England

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.

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 with English, Functional Skills Maths and helping them gain the confidence and practical skills needed for further education or employment. This role has deepened my ability to scaffold learning for older 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 Processing Needs, as well as Visual and Auditory difficulties.

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

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

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

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

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

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

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

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

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

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

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

My Experience Teaching Primary Maths and Primary & Secondary English

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

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

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

My Experience Working with Young People with SEMH and Anxiety

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

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

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

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

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

My experience working with children with autism

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

My experience working with children with anxiety disorders

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

My experience supporting children with PDA and other behavioural needs

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

My experience teaching children with ADHD

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

My experience working with complex physical needs

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

My specialist experience teaching students with sensory/auditory processing needs

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

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

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

My experience teaching students with dyscalculia

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

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

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

My experience teaching English and Maths

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

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

I started my career in Manchester and spent ten years working as an Assistant principal. During my time here I gained a huge amount of experience supporting learners with an array of additional needs. This included physical and medical needs including Down‘s Syndrome, Cerebral Palsy, Moderate learning difficulties, ASD, PDA, ADHD, dyslexia, dyscalculia, anxiety, childhood trauma etc.  

More recently I have been working with post-16 students supporting them to gain functional skills qualifications in English and Maths. I am also supporting students through their GCSE resit's, this requires teaching skills that are 'outside the box' as many of my students lack confidence and self esteem. During my functional skills sessions I ensure that the students are well equipped to complete the relevant assessments, whilst making the sessions engaging and fun! I have experience working with students with PDA, I have provided strategies that ensure learning takes place in a non demanding way.

As an experienced educator with a strong background in tutoring, I have honed a unique skill set that combines effective teaching strategies, deep subject knowledge, and a genuine passion for helping students succeed. With several years of experience in both one-on-one tutoring and classroom instruction, I am adept at adapting my teaching style to meet the diverse needs of students and fostering a positive learning environment. 

In my tutoring role, I have worked with students of various ages and skill levels, from primary school through to post 16 and have gained extensive experience in customising lessons to fit individual learning preferences. I use a combination of interactive activities, real-world examples, and clear explanations to ensure that complex concepts are easily understood. My approach focuses on building students' confidence and helping them develop the skills they need to excel academically. I do this by breaking down tasks into manageable chunks and taking them one step at a time. I also break up sessions with games and interactive quizzes, this allows for non-confronting assessment techniques. 

Above all, my goal is to inspire students to become lifelong learners, equipping them not only with academic knowledge but also with critical thinking skills that will serve them well beyond the classroom. My passion for teaching drives me to continuously seek professional development opportunities and improve my practice to better serve my students. 

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.

My experience and skills

My experience of working with children of all ages and abilities is extensive and diverse. Below are just a few examples of my work with children and young people that I have helped over the years. I truly hope the accounts resonate with you as you read and gives you the hope that every child has the ability and capacity to thrive, be happy and realise their full potential.

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

Building strong, trusting relationships with young people with SEN is the foundation of my teaching approach. I understand that trust is earned over time, and I take great care to create a learning environment where young people feel safe, respected, and valued.  I believe it is crucial to build the self-esteem and confidence of children and young people by developing trust, which forms the foundation for positive outcomes—both in relationships and academically. I achieve this by taking the time to get to know the individuals I work with. We play games, talk about their interests, bake, cook and garden together, anything that promotes positive relationships, communication and engagement.

As the relationship develops, I gradually introduce tailor-made lessons that are initially centred around the child’s interests. One boy I worked with loved pirates; one girl was passionate about anime—I had no prior knowledge of anime but quickly learned! Once engagement and trust are established, I introduce curriculum content aligned with their level of development while still tailoring it to their interests. It’s amazing how the national curriculum can be adapted with a little imagination. With this approach I have seen remarkable transformations in confidence and engagement. Whether it’s through shared interests, creative activities, or simply taking the time to listen, I prioritise building meaningful relationships that allow young people to thrive.

