United Kingdom

I believe that communication is at the heart of what I do and so I am very experienced in working towards forming ways of communicating with the pupils using a Total Communication approach, led by them. For those at the very earliest stages of communication I might start with them simply being aware of a stimuli, but for those that are further along in their communication we may use sign, photos, key words, object cues, PECs, Core Boards, AACs etc. A multi-sensory approach is at the core of my teaching and this could be use of intensive interaction, sensory stories/journeys, messy play, art, musical ‘baths’ or interactive music, stories and poems or a session targeted to a particular sense. This could also be setting up activities to encourage pupils to reach out and become more confident in the world around them. I also like to consider the part that environment plays and being aware of the ‘sensory pollution’ is important too. I am very patient and recognise that repetition and routine is vital for many pupils and so I establish cues to start and finish sessions and can use body signs to support this where appropriate. Once I have a baseline of where the pupil is, I can develop a well scaffolded set of activities, although I am all too aware that many SEN pupils have very spiky profiles!  I am very experienced in drawing together outcomes from EHCPs and reports from other professionals into my sessions and this gives the pupils a chance to practice skills regularly rather than in just one session. Including the views of parents/carers is something that is vital and I have always been considered as a teacher who is very approachable.

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

I believe that the best learning occurs when a person feels calm, empowered and psychologically safe. I build trusted meaningful relationships by taking a genuine interest in my students’ hobbies and weaving these passions into learning materials. For example, Spiderman has used fractions to save the city and WWE characters have supported subtraction. In these approaches I prioritise consistency, providing a fun challenge to look forward to which builds positive habits and supports development in the long-term.

•                My experience working with young people with ASC;

In my experience, no two individuals with ASC present the same and therefore it is key to use a tailored approach to promote their strengths. I focus on reducing cognitive load, alleviating anxiety and positive reinforcement to build confidence and momentum in sessions. I have experience with some learners who enjoy discussing all aspects of a task and understanding all about it, and others who prefer to diligently listen and communicate non-verbally. To support learners, I use visual schedules, real world examples and clear explanations for tasks which provides clarity. By adapting to the preferred communication style, this helps to build a tailored learning environment which works for the learner.

•                My experience working with young people with PDA;

When supporting learners with PDA, I offer a calm, personalised approach which promotes autonomy and a curious approach to learning. By providing choice in tasks, indirect language and a collaborative approach, this helps the learner feel in control of their learning, building natural engagement.

•                My experience teaching primary Maths and English;

I excel at breaking down abstract concepts into tangible manageable chunks. I use scaffolding techniques, ensuring foundational skills are mastered before introducing more complex topics. This creates predictable progression, minimises frustration and promotes those rewarding ‘Ah ha!’ moments which we all enjoy working towards. Weaving in a learner’s interests and providing practical examples and gamifying activities can also be an engaging way to promote learning.

•                My experience teaching social communication and language skills;

I promote social communication and language skills throughout my sessions, using shared activities and real-world situations to promote confidence in a low-pressure environment. For example, I am an avid chess player and have found through setting up two school chess clubs, it is an excellent example of promoting social communication skills, for example being gracious in defeat and humble in victory.

•                My experience developing confidence and self-esteem;

I utilise a strengths-based approach, establishing a psychologically safe learning environment. One of the most important aspects of learning is the mistake, which is an important step to growth. To model this approach, I often include an example where someone (examples: Me or Superman) has made a mistake and enabling the learner to pin-point the mistake and help to correct it. Another beneficial method of developing confidence has been genuine and specific compliments. For example, using Well done in adding those fractions, I can see how neatly you balanced the denominators on your notebook. This is much more impactful than You’re so smart.

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

I believe the most effective learning is individualised to a learner’s needs whether energy levels or attainment. I enjoy employing interest-led learning which helps to foster a curious mind and using play to incorporate educational tasks. This can be through gamification of maths puzzles and adapting interests. When tutoring maths, usually, I like to include a tailored example of a question which will include a learner’s favourite character or franchise which provides a little bit of suspense and motivation to engage and facilitate a love of learning.

