Cheshire East

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

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

• My experience working with young people with Autism

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

• My experience working with young people with PDA

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

• My experience working with young people with Anxiety

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

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

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

• My experience working with young people with SEMH

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

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

• My experience teaching Primary Maths and English/Literacy

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

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

• My experience teaching Study Skills and Executive Functioning

As Resourced Provision Manager, I taught Study Skills every week to my students explicitly, but also brought them tailored tools to help with their organisation, and memory aids. Always with the focus on each person’s goals and aspirations, I provide opportunities to practice the skills for improved studying, knowledge retention and independent living.

• My experience teaching Social & Communication skills

Having worked with CAMHS to pilot their new initiative for the development of Social Communication and Interaction (the HAVEN project), and run social clubs in schools for many years, I use my bond and developed trusted environment to help my students feel safe and experiment with their interactions, providing light touch guidance when needed and explicit technique teaching when requested.

• My experience teaching Art and Spanish

I have taught Art at primary level for many years and often use Art to bring a variety of subjects alive, as well as take advantage of the multi-sensory, hands on experience as part of my sensory processing package.

I have historically been the Modern Foreign Languages Lead, teaching Spanish at a primary level, but would need to brush up on my lingo!

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

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

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

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

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

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

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

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

My Specialist Experience Working with Young People with SEN to Develop Trusting and Meaningful Relationships 

Building positive and trusting relationships with the children I teach and support is at the heart of my approach. I strive to create a welcoming and inclusive environment where every child feels valued and respected. By taking the time to understand their individual interests, needs, and backgrounds, I demonstrate genuine care and empathy. I communicate with warmth and positivity, ensuring my interactions are respectful and encouraging. Consistency and reliability are central to my practice—I follow through on promises and maintain routines that provide a sense of security. I also prioritise active listening, validating their feelings, and fostering a safe space for self-expression. By celebrating their successes, supporting them through challenges, and empowering them to take ownership of their learning, I help build their confidence and trust. Through these efforts, I establish meaningful connections that enable each child to thrive. 

My Experience Working with Young People with ASC (Autism)

With extensive experience teaching and supporting children with autism, I have worked across roles such as Specialist SEN Teacher, SENDCO, Assistant Headteacher, and SEMH Outreach Lead, providing individualised support in mainstream schools, Resourced Provisions, and specialist settings. I am highly skilled in creating tailored, evidence-based interventions that support the unique needs of children with autism, fostering their academic, social, and emotional growth.

My teaching strategies prioritise structure, predictability, and flexibility. I effectively use approaches like TEACCH, which combines structured environments with visual schedules and task boards to enhance independence. Social stories, comic strip conversations, and video modelling are integral to my teaching, helping children understand social cues, routines, and expectations. To develop communication, I am proficient in implementing tools like PECS (Picture Exchange Communication System), AAC devices, and other assistive technologies, ensuring that children with delayed language skills, or pre-verbal can express themselves effectively.

I am adept at recognizing sensory processing challenges and integrating strategies such as sensory diets, calming corners/toolkits, and sensory movement breaks to support regulation and focus. I use a strengths-based approach to identify each child’s interests, incorporating these into learning activities to increase engagement and motivation. I also employ scaffolding techniques, differentiated instruction, and chunking of tasks to build skills incrementally, ensuring success at every step.

My behaviour support strategies include conducting functional behaviour assessments to understand the purpose of behaviours and implementing positive behaviour support plans that teach alternative skills. I use de-escalation techniques and visual tools like 'emotional thermometers' and Zones of Regulation to help children identify and manage their feelings.

Collaboration is central to my approach. I work closely with families, speech and language therapists, occupational therapists, and mental health professionals to ensure a holistic support plan. 

My skills in empathy, active listening, and building trusting relationships underpin my practice. I strive to create environments where children feel safe, understood, and capable of achieving their full potential. By combining structured methods with creativity and individualised care, I empower children with autism to thrive academically, socially, and emotionally.

My Specialist Experience Teaching Young People with ADHD/ADD

I adopt a dynamic, individualised approach when working with children with ADHD/ADD that leverages their strengths, while addressing their unique challenges. I create structured, predictable environments with clear expectations and routines, which help minimise distractions and provide a sense of security. My teaching strategies include breaking tasks into manageable chunks, using visual schedules, and providing frequent and immediate feedback to keep children focused and motivated. I incorporate movement breaks, sensory tools, and active learning techniques to channel their energy positively and maintain engagement.

