the specific challenges they and their families may face. By working sensitively and openly with families, I ensure that my strategies are not only personalised to suit the learner’s needs but also align with their family’s lifestyle and priorities.

 My experience teaching young people with ASC (autism):

I had the privilege of teaching in a specialist resource base for children with Autism Spectrum Condition (ASC) for six years. The unit was within an outstanding mainstream primary school and was well regarded for its teaching school, with many colleagues from other provisions regularly coming to observe and learn from the work being done in both mainstream and our special resource base. I supported children from ages 4-11 while there, learning many specialist strategies to ensure learning was pitched appropriately, creatively and meaningfully, such as the ‘Attention Autism’ programme. I worked flexibly to accommodate all student’s needs, using strategies such as sensory breaks, visual supports and structured routines as part of my daily teaching practice. Building trusting relationships with my pupils was key to my teaching, incorporating their unique interests into my lessons wherever appropriate and celebrating their successes with their families regularly.

While working within the specialist resource base for ASC, I developed life skills curriculums, medium term plans that adapted the National Curriculum to our learners needs and wrote many policies and plans for the Relationship and Sex Education (RSE) curriculum, tailored to our young people with SEND. I also wrote numerous policies and tailored plans for the Relationships and Sex Education (RSE) curriculum, ensuring accessibility for young people with SEND. This work included delivering training sessions for parents to support learning at home. Contributing to RSE provision has been especially meaningful to me, as I am passionate about ensuring that learners of all abilities have access to appropriate, empowering information about their bodies and how they function.

I was also able to support our autistic learners with their emotional regulation, a key part of our daily teaching practice. I worked alongside therapists to use approaches such as the ‘Zones of Regulation’, ‘the size of the problem’, ‘Friendship Terrace’ and ‘Taming the Tempersaurus’ as daily embedded strategies that help learners understand their emotions. Daily implementation of these approaches, as well as regular targeted social skills learning, meant my learners were able to improve their emotional regulation, wellbeing and social understanding.

In my current role working in a fully inclusive special school, I work with many non-speaking autistic learners, supporting them through ‘Intensive Interaction’, ‘Treasure Time’ and ‘Attention Autism’ interventions, though this list is not exhaustive and is of course tailored to meet the needs of each individual.

Working with autistic young people has been such a joy; I love learning about each individual and helping them to understand their identities and aspirations.

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

I work very hard to ensure that all pupils I work with feel valued, understood and heard; that begins with developing a relationship. I find a common interest that I can bond with the pupil over or learn about something that the pupil is interested in, and share that with them, inviting them to share their own experiences with me whilst always respecting their level of comfort. Once these small steps have been taken, I have found trusting and mutually respected relationships have followed, allowing the learner to feel empowered and safe whilst being given the freedom to share their passions.

My experience teaching executive function and study skills:

I have tutored a number of year 6 pupils in preparation for their SATs or grammar school applications. I was a year 6 teacher within mainstream for many years prior to teaching exclusively within specialist provision so I understand well the pressures, demands and curriculum framework expected of primary pupils. In addition to this, I also supported year 6 transitions to year 7, doing extensive work with pupils on how to manage the demands of transition, how to manage workload and helping with English support.

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

In all my lessons, I plan and teach through the interests of the children. I find something inspiring to that child and then work it into their curriculum, ensuring that necessary objectives are met whilst being engaging, motivating and practical. An example of this is when I taught a year group of boys very disinterested in writing, but whom had a love for Geography. We used to learn about a different country each month and would then use holidays as a vessel to celebrate their culture, such as Chinese New Year. For this celebration, we created a Chinese restaurant, learnt some Mandarin, made invitations, wrote recipes and menus, cooked the food and waited on tables as well as much more! These experiences gave them the confidence to succeed in areas they had before been frightened to access. 

My experience working with young people with anxiety:

Over the years, many of my students have sadly suffered from anxiety. I prioritise building strong, trusting relationships with these pupils to create a sense of safety and belonging. This connection not only helps students feel valued but also enables me to better understand the root causes of their anxiety, allowing me to provide more effective, individualised support.

I regularly check in with parents and carers to help reduce anxiety across both home and school environments, ensuring a consistent and collaborative approach to support. I have found that tools such as social stories, mindfulness practices, structured routines, and emotional literacy support are particularly effective in helping young people manage anxiety and build emotional resilience. I often model how to talk openly about worries and demonstrate the use of a personal ‘toolbox’ of strategies to manage feelings of dysregulation. Additionally, I guide students in understanding the difference between what is within their control and what is not, while also teaching practical problem-solving skills to help them feel more empowered and resilient.