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

Developing independence is a core goal of my tutoring practice. I actively support the development of executive functioning skills, for example planning, organising and the initiation of tasks. I use practical tools like visual timetables, lesson structure and checklists to reduce the cognitive load on the learner, promote consistency and enable them to focus on learning. I also promote self-regulation tasks, often through 5-minute movement breaks which encourages healthy learning techniques.

•          My experience supporting young people with anxiety;

When supporting learners with anxiety, my main focus is to create a calm and low-pressure environment where it is normal to make mistakes. I understand that academic anxiety can often lead to an overwhelming feeling and so I break down tasks into small, more manageable steps. In maths lessons I like to focus on positive reinforcement by beginning with accessible starter exercises. This creates ‘wins’ and builds momentum during the sessions. From a positive base, I move at the learner’s pace and celebrate resilience and effort, building lasting confidence.

•                 My experience supporting young people with Trauma;

When working with young people who have experienced trauma, my first priority is to establish a trusting professional relationship. This helps build emotional regulation which then provides the essential foundations for academic progress. Using a trauma-informed approach, I prioritise a safe, consistent and predictable environment. Once a learner feels secure, I gently guide them to re-engage with learning at a comfortable pace for them.

•                 My experience supporting young people with ADHD;

For learners with ADHD, I design interactive, tailored activities to organically promote engagement by utilising their interests. I understand how to work with active minds by breaking down materials into bite-sized chunks, incorporating colour and varied materials. By actively including movement and sensory breaks into sessions as part of a routine, this provides the variety to maintain focus and keep learning enjoyable.

•                 My experience supporting young people with SEMH;

The safety, happiness and overall wellbeing of my learners are at the core of my tutoring approach. I prioritise creating a psychologically safe environment, focusing on building confidence, active listening and flexibility. Through this supportive approach, I adapt my lessons to meet the learner where they are, without adding any pressure, to help rebuild confidence and resilience.

•                 My experience supporting young people with challenging behaviour;

I approach challenging behaviour with a calm and non-judgemental mindset, recognising that it is often a way of communicating unmet needs or academic frustration. I believe in proactive behaviour management that I role-model myself, establishing clear, positively framed expectations and celebrating excellent behaviour. As part of this patient approach, I use proven strategies such as identifying triggers, teaching functional skills and building routines to maintain a constructive and supportive learning environment.

Building strong, trusting relationships is central to my practice. Many of the young people I support have had difficult experiences within education, so I prioritise creating a calm, consistent, and supportive environment where they feel safe and understood.

 Experience with ADHD:
I support students with ADHD by shaping learning around how they focus best rather than expecting them to fit a rigid structure. Sessions are paced in short, purposeful blocks with clear goals so students can see progress quickly. I use a mix of discussion, practical tasks, and active learning to keep attention engaged, alongside strategies that help with organisation and task completion.

Experience with Trauma:
I use a trauma-informed approach to help young children feel safe, calm, and supported when learning. I create a predictable and nurturing environment with clear routines and gentle guidance so the child knows what to expect. Building trust is very important, so I communicate in a calm and patient way and take time to understand how the child is feeling. I also give children simple choices in activities so they feel more confident and in control.

Experience supporting children with SEMH needs:
When working with children with SEMH needs, I focus on understanding what sits behind the behaviour rather than just the behaviour itself. I take time to build a strong relationship with the child so they feel heard and understood. Lessons are broken into small, manageable steps with clear goals so the child can experience regular success. I also use movement breaks, practical activities, and discussions about feelings to help children regulate their emotions and stay engaged. By helping children recognise their emotions and develop simple strategies to manage them, they gradually build confidence, resilience, and a more positive relationship with learning.

Experience supporting children with challenging behaviour:
I support children with challenging behaviour by focusing on understanding the reasons behind the behaviour while keeping them engaged in learning. I build a strong connection with the child and use clear boundaries and positive reinforcement to encourage progress. Lessons are kept interactive and practical to maintain motivation and reduce frustration. I also model calm problem-solving and help students reflect on their choices, supporting them in developing better ways to manage emotions and build more positive learning habits.