To support executive functioning skills, I use tools such as checklists, timers, and organisational aids, helping children develop self-management strategies. Incorporating technology, like apps for time management and interactive learning platforms, also enhances focus and makes learning more engaging. I tailor interventions to suit each child’s needs, such as incorporating flexible seating options, offering frequent changes in activity, and using reward systems to reinforce positive behaviours. Social-emotional learning activities, including mindfulness exercises and self-regulation techniques like Zones of Regulation, are integrated into my teaching to help children manage emotions and impulses.

My empathetic, patient, and adaptive nature enables me to build strong relationships with children, making them feel supported and understood. I use a strengths-based approach to highlight their talents and achievements, fostering confidence and a positive self-image. My ability to balance structure with flexibility, along with my enthusiasm, creativity, and understanding of ADHD, ensures that children feel empowered to learn and succeed in a way that works best for them.

My Experience Working with Young People with Sensory and/ or Auditory Processing Needs

Teaching and supporting children with sensory processing needs requires a thoughtful, personalised approach that creates a balanced and sensory-friendly learning environment. I use personalised sensory diets, which are tailored to each child’s sensory needs, incorporating a range of activities and strategies to help them self-regulate and maintain focus. These sensory diets may include activities such as deep pressure exercises, stretching, or calming sensory tools like fidget toys or weighted blankets. By embedding these activities into the child’s daily routine, I help them manage sensory sensitivities and remain engaged in learning.

I also use low arousal approaches to reduce stress and anxiety, such as creating a calm, predictable learning environment with soft lighting, minimal noise, and clear visual schedules. These strategies help to prevent sensory overload and provide children with a sense of safety and control. Sensory circuits, which are structured physical activities designed to provide sensory input and help children focus, are incorporated into lessons to offer regulated sensory breaks. These circuits help to promote alertness, improve concentration, and manage overstimulation.

In addition, I make use of visual aids, calming techniques, and mindfulness practices to help children regulate their emotions and sensory experiences. I also adapt my teaching approaches by breaking tasks into smaller steps, offering frequent movement breaks, and providing clear instructions, ensuring that children with sensory processing challenges can engage in learning without becoming overwhelmed. Resources such as noise-cancelling ear defenders, tactile sensory tools, and wobble cushions are also used to support sensory needs during lessons.

Through careful assessment and observation, I monitor each child’s sensory triggers and responses, tailoring my strategies to meet their individual needs. I collaborate with other professionals, including occupational therapists and parents, to develop consistent and holistic support plans. 

My Experience Working with Young People with Speech and Language Needs

Teaching and supporting children with Speech, Language, and Communication Needs (SLCN) and developmental language disorder (DLD) requires a personalized, strengths-based approach. As a trained Elklan Practitioner, I have extensive experience collaborating with speech and language therapists (SLTs) to design and implement individualised therapy programs. I use evidence-based strategies such as Blank Level Questions, WellComm screenings, Talk Boost, Intensive Interaction, and Colourful Semantics to develop language comprehension, expressive skills, and social communication. These interventions are complemented by resources like visual timetables, social stories, PECs, and Makaton, ensuring communication support is accessible and engaging.

To enhance language learning, I integrate tools like barrier games, mind maps, vocabulary maps, and structured routines, tailored to children’s needs. I also foster creativity and coherence in writing through storytelling development and phonological awareness activities. Attention and listening strategies, such as visual aids and Attention Autism, further support children in maintaining focus and engaging actively in their learning.

My practice emphasises building confidence by celebrating individual achievements and creating an inclusive, nurturing environment where children feel valued and empowered. Regular assessment and progress monitoring allow me to adapt teaching strategies effectively. By working closely with professionals and families, I ensure a holistic, coordinated approach that supports children’s communication, learning, and social skills, helping them thrive in both educational and everyday contexts.

My Experience Working with Young People with Social Interaction/ Communication Needs

I have extensive experience in teaching children who have social communication and interaction needs. I create a Total Communication Environment, where a variety of communication methods—such as objects of reference, visual supports, and spoken language—are used to ensure accessibility and encourage effective communication.