My experience working with young people with PDA:

I have been able to support many students with a demand avoidant profile over the years and have developed a strong understanding of their unique needs and challenges. Many of the pupils I have worked with have come from a mainstream background and have found themselves redirected to alternative provisions or unable to manage the demands of a mainstream environment. This can mean that those pupils have come to me feeling very discouraged, wary and mistrusting of the school systems. Rebuilding students' trust and reigniting their love for learning has been a key part of my role—one that I approach with patience, empathy, and a strong commitment to creating a safe and supportive environment. My calm, patient and compassionate communication style helps students feel understood, respected, and more open to re-engaging with their education.

I recognise that traditional strategies—often effective for autistic learners—may not work as well for those with PDA, so I use creative, indirect methods to reduce pressure and increase engagement. By incorporating students’ interests, keeping sessions varied and by offering choices, I allow learners to feel a sense of autonomy and control.

I work with the young person to set out clear boundaries within the lessons and ensure I adjust plans in response to each learner’s mood and comfort level, ultimately ensuring a positive and meaningful learning experience.  

My experience working with young people with ADHD/ADD:

Throughout my career, I have taught many pupils with ADHD and ADD and have embedded a range of supportive strategies into my daily practice to help learners who may struggle with impulsivity or concentration. These include breaking tasks into manageable chunks, providing clear, visually accessible steps to success, and ensuring that learning intentions and resources are clearly displayed. I incorporate movement breaks and allow for flexibility within lessons to support focus and regulation.

My experience has shown that developing time management and organisational skills is essential in helping young people manage the demands of academic life and prepare for future employment. Above all, I aim to empower pupils to embrace their identities, nurturing self-belief and confidence so they can thrive both in and beyond the classroom.

My experience teaching Primary English:

I have extensive experience teaching primary English and have led English across a mainstream school, overseeing interventions, and delivering training and workshops for both staff and parents. My role included leading whole-school English development, facilitating moderations, and contributing to Ofsted inspections by presenting on the progress and impact of English teaching across the school. I specialised in spelling, writing, and reading, with a strong focus on improving outcomes for pupils of all abilities and needs.

Over the past 12 years, I have delivered the English curriculum to learners aged 3–19, across both mainstream and specialist settings. I am confident in delivering a wide range of phonics programmes and take a creative, flexible approach to ensure engagement and progress. I regularly integrate technology to support learners, particularly those with dyslexia, and enjoy using digital tools to enhance writing and literacy development. I work using a child-centred approach, particularly enjoying using stories of interest to springboard learning and inspire young people with their English skill development.

Additionally, I have tutored students in both mainstream and special education settings, supporting them in preparation for their SATs and helping build their confidence and skills in a supportive, tailored way.

My experience teaching Primary Maths:

I have over 12 years of experience teaching the maths curriculum across both mainstream and specialist settings and currently serve as the Maths Lead at the special school where I work.

I take a creative and practical approach to teaching maths, making use of the environment wherever possible to bring concepts to life. I regularly incorporate tactile resources such as counters, number lines, and visual models to reinforce understanding and support deeper learning. My lessons are engaging, well-structured, and thoughtfully adapted to meet the individual learning styles and needs of each student.

In my roles, I have provided tailored tutoring for students with a range of needs to help them prepare for Year 6 SATs and grammar tests, with a focus on problem-solving, reasoning, and developing mathematical fluency.

Recognising that maths can be a challenging or even anxiety-inducing subject for some learners, I strive to make my lessons as engaging, fun, and meaningful as possible. My goal is to help every pupil see that maths is accessible, enjoyable, and something they can flourish in with the right support and approach.

My experience supporting young people to access the community:

Over the years, I have coordinated and led a wide range of community-based learning experiences, including residential trips to France. I believe these opportunities are essential in helping pupils place their learning in real-world contexts—particularly for those for whom life skills are a key area of development.

Most recently, I have organised visits to our local library to foster a love of reading; to Pizza Express to explore new foods and follow cooking steps; to the local park to support gross motor development and turn-taking skills; and to the supermarket to practise shopping from a list and apply money-handling skills learned in maths. These trips offer pupils the chance to apply classroom learning in practical, engaging ways.

In addition, I have supported pupils in taking part in community-based events such as Dance Live, with this year’s live performance taking place in Guildford. Participating in such a prestigious event gives students a profound sense of pride, accomplishment, and motivation to set and achieve ambitious goals.

These experiences are invaluable in consolidating in-class learning, making it meaningful, purposeful, and deeply relevant to everyday life.

 My experience working with young people with PMLD:

In my current role, I support several pupils with profound and multiple learning difficulties (PMLD). I understand the complex and unique challenges these learners may face and work closely with each pupil and their family to truly understand their individual identity, personality, and needs. My teaching is rooted in sensory-rich experiences, with life skills forming the foundation of all lessons to promote engagement and meaningful learning.