Experience with Autism

I have extensive experience supporting autistic students with a range of profiles and needs. I use structured routines, visual supports, and clear expectations to create a predictable learning environment. I also adapt my teaching to support sensory and communication needs, allowing students to engage at a pace that suits them.

Experience with PDA

When working with students with a PDA profile, I use low-demand approaches and collaborative strategies that reduce anxiety around tasks. I focus on offering choice, flexibility, and shared problem-solving to help students feel in control of their learning, which supports engagement and trust.

Experience with Speech and Language needs

I support students with speech and language needs by adapting my communication style and teaching methods. This includes simplifying instructions, using visual cues, modelling language, and allowing additional processing time so that students can access learning with greater confidence.

Experience teaching subjects

I have experience supporting students across a range of subjects, including Maths, English, and Science, adapting lessons to meet each learner’s individual needs and abilities. I break down complex concepts into manageable steps and use clear explanations, guided practice, and practical examples to support understanding.

Experience teaching confidence and low self-esteem

Many students I work with initially lack confidence due to previous educational challenges. I focus on recognising progress and celebrating small successes, helping students rebuild their self-belief and develop a more positive attitude towards learning.

Specialist experience providing engaging lessons

I design sessions that are structured but engaging, using questioning, interactive activities, and real-life examples to support understanding. By linking learning to students’ interests where possible, I help increase motivation and encourage active participation.

My approach to teaching children with SEND and creating emotional safety

I have extensive experience working with children with a wide range of special educational needs across mainstream, specialist provisions and tutoring. A key strength of my practice is building trusting, positive relationships, particularly with children who may feel anxious, overwhelmed or disengaged from learning. I take time to understand each child’s individual needs, interests and communication style, creating a safe and supportive environment where they feel valued and ready to learn.

My experience supporting young people with PDA

I have supported multiple learners with PDA using flexible, low-demand approaches. I focus on building strong relationships and trust, using indirect language, offering choices and creating a calm, low-arousal environment. I adapt expectations and use the child’s interests to encourage engagement, ensuring learning feels safe and manageable. I am creative and flexible in my approach to supporting PDA learners and use the PACE (Playfulness, Acceptance, Curiosity, and Empathy) to build relationships and reduce anxiety.

My experience supporting young people with ASC

I have significant experience supporting children with ASC using structured, consistent and low-arousal approaches. I incorporate visual supports, clear routines and timetables, and provide preparation for transitions to reduce anxiety. I also use Attention Autism strategies, Makaton, visuals, sensory regulation opportunities and incorporate children’s special interests to support engagement, focus and enjoyment in learning.

My experience supporting young people with ADHD

I have supported many children with ADHD, using structured but flexible approaches to help maintain focus and engagement. I use visual timetables, break tasks into manageable steps, and incorporate regular movement breaks. I also use sensory tools such as fidget items and weighted resources, alongside highly engaging, interest-led activities to support regulation and motivation.

My experience developing confidence and self-esteem

Supporting children to build confidence and self-esteem is central to my practice. I create a positive, encouraging learning environment where children feel safe to take risks and “have a go”. I celebrate small successes and tailor activities to ensure achievable challenge, helping children develop resilience and a more positive attitude towards learning.

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

I specialise in creating engaging, highly motivating sessions tailored to each child’s interests and needs. I have experience using play-based learning and hands-on activities to make learning meaningful and enjoyable. I also incorporate special interests, real-life context, outdoor experiences and creative approaches to inspire curiosity and a genuine love of learning. Developing emotional regulation skills is key to successful learning and so I also prioritise this using Zones of Regulation, mindfulness and breathing, sensory play and sensory sessions, yoga and activities and interests that individual children find calming and regulating.

My skills and experience supporting young people to develop their independence

Developing independence is a key focus in my teaching. I support children in building skills such as managing routines and transitions, increasing focus, developing organisation and gaining confidence in their own abilities. I am happy to work with children on specific independence skills such as self-organisation, cooking, dressing, hygiene etc as part of their curriculum.

How I teach Literacy/English

I have a passion for books, reading and storytelling, and aim to share this with the children I work with. I believe stories support language development, sequencing, imagination and thinking skills, as well as enjoyment and wellbeing. I use story sacks, props and visual resources to bring stories to life and inspire writing.