During tutoring, I focus on developing social communication skills through a range of personalised strategies. I use social stories and comic strip conversations to help children understand social situations, manage interactions, and develop social skills. Social skills and friendship interventions are also integrated into my sessions to support the development of relationships and peer interactions. Additionally, I employ structured interventions like Identiplay to improve play skills, using motivating activities (e.g., role play, pretend scenarios, and sensory elements) to encourage communication and language development. I offer children regular opportunities to engage in play, including the introduction of new objects and themes to spark creativity and language modelling.

Building on child-led play is central to my approach. I follow the child’s lead, extending ideas and modelling actions to encourage independence and social interaction. I also provide regular opportunities for turn-taking games, supported by visual aids like turn-taking boards to help children understand and participate in the activity.

In addition, I integrate sensory activities into the sessions to help regulate emotional and sensory needs. This includes visual, tactile, and proprioceptive activities, as well as a sensory diet tailored to the child's needs. I ensure that there are regular opportunities to experience these activities, which help to regulate arousal levels and support focus during sessions.

I emphasise the use of a minimal language approach, using simple instructions and key words along with visual supports like Now-Next boards and visual timetables to aid understanding. I allow sufficient processing time and model new language through frequent repetition. Additionally, I use programmes such as Talk Boost, WellComm, and Time to Talk to support the development of expressive and receptive language skills.

Overall, my approach is flexible and tailored to the needs of each child, ensuring that they have the opportunity to build essential social, communication, and play skills in a supportive, home-based environment. I work closely with families to ensure the support is consistent and holistic, fostering a positive learning experience that enhances the child's development.

My Experience Working with Young People to Boost Their Confidence and Self-Esteem

Promoting children’s self-esteem and confidence is central to my teaching, as these qualities are foundational to their development and success. I create a nurturing environment where children feel valued, respected, and safe to take risks in their learning. By celebrating each child’s unique strengths and achievements, I help them develop a positive sense of self. I use purposeful praise, focusing on effort and growth, to foster a mindset where challenges become opportunities for learning.

My strategies include setting achievable, personalised goals to build a sense of accomplishment and scaffolding tasks to ensure success. I encourage autonomy by involving children in decision-making and offering choices, empowering them to take ownership of their learning. Social-emotional learning activities, such as mindfulness exercises and positive affirmations, help children build resilience and self-awareness. A strengths-based approach, focusing on what children can do rather than limitations, further supports confidence and motivation.

Building trusting and empathetic relationships is key to my practice. I create a positive, inclusive culture where mistakes are normalised as part of learning and every child feels seen and heard. Through encouragement, active listening, and adapting to individual needs, I help children recognise their worth and develop lasting confidence to thrive both in and beyond the classroom.

 My Specialist Experience Providing Engaging Sessions to Inspire a Love of Learning

I am passionate about developing a love of learning in the children I teach by creating a positive, engaging, and nurturing environment where curiosity and exploration are encouraged. I recognise that every child is unique, so I tailor my approach to meet their individual interests, strengths, and learning styles. By incorporating hands-on, interactive activities, real-life connections, and multi-sensory resources, I make learning feel exciting, relevant, and meaningful. I also use celebration of achievements, no matter how small, to build confidence and self-esteem, helping children recognise their own progress and fostering a growth mindset.

I actively encourage student choice and autonomy, allowing children to take ownership of their learning. Whether it’s through selecting topics for projects or offering different ways to demonstrate understanding, I empower children to be active participants in their education.

To cultivate a love of learning, I ensure lessons are dynamic and flexible, often incorporating games, stories, and creative problem-solving challenges. This approach encourages critical thinking and helps children see learning as an enjoyable and exciting process rather than a task to be completed. Through positive reinforcement, praise, and encouragement, I create an atmosphere where mistakes are viewed as a natural part of learning, helping children feel safe to take risks and explore new concepts with confidence. Ultimately, I strive to inspire curiosity, foster resilience, and help children develop a lifelong love of learning that extends beyond the classroom.

My Skills and Experience Supporting Young People to Develop Their Independence 

Promoting independence in the children I work with is a core aspect of my teaching approach, and I achieve this by fostering a supportive environment that encourages autonomy while providing the necessary structure and guidance. A strategy I use is the TEACCH approach, which involves creating structured workstations where tasks are broken down into clear, manageable steps. This approach allows children to work independently at their own pace, with visual cues, labels, and clear instructions to guide them through each task. These workstations are set up with specific visual supports, such as visual schedules, task cards, and colour-coded instructions, to help children understand what is expected and give them the tools to complete tasks with minimal adult intervention.

