England

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

As an educator, I am committed to creating inclusive, supportive, and structured learning environments that enable all children to thrive. I have extensive experience working with pupils with a wide range of Special Educational Needs and Disabilities (SEND), including Autism, ADHD, Selective Mutism, Dyslexia, and communication difficulties. Building trust and forming meaningful relationships are at the core of my practice.
I adopt an empathetic, accepting attitude that values each learner’s individuality. This approach helps pupils feel safe, understood, and respected—essential conditions for effective learning. By recognising their unique interests and strengths, I build rapport and motivation, which in turn promotes engagement and emotional security.

My experience working with young people with sensory/auditory needs

I am passionate about creating sensory-friendly learning environments that support children with sensory and auditory sensitivities. Drawing on principles of sensory integration, I incorporate sensory breaks, calming techniques, and access to quiet spaces to help learners manage over- or under-stimulation.
I use visual supports, structured routines, and predictable transitions to reduce anxiety and create a sense of safety. These strategies help learners focus, regulate emotions, and remain engaged in their learning. I also work closely with Occupational Therapists where possible to ensure that sensory needs are integrated into learning plans.

My experience working with young people with speech and language needs

Supporting communication development is a major part of my teaching practice. I have worked with pupils with speech and language delays, communication disorders, and those who are non-verbal or minimally verbal. I have completed PECS (Picture Exchange Communication System) training and regularly use Augmentative and Alternative Communication (AAC) strategies, visual timetables, and symbol-based resources to promote expressive and receptive communication.
I use clear, concise language reinforced with gestures, facial expressions, and visual cues. This multimodal approach helps pupils process information, understand expectations, and express themselves confidently. For children with Selective Mutism or social communication challenges, I focus on creating a calm, pressure-free environment where communication can develop at the learner’s own pace.

My experience working with young people with cerebral palsy

While I have not yet had the opportunity to work directly with young people with cerebral palsy, I am fully committed to developing my skills and knowledge in this area. I am confident in my ability to adapt my teaching practice to meet the physical and learning needs of pupils with cerebral palsy and am eager to work collaboratively with Occupational Therapists, Physiotherapists, and other multidisciplinary professionals to ensure effective support.
I understand the importance of accessibility, differentiated resources, and flexible teaching methods to promote engagement and participation. I am also keen to learn and implement strategies that foster independence, communication, and confidence, ensuring that every young person has the opportunity to achieve their full potential.

My experience teaching Functional Skills (Maths and English)

I have taught Functional Skills in both Maths and English, designing sessions that are accessible, practical, and engaging. My approach focuses on applying skills to real-life contexts—such as budgeting, time management, and everyday communication—to make learning relevant and meaningful.
For learners with Dyslexia or processing difficulties, I use multisensory methods such as phonics-based instruction, visual supports, and structured templates. I incorporate scaffolding strategies, including model answers and step-by-step guidance, to help learners build confidence and progress at their own pace.

My experience working with young people with challenging behaviour

My classroom management is grounded in empathy, structure, and consistency. I use positive behaviour support strategies, clear boundaries, and predictable routines to help young people feel secure and understood. When challenging behaviours arise, I approach them as a form of communication and work to identify and address underlying needs—such as anxiety, sensory overload, or frustration.
By using praise, positive reinforcement, and structured reward systems, I encourage positive choices and promote self-regulation. My calm, consistent approach helps de-escalate situations and builds trust over time.

My experience supporting young people with social interaction and friendship skills

I regularly support the development of social understanding and interaction skills through structured activities such as turn-taking games, role-play, and social stories. These tools provide learners with clear frameworks for recognising social cues, developing empathy, and engaging appropriately in social situations.
This approach has proven especially effective for learners with Autism or social communication difficulties, as it promotes confidence and understanding within peer interactions and group work.

My experience developing confidence and self-esteem

Building confidence is central to my practice. I focus on celebrating small achievements, providing opportunities for success, and using encouragement to help learners believe in their abilities.
I design tasks that build on each child’s interests and strengths, ensuring that learning feels purposeful and rewarding. By creating an environment where mistakes are seen as part of learning, I help children take risks, develop resilience, and experience pride in their progress.

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

I aim to make learning enjoyable, accessible, and meaningful. With a background in A Level Art, I take a creative approach to teaching by incorporating hands-on and imaginative activities into lessons. This helps children express themselves, explore ideas, and engage with learning in a multisensory way.
I tailor my sessions to each learner’s preferences and learning style, using visual aids, interactive materials, and real-life applications to maintain interest and enthusiasm.