In Early Years, I encourage writing through mark making, physical development (fine and gross motor skills), and engaging, real-life contexts. I have extensive experience teaching phonics across Early Years and Key Stage 1 using approaches such as Letters and Sounds, Jolly Phonics and Cued Articulation, as well as supporting children who use whole-word approaches. This underpins the development of early reading and writing skills and promotes a love of literacy.

I have experience teaching English at Key Stage 1, including preparation for end-of-Key Stage 1 SATs. I use strategies such as oral rehearsal, modelling and scaffolded tasks, along with approaches like Big Write which focuses on developing ideas through talk as well as VCOP  (Vocab, Communication, Openers and Punctuation) . I also use story maps, visual organisers and engaging stimuli to support writing, alongside developing spelling and handwriting.

I have a strong understanding of how reading and writing progress through the Primary Curriculum, including how these skills develop into Key Stage 2, with a focus on sentence structure, writing stamina, vocabulary and developing a writer’s ‘voice’.

How I teach Maths

I have experience teaching Early Years and Key Stage 1 Maths, with a strong focus on building secure foundations in number, shape, space and measure. I use practical, multisensory approaches with hands-on resources and visual supports to help children develop a deep understanding of key concepts.

My teaching is adapted to suit individual learning styles, often incorporating children’s interests to support engagement and motivation. I focus on developing confidence with core skills before progressing to problem-solving and reasoning.

I have a strong understanding of how mathematical skills develop including how early concepts in Early Years and Key Stage 1 build towards more complex understanding in Key Stage 2.

ASC/ADHD/DCD/RSD/Attachment/Trauma/Sensory Needs

I have extensive experience of advising schools and families and working directly with learners who have a range of needs in these areas. I have used TEACCH, Makaton, PECS, therapeutic interventions (music, drawing & talking, sand play), visual resources such as schedules, Now/Next boards, forwards & backwards chaining and non-evidence based, but personal innovative approaches, to meet needs. My approach focuses on the present, but with a long-term view of learning for life and always with the child at the centre of planning.  I understand the need for consideration of Proprioception, Interoception and Vestibular Movement, to plan for repetition to support brain pathway development and to be flexible with planned engagement, focus breaks and curriculum adaptation.

Understanding behaviour as a communication of unmet need

Throughout my teaching career, I have combined information from parents/carers/colleagues, with my own personal observations, to  increase my understanding and lead my planning and interaction. This is particularly important when working directly with learners who demonstrate their distress through their behaviours, either at school, at home or in both settings. I know that patience and consistency build trust and that relationships are key to removing barriers and motivating engagement with learning. My focus is always on the voice of the child, whether that is verbal or communicated through behaviours (or both). I use patience and co-regulation strategies to reduce pressure and stress, together with distraction and breathing techniques, moving away or closer, as indicated by the child. Building an understanding of triggers and their impact, enables me to guide the child's understanding, recognition of need and application of self-help tools, to reduce and prevent distress building and supporting them in voicing need, before escalation occurs.

Emotional Regulation and self-management of behaviour

I work closely with children and families, to recognise triggers and understand needs. I then build understanding and recognition of feelings and physical changes in the body, which indicate changing emotions. Learners can then recognise and indicate these needs to others and can utilise strategies for self-support, reducing escalation and minimising impact on others. Understanding how the brain works and the body's automatic responses to real and perceived threats, is an important part of this process.

Social skills, communication and interaction

I have spent over 30 years working with neurodivergent individuals and their families, both in school and at home. Breaking down skills into repeated patterns can set an automatic response, but 'reading the room' and understanding inference in language, is more difficult. I teach skills through the game of becoming a Social Detective. What can you see and what might that mean? I use games, puppets and role play to practise behaviours and patterns of speech and teach the use of 'I statements', to share feelings without blame, reducing negative impact and minimising conflict. This is essential for the development and maintenance of relationships. I use clear, literal language and and understand the need to explain 'grey areas' thoroughly.