In addition to the TEACCH approach, I use visual supports like first/then boards, choice boards, and social stories to help children understand transitions, routines, and expectations, which supports their ability to work independently. These strategies are designed to reduce anxiety and increase confidence, enabling children to feel secure in completing tasks on their own.

My general ethos centres on creating an environment where children are empowered to take ownership of their learning and behaviour. I encourage problem-solving, self-regulation, and decision-making through consistent routines, positive reinforcement, and opportunities for children to make choices in their learning. By gradually increasing the level of independence expected, while ensuring that each child receives the right level of support when needed, I help them build the skills and confidence to work autonomously, develop resilience, and take pride in their own achievements. Ultimately, my approach is rooted in the belief that all children have the potential to be independent learners, and my role is to guide, scaffold, and celebrate their journey toward self-sufficiency.

My Experience Teaching Maths and English

I have extensive experience in designing and delivering personalised, multisensory maths programmes tailored to meet each child’s unique learning needs. By integrating a variety of strategies that appeal to different learning styles, I ensure maths is accessible, engaging, and meaningful. I use visual aids such as number lines, ten frames, and colour-coded charts alongside tactile resources like base-ten blocks, counters, and manipulatives to help children develop a concrete understanding of abstract concepts. Kinaesthetic activities, including physical movement exercises and interactive games, further reinforce learning through hands-on experiences.

To support deeper understanding, I incorporate digital tools and educational apps that cater to visual, auditory, and kinaesthetic learners, providing dynamic ways for children to practise and consolidate their skills. I also make maths relevant by embedding real-life applications, such as budgeting, measuring, and cooking, to show its practical significance. My approach includes breaking tasks into manageable steps, using scaffolding techniques, and providing positive reinforcement to build confidence and motivation. Through targeted interventions focusing on number sense, arithmetic, and problem-solving, I ensure children develop a strong foundation in maths while fostering a positive attitude towards the subject.

In English, I have significant expertise in teaching both reading and writing, with a particular focus on phonics and comprehension. I have led the implementation of the Read Write Inc. programme across a school, ensuring its success through staff training, progress monitoring, and strategic adaptations to meet diverse learner needs. My ability to create personalised phonics programmes has enabled me to support individual children effectively, addressing specific gaps in knowledge and providing targeted interventions. My in-depth understanding of the National Curriculum ensures high-quality, structured teaching that promotes continuity and progression in reading skills.

Beyond phonics, I employ a variety of strategies to enhance reading comprehension, including guided reading, shared reading to model fluency, and activities that build inference, prediction, and summarisation skills. To support sight word recognition, I use interactive games that reinforce high-frequency words in a fun and engaging way, helping children develop automaticity and confidence in their reading. I also incorporate vocabulary maps, visual aids, and multi-sensory techniques to support vocabulary acquisition and deeper understanding. Additionally, I work closely with parents to create a supportive reading environment, ensuring sustained progress and engagement.

In writing, I am trained in Talk for Writing, a structured approach that develops children’s confidence and skills through imitation, innovation, and independent application. I use strategies such as Colourful Semantics to support children with additional needs, helping them construct grammatically accurate sentences in a structured way. Mind maps, story planners, graphic organisers, and assistive technology further aid idea development, spelling, and grammar. By blending evidence-based methodologies with targeted SEND interventions, I ensure that all children, regardless of ability, feel supported in their writing journey, building confidence, creativity, and a love for storytelling.

 My Specialist Experience Teaching Young People with Anxiety

I have extensive experience supporting children with anxiety across a range of settings (Mainstream schools, Resourced Provisions, LA  Specialist Advisory Teacher). I have also supported  children and families as part of Local Authority EBSA (Emotionally Based School Avoidance) teams. As a trauma and attachment-informed practitioner and mental health lead, I implement a variety of evidence-based approaches tailored to each child's needs. These include co-regulation techniques, mindfulness practices, solution-focused coaching, and the Zones of Regulation framework to support emotional awareness and control.

I prioritise creating a safe, nurturing, and predictable environment that reduces anxiety triggers while fostering trust and connection. My strategies include the use of visual supports, structured routines, and graduated exposure to help children manage challenges at their own pace. I also integrate cognitive-behavioural principles into my teaching, encouraging positive thought patterns and coping strategies. My skills in restorative practices and therapeutic play enable me to build strong relationships and address underlying anxieties effectively.