My skills and experience supporting young people to develop their independence

Developing independence is an essential goal of my teaching. I encourage learners to take ownership of their learning through structured routines, choice-making opportunities, and gradual release of support.
I explicitly teach time management, organisation, and problem-solving skills to help pupils take control of their learning pace and develop autonomy. By equipping them with practical strategies and coping tools, I help them build confidence, resilience, and life skills that extend beyond the classroom.

With 22 years of experience in the classroom as an English teacher, I have developed a strong track record of supporting students across Key Stages 3, 4 and 5 to achieve their potential. Over the course of my career, I have taught in both public and private school settings, which has given me a broad perspective and the ability to adapt my teaching style to meet the diverse needs of different cohorts of learners. My experience includes serving as Head of Department, where I was responsible not only for curriculum planning and delivery but also for mentoring and supporting colleagues, fostering a culture of high standards and collaboration.

Alongside my classroom teaching, I have worked as an intervention teacher, leading targeted small-group sessions, revision programmes, and one-to-one tuition. These roles have allowed me to develop innovative strategies to address gaps in learning and build students’ confidence, particularly in the run-up to key examinations. As a GCSE English Language examiner, I bring a deep understanding of assessment criteria and exam expectations, which informs my teaching and ensures that students are fully prepared to achieve the best possible outcomes.

Supporting students with special educational needs and neurodiversities has always been a key part of my practice. I am committed to creating an inclusive classroom where every student feels valued and supported, using differentiated strategies and personalised learning approaches to enable progress. My work consistently combines high expectations with empathy and creativity, ensuring that all students are equipped with the skills, knowledge, and confidence they need to succeed.

Having taught across several exam boards over the years, I have the experience of teaching Functional Skills, GCSE English Language, GCSE English Literature, GCSE Media, 'A' Level English Literature and 'A' Level Media. I have taught Key Stage 3 extensively and have experience in supporting students in other areas of their life, as a friendly member of the pastoral team.

As a highly qualified specialist teacher, diagnostic assessor and SEND consultant, I have extensive experience supporting children with specific learning difficulties across all four broad areas of need: cognition and learning; communication and interaction; social, emotional and mental health: and sensory and/or physical needs. Supporting children and young people with neurodiverse needs has been a focus of my entire career. I work alongside families, schools, and professionals to offer practical advice, tailored teaching and training that helps every child thrive.

I believe that every child learns best when their unique strengths are recognised and nurtured. My approach is centred on building a clear understanding of how each learner thinks, feels and processes the world around them. By using their strengths as a foundation, I support children in developing confidence, independence, and strategies that make learning more accessible and enjoyable. I strive to ensure every child or young person feels understood, supported, and empowered in education and life.

I specialise in profiling both cognitive and academic skills to build a detailed picture of each child or young person’s unique strengths and areas of difficulty.  Each assessment is thoughtfully analysed to build a clear picture of the individual’s learning profile and how they process and retain information.   This in depth understanding of the child’s cognitive profile, builds the information for the evidence – based intervention and practical strategies. This helps to harness cognitive strengths to support academic progress and equips the learner with strategies that are personalised to their profile, ensuring that they are meaningful.

Initial Cognition and Learning assessment; Informs Programme of Study. 

Using my expertise in assessment, I begin the process of getting to know the child or young person using both summative and formative assessments. Standardised assessment tools, yield results with 95% to 99% accuracy. The cognitive areas assessed include working memory, sequential memory phonological awareness, phonological processing, including auditory and visual processing along with the individual’s underlying ability levels and potential to learn and achieve. This information is combined with academic data to create a comprehensive profile of the learner’s strengths, challenges and areas for development.

Specialist support for Literacy, (Dyslexia) reading, writing and spelling

As a specialist teacher in dyslexia, I bring in-depth knowledge and expertise in identifying a child or young person’s strengths and areas of need. I use assessment outcomes to design tailored, evidence- based intervention plans that support meaningful progress. I have expertise in the teaching of reading, including phonological awareness, decoding strategies, and reading comprehension. I also specialise in the teaching of spelling, sentence structure, handwriting, and writing fluency. All the key elements required for comprehensive literacy development.

The customised intervention will leverage the child's existing strengths to effectively address areas of weakness and support their learning needs. The intervention or programme of learning will be systematic, cumulative and multi-sensory, with a focus on the underlying skills that underpin fluent literacy development.

Mathematics support for individuals with dyscalculia and assistance in developing mathematical skills and building confidence. 