My experience working with young people with ASC (autism)

I have extensive experience working with young people with autism in both primary and secondary education. One particular student stands out—she had mastered the skill of masking her autism and behaviour at school, until one day, she reached breaking point. After being excluded from school, she went through three tutors before me, none of whom were able to engage her. By listening to her outbursts of anger and frustration, I was able to draw out her strengths, interests, and fantastic sense of humour. As our working relationship developed, her confidence grew, and, crucially, she felt heard. With my support, she progressed from permanent exclusion to being placed in set 1 English back in mainstream education. It was an absolute joy to be part of her journey.

My experience working with young people with SEMH (social, emotional, and mental health needs)

Many of the young people I work with have mental health needs, and I support them by understanding their struggles at a deeper level, showing empathy, and providing practical coping strategies.

I am currently working with a Year 8 student who suffers from depression. In our first three sessions, she was unable to leave her bedroom for more than 15 minutes at a time. Gradually, we built a trusting relationship, and recently, she engaged for a full session! I recognised that her depression was debilitating, preventing her ability to engage. One key strategy was allowing her to walk away without explanation. This helped build trust and reinforced that her voice was heard and respected. We have now had 5 full consecutive sessions with her fully engaging and making progress.

I also use distraction techniques with students struggling with SEMH, such as naming five things in the room that relate to the five senses. Another helpful tool is a ‘special box’—personalised with familiar scents, a photo of a pet, or a comforting texture to help regulate emotions. Every child is different, so my approach to mental health support is always bespoke.

My experience teaching science

I have taught science at both primary and secondary levels. I love hands-on science—lava lamps, wormeries, and erupting volcanoes are just a few experiments that come to mind!

Currently, I am teaching a KS3 student about living organisms, including cells and the skeleton. It’s fascinating—I genuinely love learning alongside the young people I work with!

My experience teaching history

Having specialised in history at university, I have taught the subject across both primary and secondary levels.

Most recently, I worked with an autistic Year 7 student who had a keen interest in pirates. Together, we created a giant world map, plotting character descriptions, ‘wanted’ posters, and newspaper reports of criminal trials. Once engagement and trust were established, we moved on to the GCSE history curriculum, starting with the American West.

My experience supporting the teaching of functional skills in English and maths

I have taught functional skills English for two years to a student with anxiety, ADHD, and autism. To personalise her learning, I tailored the curriculum around her special interest—horses. We wrote persuasive letters to the local authority, arguing against a proposed development on her equestrian centre. We practised speaking and listening skills by debating the pros and cons of new housing on equestrian land, and we read War Horse together.

I have little experience teaching functional skills maths, and it is not my area of strength, but I am happy to give it a go! I have successfully taught KS1 and KS2 maths.

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

I believe learning should be exciting, engaging, and tailored to each young person’s interests. Over the years, I have created personalised learning experiences—from sensory-based storytelling sessions to hands-on science experiments—to spark curiosity and enjoyment.

One of my most memorable moments was transforming a student’s living room into an interactive learning space filled with themed activities based on his favourite characters. By incorporating play, creativity, and real-world connections, I help young people develop a love of learning that extends beyond the classroom.

My skills and experience supporting young people to develop their independence

Supporting young people to become as independent as possible is a key focus of my teaching. Independence looks different for every individual—whether it’s developing personal care routines, using communication aids to make choices, or practising problem-solving skills in a safe environment. I celebrate every step towards self-sufficiency, no matter how small.

For one young person, independence meant learning to press a button on a voice-output device to request a snack. For another, it was developing the confidence to take public transport with support. My approach is always person-centred, ensuring that independence is nurtured in a way that is meaningful and empowering for each young person`

My Experience Working with Young People with Sensory Difficulties

Young people with sensory difficulties experience the world in unique ways, and I tailor my teaching to accommodate their individual sensory needs. Whether a student is sensory-seeking or sensory-avoidant, I create activities that regulate and engage, using textured materials, soundscapes, movement, and visual stimulation. I have used everything from feely bags filled with objects of different textures to calming light displays and deep-pressure activities to support focus and comfort. Understanding sensory triggers and preferences is crucial, and I take great care to observe and adapt in real time, ensuring learning is both accessible and enjoyable.