 My ability to differentiate and adapt teaching, promote social-emotional learning, and scaffold activities ensures that all children feel supported and capable. I am highly skilled in behaviour analysis, de-escalation techniques, and proactive problem-solving, which help children build resilience and confidence. By combining empathy, adaptability, and a holistic understanding of SEND, SEMH, and mental health needs, I empower children with anxiety to overcome barriers and achieve their potential. 

My Experience Working with Young People with PDA

Teaching and supporting children with Pathological Demand Avoidance (PDA) requires a highly nuanced, relationship-centred approach tailored to their need for autonomy and control. I prioritise building trust and reducing anxiety, which often underpins demand avoidance, by fostering a calm, predictable environment. My strategies are rooted in collaboration and flexibility, focusing on minimising perceived demands and empowering the child through choice and shared decision-making. I use indirect communication techniques, such as presenting tasks as invitations, using humour, and embedding learning into everyday, interest-led activities to reduce the pressure to comply.

To support children with PDA, I implement low-arousal approaches to create a sense of safety and avoid escalating anxiety. I employ scaffolding techniques, breaking tasks into smaller, manageable steps and using tools like 'learning menus' to offer options without overtly demanding participation. Role reversal strategies, where the child takes the lead or “teaches” me, are also effective in engaging them while maintaining their sense of control. Sensory tools, calming activities like mindfulness or art, and flexible routines further support self-regulation and reduce stress.

When introducing new concepts or activities, I use graduated exposure, starting with non-threatening, familiar elements and gradually building complexity as the child’s confidence grows. Positive reinforcement is used carefully, ensuring praise feels genuine and pressure-free. Visual supports, timers, choice boards, and unobtrusive prompts help provide gentle structure without triggering avoidance.

My skills in empathy, adaptability, and creative problem-solving enable me to respond dynamically to a child’s evolving needs. I focus on building trust through active listening, validating their feelings, and maintaining a calm, supportive demeanour. By fostering autonomy, respecting their need for control, and focusing on strengths, I create an environment where children with PDA feel safe, understood, and empowered to learn and grow.

My Specialist Experience Teaching Young People with SEMH 

With extensive experience in supporting children who have experienced trauma, are Looked After Children (LAC), or have SEMH needs, I bring a deep understanding of the challenges these children face and the strategies necessary to support their emotional and academic development. As a SEMH Outreach Lead Teacher for Salford LA, I worked closely with schools to develop tailored support systems for children facing significant emotional challenges. I have also served as a Designated LAC Teacher, ensuring that children in care received the specific support they needed to succeed both academically and emotionally. In addition, I led SEMH projects across schools, creating frameworks that promote positive mental health and resilience, and I have set up and run nurture groups and SEMH provisions to provide children with a safe, supportive environment that fosters their emotional and social development.

My approach is deeply informed by trauma-sensitive, attachment-based relational practices, understanding that children who have faced trauma or instability often struggle to form trusting relationships and regulate their emotions. I use a trauma-informed approach to ensure that my interactions with children are calm, consistent, and nurturing, helping to build a sense of safety and security. I focus on creating predictable routines, offering clear and compassionate communication, and providing opportunities for children to express their emotions in a safe space. By embedding attachment theory in my teaching, I help children form secure relationships with both adults and peers, which in turn promotes emotional regulation and positive social interactions.

I employ a range of strategies and interventions tailored to each child's individual needs. These include nurture group activities that focus on building emotional literacy, self-regulation strategies such as mindfulness or calming techniques, and therapeutic approaches like attachment play therapy to help children process and express difficult emotions. I also implement restorative justice practices to support conflict resolution and repair relationships, encouraging children to reflect on their actions and understand the impact on others. Through the use of positive behaviour reinforcement, I aim to build resilience and confidence in children, helping them develop coping strategies for managing their emotions and behaviours.

I interact with children in a way that is empathetic, non-judgmental, and patient, always seeking to understand the root causes of their behaviours and emotions. I offer consistent, clear boundaries while providing the emotional support and encouragement needed for them to feel valued and understood. My ability to remain calm under pressure, coupled with my dedication to building trust and fostering positive relationships, enables me to support children with trauma, LAC, and SEMH needs effectively, helping them develop the skills and confidence to thrive in both their academic and personal lives.