As a specialist teacher in both literacy and mathematical development, I use assessment effectively to clearly understand the learners’ barriers. The mathematic assessments are designed to identify the underlying neurocognitive processes that contribute to mathematical difficulties. They will be used to evaluate working memory, executive function, and visual spatial processing.

The results will identify, areas such as ability to visualise, perception processing skills, spatial ability, sequential thinking, linking, estimation skills, and memory, and understanding of mathematical language. All component skills and cognitive areas needed for proficient mathematical development. Once the learners’ strengths and areas of difficulty with mathematics have been identified, a personalised programme of study can be created to match the individual learning profile in this subject area.

Specialist Support for ADHD, ADD, levels of engagement and independence

As a specialist in specific learning difficulties, attention deficit hyperactivity disorder and ADD are often found to co-occur with other specific difficulties such as dyslexia. The executive function (mental processes) that enable us to plan focus, remember instructions and manage multiple tasks are often interrupted and need to be specifically taught to enable the learner to sustain and manage learning tasks independently.  I use assessment to ascertain the level of need, or challenges that the learner faces in these areas. A customised programme will be created to address the learner’s academic needs, supporting areas such as working memory, impulse control, emotional regulation, cognitive flexibility, planning, task initiation, organisation, and sustained attention.

Specialist support for speech language and communication, including verbal dyspraxia

I have extensive experience working with children with speech and language disorders and have worked alongside speech therapists to support children in mainstream and specialist provisions. I am an ELKLAN Trainer and have delivered whole-school training with speech and language therapists.

I use assessment in the first instance to establish the information needed and assess the severity of the need in this area. For example, the British Picture Vocabulary Scale Third Edition (BPVS 111) can assess receptive language understanding. The results of the assessments would then be used to build a programme to support receptive, expressive, language skills and how these are used to support literacy development for example language comprehension when reading.

Specialist support for sensory processing, including auditory processing and developmental coordination disorder

A sensory profile and checklist will be carried out on the child or young person , and additional assessments may be completed as needed to determine the learner's sensory profile, sensory processing, and approach to information processing. Once this has clearly been established tailored resources, approaches and strategies can be complied and integrated into the learner’s academic areas of strengths and weaknesses. This holistic approach will ensure that the way the learner processes the world, via auditory, physical or visual pathways forms the foundations for the programme of study and aligns with the academic areas that need to be developed.

Specialist support for social communication difficulties (ASD)

As an adviser in a multiple of special schools I have extensive experience of working with children and young people in the autistic spectrum. Assessment will be used (If appropriate to the individual) to ascertain the level of challenge that that the learner faces in this area. Skills based lessons focussing on areas such a reciprocal conversation, joint attention, turn taking, understanding and using non-verbal communication and initiating and starting conversations, understanding social cues and context and perspective – theory of mind. Along with strategies to support emotional regulation, problem solving, will be built into a programme of learning alongside skills-based approaches.

Support for individuals with social, emotional, and mental health needs, as well as profiles associated with low confidence and self-esteem.  

I help children and young people with low confidence, anxiety, and self-esteem by creating a safe, predictable environment and developing trusted relationships, ensuring they feel heard and valued. Offering small achievable steps to success that gradually rebuild their sense of capability. It is important to validate their experiences without reinforcing avoidance and use positive reinforcement to highlight their strengths. Tailored strategies to support with emotional resilience and to promote self-belief over time are created and developed and incorporated into a bespoke programme of study and support.

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

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

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

My experience working with young people with autism

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

My experience working with young people with anxiety

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

My experience of working with young people with dyslexia

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

My experience of working with young people with ADHD

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

My experience of working with young people with working memory difficulties

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

My experience of working with young people with sensory needs

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

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

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

My experience of working with young people with SEMH needs

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

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

Passion for Teaching and Leadership

With over a decade of experience supporting and teaching children and young people with special educational needs, I have worked across both primary and secondary settings, including SEMH schools and specialist provisions. My teaching spans a wide age range—from younger learners building foundational skills to teenagers developing independence and preparing for life beyond school.

Currently, I teach young people aged 16–19 with special educational needs, supporting them in English, Maths, Functional Skills, Science and History, while helping them build the confidence and practical skills needed for further education or employment. This role has deepened my ability to scaffold learning for students who may have gaps in their education or a history of disengagement.

In addition to teaching, I have led whole-school SEND initiatives as a Primary Lead—training staff, mentoring colleagues, and designing inclusive, accessible curricula. This experience has shaped my ability to create structured, nurturing learning environments where every student feels understood, valued, and capable of success.