My Experience Working with Young People with Communication Difficulties

I am passionate about finding ways to unlock communication for young people who struggle to express themselves. I have worked with students who use PECS (Picture Exchange Communication System), Makaton, AAC (Augmentative and Alternative Communication) devices, and those who are developing verbal skills at their own pace. I adapt my approach to meet each young person’s preferred method of communication, using a combination of visual supports, gestures, and verbal modelling. One of my most rewarding experiences was supporting a young person to use a switch device to participate in shared storytelling, allowing them to engage in a way they never had before. Communication is more than just words—it’s about connection, and I always strive to create opportunities for my students to express themselves in meaningful ways.

I am an experienced and dynamic education specialist with fifteen years of teaching experience in special educational needs combined with a hybrid role as a Program lead for the learning for Fulfilment course and learning for work in a Further Education

My experience teaching young people with Autism Spectrum Condition (ASC) has been profoundly rewarding and has demanded a high level of resilience and patience. Using a person centred approach that respects an individual’s unique way of processing and interacting with the world helps to create an environment based on a young person led education.  Building a predictable environment is key in building trust and ensures young people feel secure and engaged.

Planning and delivering engaging sessions for people with ASD involves a careful balance of creativity, empathy, and structured support. I focus on developing trust by establishing a consistent routine and personalised approaches that cater to each learner’s unique needs.

My sessions are designed to be both stimulating and relevant, incorporating interactive activities aligned with their interests and learning styles. By promoting an enthusiastic and positive environment, I encouraged active participation and motivated learners to engage fully by using this approach not only helped in developing essential social skills by working closely with young people in practical sessions such as sport and cooking which encourages them to communicate and interact with each other to achieve the same goal bring people together and celebrating success. It has been extremely rewarding to see students build confidence over time.

My approach in teaching learners with anxiety is with compassion and adaptive that prioritises creating a supportive and understanding environment. My experience in this area has involved several key strategies to effectively address their unique challenges. I begin by establishing a calm and predictable teaching environment, which helps reduce the unpredictability that can exacerbate anxiety and providing communication aids for them to inform me of their feelings at any given time.

I have gained experience in teaching young people with global development delay using multi-sensory approaches, reinforcing positive behaviour, building skills through repetition, prompting and breaking activities into small manageable steps.

Having extensive experience and knowledge in teaching young people with speech and language needs has meant I have taught learners who are non-verbal, have visual impairment and are selective mute. I have used pictorial exchange systems, Makaton body signing, TOBI, signs and symbols, eye gaze and using the whole communication approach to consolidate learning.  As well as this, I have used visual timetables, now and next boards and talking mats.

My strength lies seamlessly in being dynamic and responding to behavioural changes and adapting teaching methods to meet individual needs.  Being creative to engage young people in learning through enjoyable activities to build confidence and self-esteem.

My experience teaching young people social interaction and friendship skills involved a range of engaging activities such as sport and cooking whilst incorporating Maths and English.  I began by creating a safe and supportive environment where learners felt comfortable practicing new skills. Additionally, I incorporated fun games and group projects to foster teamwork and problem-solving abilities. Observing how they incorporated these transferable skills demonstrated their development and was incredibly rewarding.

My experience teaching  Maths, English and Mentoring delivering sessions to a young person working below the average level (working at KS1).  Providing engaging sessions using hobbies and interests of theirs as a starting point and using ice breakers activities.  These sessions were pupil led and I adapted lesson accordingly. 

Additionally, I have used the RARPA (non-accredited) Framework leading and delivery of a sensory curriculum at pre-entry level through sensory input and process-based learning. My recent tutoring experience includes teaching Maths, English and Mentoring  (KS1/2),  1.1 tutoring with SEMH and trauma-affected learner in a care home setting employing strategies to manage  dysregulated behaviour and promote communication through being creative and trust building activities.