I am also mindful of the medical needs often associated with PMLD learners and approach these with sensitivity, ensuring that my practice remains flexible, compassionate, and responsive to the day-to-day realities that these pupils and their families navigate.

My experience working with young people to improve their Social, Emotional and Mental Health (SEMH) wellbeing:
Whenever I work with young people, my primary goal is to ensure they feel happy, confident, and proud of who they are and what they can achieve. I believe that once these foundations are in place, academic progress can naturally follow.

I have successfully designed and delivered a range of social skills interventions, often tailored to specific challenges arising within the classroom. These sessions incorporate role play, guided discussions, and real-life scenarios as springboards for meaningful dialogue. Activities such as board games are used to support the development of social understanding—practising turn-taking, gracious winning, and learning how to manage disappointment.

To support emotional development, I embed daily emotional check-ins using the ‘Zones of Regulation’, helping pupils build awareness of their feelings and bodily responses. I have also collaborated with therapists to create personalised regulation ‘toolboxes’ that promote self-awareness, independence, and effective strategies for managing dysregulation.

Additionally, I place a strong emphasis on gently introducing challenge, encouraging students to experiment with change in a safe, structured environment—helping them build resilience, adaptability, and confidence in navigating the world around them.

My skills and experience supporting young people to develop their independence:
I firmly believe that every pupil should have access to key life skills and the opportunity to develop independence in ways that are meaningful and appropriate to them. I teach independence through a range of means—from using AAC devices and eye-gaze software to role-playing work scenarios and teaching job application processes. Independence skills are vital for young people to navigate the world confidently, and I actively embed them into my lessons every day. I encourage self‑advocacy and create opportunities for pupils to take responsibility for their own learning, preparing them for future success.

Research shows that teaching self‑advocacy promotes independence, enhances confidence, and equips students to navigate education, work, and life—allowing them to speak up for what they need and manage challenges more effectively.

In addition, AAC and assistive technology tools have been shown to boost communication, cognitive engagement, and academic outcomes.

By cultivating these essential skills, I help pupils gain autonomy and resilience, giving them the skills to access learning and thrive in all aspects of their lives.

My experience supporting young people abroad:

I worked within a Montessori SEND Secondary School in Germany whilst training to improve my professional development. I have taken many principles from the Montessori approach that I still use to this day, employing Forest School learning in my classroom as well as an empowered approach to life skills and crafts, trusting learners and teaching them how to use tools safely to support their independence and confidence.

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

I have a decade of experience and a strong track record of supporting students both inside and outside school, on a 1-2-1 and small group setting, and of bringing students out of school back into the school environment.  The approach I take is gentle and completely student-centred.  Developing good relationships with students also involves developing good relationships with parents and teachers.  Often this also involves working collaboratively with other professionals including Educational Psychologists, SALTs, Psychiatrists, and Counsellors.  This is where I excel.

Inside school I have supported many students for many years, some even throughout their whole school career.  During this time, I have developed strong, trusting and meaningful relationships both with the students and with their parents.  Outside school, I have also tutored students for many years, and in multiple subjects (Maths and English), showing that the relationships I develop with my students are not only strong, but long-lasting too.

My students and colleagues describe me as honest, approachable, caring, fun, kind and fair.  I am also firm when I need to be and believe that it is important for both student and teacher to have clear boundaries and that expectations are clear and communicated from the start.

My experience working with young people with anxiety:

Having had a variety of roles including Form Tutor, Subject teacher, Academic Support Teacher, Specialist teacher, Assessor and Tutor, I have worked with a whole range of students with different needs and difficulties (Dyslexia, Dyscalculia, DCD, ASD, ADHD, OCD, ADD, ABI, Tics, Tourette’s etc), many of whom have struggled with anxiety.  My approach to supporting students is always to be kind and accepting.  Where necessary I have also followed safeguarding procedures, highlighting concerns to the relevant DSL or involving other professionals like counsellors.  Anxiety can have many different forms and can present in many different ways, so it is always important to be empathetic and above all, kind. As an assessor, many students are nervous and anxious before an assessment, so my approach is always to be gentle and empathetic and to put them at ease before any assessments take place.