My Specialist Experience Teaching Young People with Dysgraphia (DCD) 

Supporting children with dyspraxia requires a tailored, patient, and multi-sensory approach to help them develop motor skills, coordination, and confidence in their learning. With my extensive experience, I use a combination of teaching strategies and interventions designed to address the unique challenges these children face. I employ task-breaking techniques, simplifying complex tasks into smaller, manageable steps, which makes it easier for children with dyspraxia to process and complete activities. I also provide clear, consistent instructions and visual aids, such as step-by-step diagrams, to support their understanding and reduce any anxiety or frustration associated with the task at hand.

I incorporate fine and gross motor activities into the learning routine, offering exercises to improve hand-eye coordination, balance, and spatial awareness. For instance, I use handwriting programs specifically designed for children with dyspraxia, such as Write from the Start or Handwriting Without Tears, which focus on strengthening hand muscles and improving letter formation. I also encourage the use of specialised equipment, such as pencil grips, slant boards, and weighted tools, to help improve motor control and ease of writing. To support gross motor skills, I provide activities like obstacle courses or ball games, which promote balance and coordination in a fun, low-pressure setting.

In addition to physical skills, I support executive functioning by teaching strategies for organisation, time management, and sequencing tasks. Children with dyspraxia often struggle with these areas, so I use visual timetables, checklists, and colour-coded materials to help them stay organised and on track. I also utilise assistive technology when necessary, such as speech-to-text programs or typing software, to help them with written tasks and reduce the impact of motor difficulties.

I regularly assess progress through informal observations, motor skill assessments, and feedback from parents and specialists, such as occupational therapists, to ensure that interventions are effective and that the child is progressing. This allows me to adjust my teaching strategies as needed and provide ongoing support tailored to each child’s needs.

 My Specialist Experience Teaching Young People with Working Memory and Processing Needs

Supporting children with working memory and processing difficulties requires a structured, individualised,  approach to help them process, retain, and recall information effectively. My strategies include breaking tasks into smaller, manageable steps to reduce cognitive overload and allow children to focus on one element at a time. I incorporate visual aids, such as mind maps, graphic organizers, and checklists, to externalise information and provide clear frameworks for understanding.

For retention and recall, I utilise techniques such as repetition, active recall, and chunking—grouping information into smaller, digestible units. Mnemonic devices, task boards, and visual reminders further support memory retention, while tools like written instructions, audio recordings, and interactive digital apps scaffold cognitive abilities.

To address processing challenges, I offer explicit instruction, pace activities to align with children’s processing speeds, and integrate multisensory learning approaches to strengthen comprehension. Importantly, I also employ metacognitive strategies to help children understand and manage their own learning processes. These include teaching children to think about how they learn best, set goals, monitor their progress, and adjust strategies when needed. Reflection activities and self-assessment tools empower children to take ownership of their learning, building their capacity for independent problem-solving.

Creating a calm, supportive, and organised environment is key. Positive reinforcement and regular assessments ensure interventions remain effective and tailored to individual needs.

My Specialist Experience Teaching Young People with Dyslexia 

With extensive experience in supporting children with dyslexia, I specialise in creating personalised multisensory literacy programs that cater to each child’s unique learning needs. I utilise structured literacy programs like Kelly & Phillips Multi-Sensory Dyslexia Programme, Beat Dyslexia, Lexia, Hegarty Reading, and Word Shark, which emphasise systematic phonics to build strong skills in reading, writing, and spelling. Currently completing a postgraduate certificate to become a Dyslexia Specialist Teacher and Assessor, I’ve gained expertise in creating multisensory programs engaging visual, auditory, and kinaesthetic pathways for improved retention and understanding.

I employ strategies such as breaking tasks into smaller steps, using color-coded text, and incorporating visual aids like phonics charts and mind maps to improve organisation and comprehension. Repetition and overlearning reinforce skills, while assistive technologies, including text-to-speech tools and audiobooks, provide alternative ways to access content. I scaffold tasks, use templates, and teach metacognitive strategies to help children self-monitor and structure their work effectively.

My postgraduate training has deepened my ability to screen and assess dyslexia and design personalised interventions, focusing on strengths and challenges. By fostering a growth mindset and creating a supportive environment, I help children build confidence and resilience, ensuring they feel empowered in their learning journey.