Primary Curriculum delivery

I enjoy being creative with teaching ideas and will use  a variety of practical and written games and activities to engage interest with Primary Maths, English, Science, History  Geography and Music.  Understanding the world around us,  is key to interacting with others, building and maintaining relationships and being able to make choices for ourselves, so I will integrate curriculum learning into activities which may have an alternative primary focus, such as managing anxiety, self-regulation and turn-taking.

Experience working with young people with SEN to develop trusting and supportive relationships

My career has combined teaching in both special needs and mainstream settings, including 15 years in a special school designated for pupils with SEMH needs and learning difficulties where many pupils had Autism Spectrum Conditions, communication difficulties, or ADHD. As part of this role, I also taught in an ASC satellite provision within a mainstream primary school.  I have been Lead Teacher for Primary English, Humanities and Languages and a Mentor for several trainee teachers.

I build strong, trusting relationships with children by valuing their individuality and creating a safe, predictable learning environment. I use empathy, consistency, and clear communication to reduce anxiety and help children feel understood. I work closely with families and professionals to ensure a joined‑up approach, and I take time to understand each child’s interests, triggers, and strengths so they feel confident and secure during sessions.

Experience working with young people with Autism (ASC)

Autism (ASC) experience

I have extensive experience supporting children with Autism across both specialist and mainstream settings.  I use structured routines, visual timetables, ‘now and next’ boards, social stories, sensory adjustments, and clear, calm communication to help children feel regulated and ready to learn. My lessons are highly visual and multisensory, and I break tasks into manageable steps to reduce overwhelm. I understand the importance of predictability, processing time, and personalised approaches for autistic learners.

Experience working with young people with ADHD

ADHD experience

I have taught many pupils with ADHD and understand the importance of movement, structure, and engaging, hands‑on learning. I use short, focused activities, visual prompts, task planners, and clear routines to support attention and reduce frustration. I incorporate brain breaks, sensory tools and practical resources to help children stay regulated and successful. My calm, consistent approach helps children feel supported rather than pressured.

Experience Working With Young People With SEMH

SEMH experience

For 15 years, I taught in a school designated for pupils with SEMH needs. I am skilled at understanding behaviour as communication and responding with empathy, structure, and emotional support. I use resources such as ‘Zones of Regulation’, ‘Five‑Point Scales’ and personalised strategies to help children to recognise and manage their emotions. I create a nurturing environment where children feel safe, valued, and engaged with their learning.

Experience Teaching Maths & English

Maths & English experience

I have taught English and Maths across KS1 and KS2, using a wide range of multisensory and scaffolded approaches.  In English, I have used writing frames, ‘Widgit’ symbols, word banks, and structured modelling to support writing.  I have used phonics schemes and visual resources to teach phonics, spelling and reading.  In Maths, I use practical resources to make abstract concepts accessible. I break learning into small, achievable steps and celebrate progress to build confidence.

Experience working with young people with speech and language needs

Speech and language experience

I use visual supports, simplified language, modelling, repetition, and structured speaking and listening activities to engage and motivate children with speech and language needs.  I use drama, and role‑play activities to interest children and to embed learning.

Experience working with young people to boost their confidence and self‑esteem

Boosting confidence and self‑esteem

Building confidence is at the heart of all I do. I use positive reinforcement, achievable targets, and personalised learning to help children experience success. I celebrate small steps, encourage resilience, and create a calm, non‑judgemental space where children feel safe enough to challenge themselves and to make mistakes. My nurturing approach helps children develop self‑belief, independence, and pride in their achievements.

Specialist experience providing engaging sessions to inspire a love of learning

Inspiring a love of learning

I design creative, cross‑curricular lessons that make learning enjoyable. I use drama, role‑play, artefacts, visual aids and hands‑on activities to bring topics to life.  I ensure that sessions are imaginative, motivating, and tailored to each child’s interests and learning style.

Skills and experience supporting young people to develop their independence

Developing independence

I support children to become more independent by teaching routines, breaking tasks into manageable steps, and using visual supports. I encourage problem‑solving, self‑regulation, and organisational skills, helping children take ownership of their learning. My consistent, structured approach empowers pupils to build confidence and independence over time.