I am committed to ongoing professional development, particularly in multi-sensory learning, trauma-informed practice, and emotional regulation strategies. By continually evolving my skills, I not only enhance student outcomes but also support colleagues in delivering effective, inclusive teaching across settings.

Tailored Support for a Range of Needs

Throughout my career, I have supported children and young people with a wide range of needs, including autism, PDA, ADHD/ADD, dyslexia, dyspraxia, global developmental delay, anxiety, sensory processing differences, SEMH challenges, and low self-esteem.

I understand that no two learners are the same. I take time to get to know each individual, adapting my teaching to suit their needs—whether through structured multi-sensory techniques, breaking tasks into manageable steps, or using interactive activities to boost engagement and retention. These personalised strategies drive academic progress while also developing confidence, independence, and emotional resilience.

Much of my work has focused on supporting students who have struggled in traditional school settings, particularly those with SEMH needs. I create calm, structured environments—whether in person or online—where learners feel safe, respected, and empowered to re-engage with education.

Positive relationships are at the heart of my practice. By building trust and responding to emotional needs with patience and empathy, I help students develop emotional regulation, self-esteem, and a renewed sense of belief in their ability to succeed.

Collaboration and Holistic Learning Approaches

I work closely with families, SENCos, social workers, therapists, and external agencies to provide coordinated, holistic support. Through strong partnerships and regular communication, I help ensure each student’s academic, emotional, and social development is supported in a well-rounded, coordinated way.

I contribute to EHCP reviews and suggest tailored interventions that align with each learner’s profile. I also guide families toward relevant resources and services to ensure ongoing support.

To promote focus and emotional regulation—especially for students with autism, sensory needs, or SEMH—I incorporate holistic activities such as peer massage, yoga, and mindfulness. These practices help students feel calm, centred, and ready to learn.

Dedicated to Making a Difference
I am driven by the belief that every child can thrive with the right support. My goal is to help each student become a confident, independent learner who enjoys their education and feels proud of their progress.

The heartfelt feedback I receive from families reflects not just the academic growth of the children I work with, but also the trust, confidence, and positive relationships we build along the way. I am committed to making a lasting, meaningful difference in the lives of the young people I teach.

• Special Educational Needs (SEN) Expertise:

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

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

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

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

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

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

I will use varied techniques such as breaking down tasks, short memory games, and visual timetables, this can really assist pupils with executive functioning skills.

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

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

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

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

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

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

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

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

My Experience Teaching Primary Maths and Primary & Secondary English

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

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

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

My Experience Working with Young People with SEMH and Anxiety

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

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

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

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

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

My experience working with children with autism

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

My experience working with children with anxiety disorders

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

My experience supporting children with PDA and other behavioural needs

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

My experience teaching children with ADHD

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

My experience working with complex physical needs

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

My specialist experience teaching students with sensory/auditory processing needs

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

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

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

My experience teaching students with dyscalculia

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

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

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

My experience teaching English and Maths

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

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

I am a skilled tutor with experience of working both within students’ homes and in specialist settings (including working with the Home and Hospital Teaching Service in Oldham for several years). I have experience in teaching pupils who have ASD, dyslexia, dyscalculia and ADHD, as well as supporting children with both mental and physical health conditions.

My ethos is built around developing positive relationships with the students. I work to understand the strengths and difficulties a student may face and develop a flexible, bespoke curriculum to support the needs of the individual. I strive to develop confidence within the student and encourage them to develop an enquiring mind which supports their problem solving and creative thinking. I embrace the fact that we are all different and that everybody learns in a different way, and have a willingness to tailor learning around interests and existing areas of strength.

My Specialist Experience Teaching Pupils with Autism:

Throughout my 22 years in mainstream schools, alternative provisions and in the home environment I have taught many autistic learners. As with any student, the needs of the learner differ and the key aspect of my teaching is to respect the individual and identify both their academic needs and their preferred way of learning.  A large number of the students I have taught have struggled with abstract concepts in mathematics, such as algebra. I have found that using Realistic Maths Education which focuses on the transition between concrete and pictorial learning has offered greater opportunities to access areas of the curriculum which they have previously found inaccessible. As confidence develops in the student the anxiety previously created by learning is lessened.

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

My ethos is built around developing positive relationships with the students. I work to understand the strengths and difficulties a student may face and develop a flexible, bespoke curriculum to support the needs of the individual. I believe that education should be an engaging experience, which is underpinned by mutual respect between teacher and student.