My experience working with young people with dyslexia:

I am a dyslexia assessor and a specialist teacher of dyslexia with a PG Cert in Dyslexia and Literacy Difficulties.  I specialist in supporting students from Year 7 to Year 13.  I have worked in various settings for the last ten years supporting students with dyslexia, both designing and implementing bespoke schemes of work and interventions.  This support has included everything from supporting students with organisation (of both themselves, and their ideas); assistive technology and planning tools; revision skills and techniques; handwriting skills; Dyslexia-specific and English/Maths-specific skills.  I also have many years of experience of supporting students with Maths difficulties and Dyscalculia.  I also provide whole-school training to teachers and senior management to raise awareness of dyslexia and how to support students with dyslexia, both inside and outside the classroom.  Finally, I support students at an Oxford-based dyslexia charity on a Saturday morning and have just been asked to be a Governor of the charity.

From a personal perspective, I have two children and a husband with dyslexia, so I am very aware of the difficulties of living with dyslexia on a daily basis.

My experience working with young people with ADHD:

As above, I have worked with students with ADHD for many years, providing academic support for specific subjects, as well as general study skills support.  In addition, I support teachers in school by explaining and demonstrating the best methods for supporting students with ADHD in their classrooms.

From a personal perspective, I have three children with ADHD, all of whom present in very different ways, so I am aware of how ADHD can affect all parts of everyday life.

My experience in teaching GCSE subjects:

I am a qualified teacher of English (Language and Literature), Maths and English as a Foreign Language (EAL).  I have been both teaching and supporting students in school for GCSE English and Maths for over ten years.  I also tutor extensively outside school for all the different boards for both the Higher and Foundation papers (AQA, OCR, Edexcel, CIE).  I have also supported students taking exams in Functional Maths and English.

My experience developing confidence and self-esteem:

Having chosen ten years ago to focus on students who need extra support, I am extremely aware that you need to support the whole child.  In order to learn, students need to feel comfortable and safe, so my approach is gentle and humorous, supportive and fun, whilst still being firm and respectful.  Many students with learning difficulties have difficulties with self-esteem, so building confidence and making learning enjoyable is at the core of everything I do.

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

Everyone learns better when learning is fun and engaging, so I pepper my lessons with games and activities that help students learn, often not even realising they are learning.  In addition, it is imperative that students with learning difficulties are taught using a multi-sensory approach, so I ensure that activities are kept short, that movement breaks are incorporated, and that different activities are used to address different senses to aid the understanding and retention of topics.  I also incorporate a wide range on online and printed resources as well as tactile games and teaching resources.

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

Enabling and supporting students to become independent is key to being a teacher.  This can range from helping a Year 7 student to write a list of things to help them pack their bag every day, through scaffolding tasks so that GCSE students can answer PEEL questions on their own, to supporting ASD/ABI students to develop skills for adulthood. Developing independence, both mental and physical, is key to growing and maturing.  In addition, developing resilience to help support students to move out of their comfort zone, is key to developing independence.  Enabling students to feel safe and secure enough to take intellectual risks is key to developing independence and to growing.

In addition, I support/teach students from Year 7 up to Year 13 with study and revision skills. I deliver training in a variety of formats, from single lessons helping students create revision timetables, to a full suite of lessons for Year 12 and 13 students around motivation, resilience and revision skills.

Technology, specifically assistive technology, plays a large part in enabling student to become independent so I also teach students how to use the latest technologies to help their learning.

Finally, as an assessor part of my role is to identify learning difficulties so that relevant access arrangements and accommodations can be put in place to enable students to become independent.

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.

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

I am a fully qualified primary school teacher with over 21 years of dedicated experience in a specialist SEND setting, supporting pupils across a wide range of ages, needs, and abilities. I firmly believe in every child and young person’s right to an inclusive, meaningful education and am deeply passionate about child mental health. I have taught pupils aged 4 to 19 with a broad spectrum of conditions, including PMLD, MLD, Dyslexia, SEMH, ASC, ADHD, PDA, EBSA, Trauma, Communication difficulties, HI, VI, CP, and Down Syndrome, as well as those with complex medical needs.

Throughout my career, I have consistently used creativity, adaptability, and patience to ensure that every pupil can make progress toward their individual goals—academically, socially, and emotionally—while feeling safe, supported, and most importantly, enjoying their learning journey.

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 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 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 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 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 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 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 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 Speech and Language Needs

I have worked closely with Speech and Language therapists throughout my career as a teacher and as a music therapist. I have supported children with a wide range of communication challenges, including expressive and receptive language disorders, social communication challenges, and speech sound difficulties. I regularly adapt my communication style and use visual aids, Makaton Sign Language, and structured routines to help make learning accessible and engaging. In collaboration with therapists, I have implemented individualised targets into classroom and therapy sessions, helping students to generalise their skills across different contexts. This work has deepened my understanding of how communication needs impact learning, behaviour, and social interaction, and reinforced the importance of a consistent, supportive, and multi-disciplinary approach.

·       My experience teaching Social Communication and language 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 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 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.