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

I work hard to get to know the children and young people I support and to build trusting, meaningful relationships. I seek to go beyond labels and limiting statements, taking time to understand each child as an individual. I work closely with parents and, where appropriate, other professionals involved in the young person’s care.

I care deeply about your young person’s thoughts, feelings, likes, and dislikes, and plan my sessions and interactions around what matters most to them. I have worked with many students who have experienced adverse childhood experiences, as well as young people with SEMH (social, emotional and mental health) and behavioural needs. I how important it is for children and young people to feel safe, heard and valued and these principles underpin all my work.

As an early year’s specialist and primary education teacher I am highly skilled in using play to support learning. I use play and playful interactions to build connections and create positive learning experiences.

My experience working with autistic young people.

As a teacher and an adviser, I have worked with many children and young people with autism. I specialise in supporting pre-verbal and minimally verbal young people, as well as those who use a range of AAC (Alternative and Augmentative Communication) approaches including hi-tech communication aids, PECS (Picture Exchange Communication System), visual systems, and Makaton.

I have considerable experience planning and delivering engaging, personalised learning opportunities for autistic pupils. I use young people’s interests and strengths to encourage engagement and carefully build on their prior learning experiences to support new learning.

In addition, I have been involved in planning and delivering training and workshops for parents and professionals including;

• Introduction to Intensive Interaction
• Autism and play
• Developing emotional literacy skills
• Using AAC to support communication and interaction skills
• Introducing and supporting the use of hi-tech communication devices

My experience working with young people with PDA.

I have worked with young people with PDA in both school and home settings. I prioritise helping pupils feel safe, understood, and comfortable, enabling them to take learning risks at their own pace.

I am skilled in planning and structuring learning opportunities that meet a young person’s need for autonomy, while still working towards agreed and meaningful goals. I use pupils’ interests and preferred learning styles to create engage learning moments.

I have delivered training and workshops to parents and education professionals on supportive approaches to learning for young people with PDA. I also have experience working with students with behaviours that challenge, and I work carefully to understand the underlying needs behind behaviours, supporting pupils to learn about themselves and their sensory systems in safe and positive ways.

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

I love teaching and working with children and young people and genuinely value their ideas, strengths, and individuality. By planning lessons that build on what pupils already know and using strategies they have previously been successful with, I help pupils to develop confidence and see themselves as capable learners.

Depending on individual needs, I communicate pride in pupils’ effort and progress, celebrating achievements in ways that feel meaningful to them and aligned with their own developmental journey.

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

I have worked with many pupils who have had difficult or traumatic learning experiences, which have affected their confidence and enjoyment of learning. Through 1:1 tutoring that is shaped around pupils’ interests, strengths, and prior experiences, I support children to rebuild positive relationships with learning.

Many pupils who had previously disengaged have been able to re-connect, regain confidence, and begin to enjoy learning again.

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

I have worked with many young people with speech and language needs in schools, pre-schools, and at home. As an early years specialist, communication and interaction skills are at the heart of all learning, and I have supported many pre-verbal and minimally verbal pupils.

I can use a range of techniques, strategies, and devices to support early communication skills, and I have also taught adults how to adopt and use these techniques. I am skilled in using AAC approaches including Makaton, visuals, hi-tech speech generating devices, and structured systems such as PECS. I use a total communication approach when working with pupils with communication needs.

I have worked closely alongside speech and language therapists to implement therapy plans and support pupils’ access to targeted interventions. I have also supported pupils with speech difficulties including verbal dyspraxia and speech disorders, as well as pupils with language difficulties. Where appropriate, I have used phonological awareness activities alongside speech and language programmes to support progress.

My experience teaching Maths & English

As an early years and primary teacher, I have experience teaching English and Maths to pupils with additional needs. I have significant experience planning and delivering phonics and phonological awareness programmes.

I plan creative, fun, and engaging lessons that capture pupils’ attention and support curiosity and motivation. I use tactile and visual resources to help pupils understand and visualise key concepts. In English lessons, I often use stories to explore themes and learning using a multi-sensory approach.