 My experience teaching young people with ADHD:

With specialised experience in teaching young people with ADHD, I employ targeted strategies to ensure each student reaches their full potential. I offer clear structure to the individual learners and “chunk” work into manageable tasks to reduce cognitive overload and offer opportunities for brain-breaks through alternative tasks. Where appropriate I use dual-coding strategies to support the learner. Most importantly, I ensure that immediate feedback is provided to reinforce positive achievements and outcomes.

My experience teaching young people with sensory and/or auditory processing needs:

With 20 years of experience within specialist settings I have much experience of supporting students with different processing needs. Time to think is important and often not offered in a classroom setting; it is therefore an important skill of mine to ensure that the student understands a topic. Clear outcomes need to be agreed and shared with the student – I often provide tick-lists, so students are able to measure their own progress within the course of the lesson and haver a clear structure they are able to follow and understand.

My experience teaching young people with challenging behaviour

I strongly believe that “one size does not fit all” and therefore not every student learns in the same way. Often by making education more engaging and having a flexible approach to the process of learning I have been able to overcome some of the challenging behaviour students have demonstrated in my 23 years in teaching. I feel by developing mutual respect between teacher and student some of the barriers students might have experienced in traditional classroom settings are removed and therefore behaviour is improved.

 My experience working with young people to develop their social interaction and access community activities:

Within my teaching in alternative provisions, it has been necessary to look for opportunities to look beyond the classroom. As such, I have taken students into the community on visits and trips; providing social modelling in wider scenarios which have enabled students to develop confidence in social skills as well as their classroom based-skills.

My experience teaching Primary English and maths:

I have a vast experience of teaching in specialist settings, as such, I have taught across the curriculum in most subjects delivering work at Key Stage 2 and 3 through project based learning. I currently specialise in Mathematics – delivering maths from an Entry level standard to the GCSE curriculum. However, my ethos has always been based around developing fluency within a student’s understanding of the subject. I therefore have based much learning on a confident understanding of the foundations of the subjects I teach.

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

Having worked in alternative provisions for over 20 years, the importance of the student’s self-esteem is easily recognisable to me as a barrier to their learning. This is particularly the case in mathematics where students experience a large amount of maths anxiety. Often this can be overcome by revisiting topics and building on foundations of learning, ensuring the student has developed fluency before moving on. It is necessary to highlight achievements and positive outcomes and ensure the student recognises how these link to other aspects of learning. As a student’s self-belief and confidence in their learning increases so does their capacity to learn new areas which has a profound affect on their experiences in education.

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

I strive to develop confidence within the student and encourage them to develop an enquiring mind which supports their problem solving and creative thinking. I embrace the fact that we are all different and that everybody learns in a different way, and have a willingness to tailor learning around interests and existing areas of strength. By tailoring the experiences to meet the interests of the student and demonstrating a style of learning which doesn’t just rely on text-books I foster a love of learning and highlight the relevance of knowledge in different scenarios. Context is important to this style of learning as we need to recognise the relevance of a task to ensure it has some validity to the student’s life.

My Specialist Experience Teaching Pupils with Anxiety:

As a young child I struggled greatly with anxiety and it was only in my early 40s that I was diagnosed with OCD, which was proven to be the cause of much of my anxiety. I am therefore understanding of the challenges which students may have in accessing their education and whilst every child is unique, I have experience of supporting students in this respect. Working in specialist settings over the past 20 years of my career, I have supported students to develop their confidence both academically and socially. In particular, maths can be quite exposing to some students so I am keen to build on the foundations of learning and take learning at a pace which supports the student to develop their fluency in the subject.

My Specialist Experience Teaching Young People with SEMH/Mental Health Needs:

Having taught in specialist settings for the last 20 years, I’ve helped many students with SEMH needs not only succeed academically but also gain confidence socially. Although each  lesson is structured and broken into more manageable “chunks”, I strive to provide engaging activities which are flexible in their demands to meet the needs of the student. I use Realistic Maths Education to provide concrete examples to students and then from this contextual basis support students in their further exploration of a topic through both pictorial and abstract representations. This has proven to be a successful technique in reducing the cognitive load for the student and therefore maximising outcomes in both lessons and exams.

My Specialist Experience Supporting Learners with Dyslexia:

Although dyslexic learners face challenges in traditional, class-based learning systems, they offer creative brilliance that with the right support can allow them to flourish as confident mathematicians. Many of the barriers to success can be through the complexity of the questioning and the unnecessary use of complex vocabulary. I encourage students to use pictorial representations of the question which supports the successful completion of questions. This pictorial representation often leads to the student gaining a much deeper understanding of the mathematical techniques used, rather than following a rote process.