My specialist experience working with students with SEN to develop trusting and meaningful relationships: Across all of my teaching roles (as a dyslexia specialist teacher, Reading Recovery teacher and leader, special school teacher and leader, supporting children in care), my way of working has supported the individual needs of children so that they can achieve to the best of their ability, and I build positive relationships not just with the children themselves but with their wider family, as these relationships are the key to learning. Working with children in care, it was particularly important to develop a relationship with each child as quickly as possible, as many of these children had had negative life experiences. This work also reinforced my belief in the central importance of involving parents/carers and families in a child's education and working together in the best interests of the child. I like to create a calm, secure relationship by getting to know the child well and showing them that they can trust me to always find the positives and never to lose patience with them; I also find out about what each child is interested in and motivated by, and use this wherever possible in their work. For example, with a very reluctant writer with ASC, I allowed him to write about Minecraft as a way in to writing sentences. I offer unconditional positive regard to all the children I work with. It is crucial in involve parents or others at home as much as possible, as they know their child best and I learn more about the child from them. At both the dyslexia centre and the special school where I worked, I had an open door policy for parents which was greatly appreciated.

I understand that I am usually just one part of a team working with a child, and I listen to others who also know the child, as well as contributing my own developing understanding of the child. I am positive, finding the good in everything, but I am also honest about how things are going including if there are any issues.

My experience teaching autistic young people: In my roles within a generic special school (KS2 teacher, primary lead for English and Maths, Outreach manager, interventions manager), I worked with many autistic children, across the whole spectrum of need. I understand the wide range of characteristics of those with autism, and the huge differences between individuals, with regard to sensory needs, language development, social skills, and the need for structure and routine, and was able to meet these needs both in the classroom and outside it. I taught a English and Maths across the whole of KS2, which encompassed a very side range of attainment, and so often required a highly individualised approach, particularly with regard to the teaching of number. The children I taught all made good or better progress from their own starting points.

I also have significant experience of working with autistic children in mainstream contexts, both as an advisory/outreach teacher, where I was called upon to advise and support mainstream teachers and SENCOs in order for them to better meet the needs of autistic children in their classrooms. This usually included setting up effective visual timetables, establishing clear routines, individual work stations for some children, adapting teaching so that the child could experience success, and good communication with home. I have also delivered training in autism for school teams in these roles, as well as in my role as Head of Education at nasen (National Association for Special Educational Needs).

My experience teaching young people with anxiety: Almost all of the children with whom I have worked over the years have experienced anxiety, and many have had very high levels of anxiety. I have come to understand that anxiety (particularly around uncertainty) is often the root cause of many of the behaviours that we observe in children who are experiencing difficulties in school and with learning, particularly those children who are autistic. I am very successful at identifying anxiety and what may be causing it, and interacting with a child in such a way as to minimise their anxiety. This includes being very calm in my approach, being predictable in my responses, structuring lessons in a similar way each time to support predictability and teaching self-management techniques such as breathing exercises. I have found that children with anxiety (whether in a mainstream or special classroom, in 1:1 work, or outside of school) respond very positively to me, and this has enabled them to be better able to learn the subject I am teaching them.

My experience teaching Maths: I have taught primary Maths in a range of different roles: as a mainstream KS2 classteacher, as a KS2 teacher in a special school, and as a KS1 teacher in a specialist Language Resource Base. This means that I have experience across the whole attainment range, having taught children who are gifted in Maths as well as those for whom Maths is a particular challenge, due to dyscalculia or as one aspect of their overall needs (autism, dyslexia, global delay etc). I adapt my approach to meet the individual needs of the child, but this usually involves the use of concrete apparatus and a structured programme, based on creating success for the child. More recently, I have taught KS3 maths within the context of tutoring, with children with autism, ADHD and dyscalculia, and have found that I really enjoy adapting the KS3 curriculum to meet these needs.