EHCPs/SEN Support Plans Experience

I have in-depth experience in writing and securing Education, Health, and Care Plans (EHCPs) for children with a wide range of needs. This process involves conducting detailed assessments, collaborating with parents, carers, and professionals such as educational psychologists and speech and language therapists, and ensuring that the child’s strengths, needs, and aspirations are thoroughly represented. I am adept at translating this information into clear, targeted outcomes that align with the child’s developmental and educational goals.

In my teaching, I consistently incorporate EHCP targets and outcomes into personalised learning plans to ensure that my approach is fully aligned with each child’s specific needs. I also integrate SEN Support Plans, tailoring my teaching strategies, interventions, and resources to deliver the support outlined in these documents. By regularly reviewing progress against these targets, I adapt my teaching to remain responsive and effective.

My bespoke teaching approaches often include multi-sensory strategies, structured routines, and evidence-based interventions to address areas such as communication, social interaction, and academic skills. Through close collaboration with families, school staff, and external professionals, where appropriate, I ensure that children’s 

Having worked as a Primary Classroom Teacher, Assistant Principal and Learning Support Teacher for the past twenty years, I have a wealth of experience teaching neurodiverse children with a range of learning needs. I have particular expertise and interest in working with children who are dyslexic and/or autistic, as well as having experience supporting children with ADHD, dyspraxia, dysgraphia and dyscalculia.

Additionally, I am very interested in supporting children's mental health and well being. I am a trained Mindfulness in Schools Mindfulness Teacher for children aged 3 - 6 years, and I often draw on these skills to support children in my teaching.

My specialist experience working with students with SEN to develop trusting and meaningful relationships; When working with a child, I always aim to establish a foundation of trust by being consistent, calm and patient. I aim to design sessions which are engaging, whilst also meeting the sensory and learning needs of each child. I build in movement breaks, but I am also led by the child and my sessions are flexible. If I sense a child beginning to lose concentration or becoming dysregulated, I quickly adjust my session to allow for the child's needs to be met. For example, I might introduce a sensory activity, movement break or take a moment to practise mindfulness. This allows each child to achieve success in their own time.

My experience teaching autistic young people; In my role as a Classroom Teacher and Learning Support Teacher, I have worked with autistic children for a number of years, both in the classroom and one to one. My aim is to support each child to be the best they can be and to support their wellbeing by helping them to develop a positive autistic identity.

To support my autistic students, I ensure that I understand each child’s sensory processing differences and offer accommodations and alternatives where possible. I understand that many autistic children have different learning preferences, such as preferring to move or fidget whilst learning, which I am happy to support in my sessions. I encourage children to listen to their bodies and to use their accommodations independently to meet their own needs.
As children's abilities can fluctuate depending on their well being and how regulated they are, I keep my expectations flexible, so I am able to adapt the level of challenge in each session accordingly.
My aim is for all autistic children to feel safe and supported in my sessions. To increase engagement, I encourage children to share their interests with me and try to incorporate these interests into my sessions.

My experience teaching social interaction skills; I understand that social interaction can look different for children with additional needs and that miscommunications and misunderstandings can often occur between children, especially between neurotypical and neurodivergent children if they do not have a good understanding of each other's communication styles. My aim is to teach all children about differing social interaction skills and how misunderstandings can lead to problems occurring. My aim is to bring awareness to social interaction differences, without shaming children into feeling that their own communication style is wrong.

My experience teaching English and Maths; I am a very experienced primary teacher, having taught children from ages 4 - 11 years old in both state and independent schools in UK and Australia. I have an excellent understanding of English and Maths curricula and I am able to successfully differentiate learning to cater for a broad range of needs. My sessions are designed to be interactive and fun, incorporating children's own interests and needs.

My experience teaching young people with executive functioning needs; When working with children with executive functioning needs, I aim to provide practical supports that will help a child to build on their existing skills and enable them to independently support themselves in the future. For example, I provide visuals to remind children of instructions or the steps to complete a task. To support with finishing a task within a given time, I might provide a timer to give a visual reminder of how much time left on a task, if this is helpful for the particular child. When planning an activity, I might support a child to organise the items that they will need to complete the activity, referring to visual images if helpful and we will then make a plan of the steps needed to complete the task.