For pupils who find writing challenging, I explore alternative ways for them to record their ideas, ensuing they can express their thoughts and views successfully.

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

I am able to support pupils to work towards levels of independence that are meaningful, realistic, and achievable to them. I have worked with pupils with PMLD (profound and multiple learning disabilities) and complex needs, supporting the development of co-dependency skills, such as learning how to seek help from others appropriately.

I have also worked with other pupils by breaking down tasks to build independence in specific skills including:

• Dressing
• Using the toilet,
• Creating and writing a shopping list
• Following a recipe.

 I am passionate about ensuring that children and young people with additional needs are supported to access the same opportunities, experiences, and life-skills as their neuro-typical peers and developing independence is a key part of this commitment.

For the last 25+ years, I have had the privilege in teaching amazing children and young people, across North Somerset and Bristol. I have taught in mainstream primary and secondary schools and within specialised settings, where students I have taught have a range of academic, behavioural or social need.

My expertise and specialism at secondary are English, teaching English Literature, English Language, Functional Skills and Entry level English. I have also taught GCSE History and humanities at KS3. As a Primary specialist, I have taught all subjects within the primary curriculum, so my knowledge and experience of teaching across many subject areas and multiple key stages, I have an abundance of resources and support services that I can use/adapt to the young people I work with.

I use PACE and THRIVE strategies as these are proven and effective strategies that create a trusting environment, which is necessary for any learning and connection. As a class teacher, I make learning fun and engaging, often teaching ‘out of the box’ and being spontaneous. If your young person is curious about my teaching style, I will share how I spontaneously used a boiled egg within an English lesson!

Whichever the setting and whatever the child/young person’s need, my ‘success’ is through forming meaningful relationships which are based on respect, understanding and listening to the young person and their family. As a mum of a teenager who is ASD, ADHD, PDA, and SEMH need, I empathise with parents and young people who often cannot manage school environments, as I have the personal experience of challenges that this brings in daily life. As an experienced SEN teacher, but more importantly, a mum of neuro diverse teenagers, I have an abundance of patience, knowledge, empathy and ability to connect with people of all ages, abilities and needs. I see the potential in all and will work closely with you and your person to help build the confidence and desire to pursue their interests and aspirations.

How can I help?

As a highly qualified specialist teacher with over 25 years experience, I provide expert learning support to children and young people with diverse challenges. I am passionate about supporting student learning and my MA course in Understanding Children on the Autistic Spectrum (Kingston University) has enabled me to develop and provide bespoke lessons tailored to learners’ individual needs and styles of learning. My position as Pastoral Lead in a private school provided me with opportunities to spend time with students to nurture and unravel their emotional, social, academic, and behavioural challenges. This always led to empowering and uplifting students to be the best version of themselves with tool sets they needed whilst  embracing challenges and meeting goals.

I follow a wonderful blog called Edutopia which provides professional training for current and new pedagogical strategies to elevate teaching from assessment to communication and games based learning to trauma informed teaching. Staying in touch with current educational thinking and evaluations is in my daily news feed and I relish opportunities to work with students on new practices and ideas.

Specialist support for students with ADD and ADHD:

Over a course of twenty six years, I have had the opportunity to engage in extensive professional development on focus and attention and I have supported students in academic and home settings. I use effective techniques such as kinaesthetic and interactive learning and concrete manipulatives to help students connect to their learning and find a path to express their thoughts. Typically, children and young people facing attention challenges experience anxiety which can affect their memory and processing in all core areas such as maths, reading and writing. An integral part of my teaching practice involves techniques which eliminate anxiety and help children approach their tasks in manageable ways, reaching outcomes and finding happiness and excitement in their learning. By using highly effective practices such as: pattern finding, repetition, rhyming, I make sure that all children reach a deep level of understanding of a particular concept so that they can independently build and extend on a project.

Specialist support for PDA & challenging behaviour

Teaching students who are challenged with PDA has been successful and meaningful by using student led ideas and forming a partnership. Students slowly build trust and together we recognize that the sources of anxiety and demand avoidance are inherently personal. Through investing time in gaining a thorough understanding of the underlying causes, I apply and adapt strategies tailored to suit each child’s needs. My approach encompasses a variety of techniques including adjusting mindset, optimizing environments, minimizing perceived demands, employing rewards and sanctions cautiously, addressing sensory needs, supporting social interaction and communication, managing challenging behaviors, and promoting emotional well-being.