My experience teaching young people with dyscalculia: I have wide experience of teaching children with dyslexia, many of whom experience difficulties with number as part of that, as well as with children with a diagnosis of dyscalculia (and those without a diagnosis, but who had a dyscalculic profile), in my roles working in a dyslexia teaching service, leading a KS2 dyslexia centre and in a special school. I understand the particular and extreme difficulties with number and the teaching strategies which support its development (such as the use of concrete apparatus and the over-learning of number facts, using a structured programme). I always start by finding out what a child is able to do independently, and build from there, as it is crucial for a child to feel successful, particularly with a subject where they are likely to be feeling unconfident. I recognise and celebrate small steps of progress. These strategies mean that I have been able to support children with dyscalculia to experience success and make progress.

My experience teaching young people with speech and language needs: I lead a KS1 Language Resource Base (a special class within a mainstream school) for three years, where all 10 children had a diagnosis of Developmental Language Disorder (DLD, previously Specific Language Impairment) and had significant needs in this area. This meant that I worked very closely with Speech and Language Therapists to implement both individual and group programmes, focusing on aspects of language such as listening and attention, receptive skills, expressive skills, word finding difficulties and the pragmatic use of language. I also taught English and Maths to the children, and supported them to integrate into their mainstream classes for other subjects. It was very rewarding to see the progress that was possible with the right combination of support.

Many children that I have worked with in other contexts (including the dyslexia centre, special school, children in care) have also had speech and language needs (there is often an underlying language need in many diagnoses of SEN), and I have always prioritised language/communication development as the key to learning.

My experience working with young people to boost their confidence and self-esteem: Across all of my roles (as a dyslexia specialist teacher, Reading Recovery teacher and leader, special school teacher and leader, supporting children in care), I have worked with children who come in with low levels of confidence and self-esteem. Developing confidence is absolutely key to learning. I do this by finding out exactly what a child is able to do at the moment (rather than focusing on what they cannot do) and using this as a starting point. This means that a child experiences success in every lesson, which then enables them to open themselves to try something which they find more difficult and so learn. I always build in lots of revision and repetition to lessons as part of this process. I use specific praise which indicates to the child exactly what they have done well, so that they continue to do it. I also move forwards in as small steps as a child needs, so that we don't leap ahead into something that they are not able to do, and employ scaffolding strategies (based on Vygotsky's 'zones of proximal development'), ensuring that I remove each scaffold as the child no longer needs it. These strategies together, and the child's developing awareness that they CAN do it, really boost confidence and self-esteem.

My specialist experience providing engaging sessions to inspire a love of learning: Across all of my roles, I have tailored my approach to the individual needs and personality of the child. For some children, this means using a very structured and repetitive approach which eases anxiety, whereas for others I am led more by their interests and what they are indicating to me by their mood on a given day. I am flexible in my approach so that if what I have planned is not working, I will quickly adapt it. To engage and maintain attention, a 1:1 lesson will have lots of different elements or activities, for example talking about their day/week, using concrete apparatus, verbal rehearsal, playing an educational game, writing on a white board, listening exercises and so on. Because lessons are pitched so that the child is able to achieve success whilst learning, children remain engaged and begin to enjoy learning.

My skills and experience supporting students to develop their independence: Independence is the most important thing for a child to develop, as it will not only increase confidence, but will provide a life-long essential skill. As a Reading Recovery teacher and leader, ensuring that the child (whatever their age or cognitive profile) does everything that they are able to do for themselves is a crucial element of lessons. This is achieved by the skillful use of 'prompts', so that rather than inadvertently giving the child the answer (when I know that they can do it), I prompt them to use a strategy which will enable them to find the answer for themselves. This hugely increases confidence as well as independence.

Working in a special school, all of the children and young people had significant needs but I ensured that every single one of them whom I taught did everything that they could for themselves. This included reading and maths skills, but also self-help skills such as dressing, going to the toilet, asking for something in a shop and so on. Many of these pupils had come to the school with 'learned helplessness' (usually from being offered too much support previously) but all were able to progress and become much more confident in their own abilities through this development of independence.

Overall, my range of experience has given me the skills to teach children with  English and Maths difficulties, whatever their cause, including dyslexia and dyscalculia. Many children with these needs also demonstrate difficulties with working memory, processing and executive functioning and I include the development of these in my lessons.