Extensive experience in providing engaging sessions that promote a love of learning:

My teaching style and philosophy is founded in curiosity and wonder - turning activities into engaging experiences and unexpected joy with learning something new. I invest time in getting to know a curious mind with the ability to ask questions freely. Children's natural love for learning is promoted by student-led ideas coupled with curriculum based ideas. I tailor activities so they are fun, multi-sensory and lead to a desire to come back for more.  When I plan lessons I make them interactive and rewarding - keeping the student at the centre. There are lots of opportunities for students to talk and explain to me how they know what they know - we complete puzzles, play games, work on quizzes, write and draw mind-maps and sketches to name a few!

Experience in stimulating in student independence:

Independence can have a huge impact on a student’s learning and their well being.  It has always been hugely rewarding to see my students improve their academic performance and increase their motivation and confidence. This boost in self-esteem benefits children in their learning and social environments. The techniques I use include: student-led ideas for learning, scaffolded questioning to promote problem-solving, offering choice in activities to encourage accountability and connection to the work, reflection and building a collaborative partnership.

Experienced and an adaptive English teacher

As an experienced English teacher I am dedicated to equipping students with the skills and confidence to excel in English assessments across all levels, from EYFS to to GCSE. After leading English for several years in school I have a wealth of experience in primary and secondary education and I plan my approach to meet each student’s needs. My professional development opportunities include critical thinking. This style of learning has enabled students to be more open minded with their learning and the strategies to break down information and analyse their approach to a project and evaluate their work with pride.

I have much experience in supporting students who face challenges with attention or fine motor skills, and an awareness of how these can create barriers in written expression. Through enjoyable techniques that strengthen focus, I help reduce resistance to writing, allowing students to embrace and refine their unique learning styles. Courses I have undertaken whilst working in schools included ‘Reluctant writers’ and ‘Is this writing?’. Ultimately there are many paths to achieve results and I work with students to find the path that matches their needs.

Leadership in IT 

Having led ICT for several years in school I make sure my students stay informed about emerging technological trends, while adapting complex concepts to suit diverse learning styles. To engage students effectively, I break down multi skilled topics into understandable segments, utilizing practical examples and hands-on activities to keep the curriculum relevant and future-focused. With patience, creativity, and a focus on inspiring curiosity and problem-solving, I integrate technology across various subjects, creating a dynamic and interactive learning environment that supports the comprehensive student development. of my students’ IT skills.

I bring over 15 years of teaching and leadership experience across Early Years, KS1 and KS2, including roles as SENCo, Deputy Headteacher and Headteacher. I have supported many children with additional needs such as anxiety, autism, ADHD and complex SEND, and I specialise in adapting learning so children feel safe, understood and able to succeed. My background includes curriculum design, inclusive practice and working closely with families, therapists and local authorities to make education work for each individual child. Alongside classroom teaching, I have extensive experience supporting pupils who find school difficult, including those learning through alternative provision or EOTAS.

I hold the National Award for SEN Coordination (NASENCo) from UCL’s Institute of Education and a PGCE in Drama from the Central School of Speech & Drama. I am also trained as a Designated Safeguarding Lead, Mental Health Lead and Safer Recruitment practitioner, with a strong focus on trauma-informed practice. My training combines creative teaching approaches with evidence-based strategies to support emotional wellbeing, engagement and confidence in learning.

I use evidence-based interventions alongside ongoing assessment to make sure every session is purposeful and tailored to the child’s needs. By carefully tracking progress over time, I can identify gaps in learning early and adapt teaching strategies so children experience achievable success rather than overwhelm. My approach combines professional assessment tools with observation and responsive teaching, allowing me to build a clear picture of each child’s strengths, barriers and next steps. This means families receive meaningful feedback, and children benefit from a structured yet flexible pathway that supports both confidence and measurable progress.