Greater London

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

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

•                My experience working with young people with ASC;

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

•                My experience working with young people with PDA;

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

•                My experience teaching primary Maths and English;

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

•                My experience teaching social communication and language skills;

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

•                My experience developing confidence and self-esteem;

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

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

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

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

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

•          My experience supporting young people with anxiety;

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

•                 My experience supporting young people with Trauma;

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

•                 My experience supporting young people with ADHD;

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

•                 My experience supporting young people with SEMH;

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

•                 My experience supporting young people with challenging behaviour;

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

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

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

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

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

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

Experience with Autism

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

Experience with PDA

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

Experience with Speech and Language needs

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

Experience teaching subjects

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

Experience teaching confidence and low self-esteem

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

Specialist experience providing engaging lessons

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

My approach to teaching children with SEND and creating emotional safety

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

My experience supporting young people with PDA

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

My experience supporting young people with ASC

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

My experience supporting young people with ADHD

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

My experience developing confidence and self-esteem

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

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

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

My skills and experience supporting young people to develop their independence

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

How I teach Literacy/English

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

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

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

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

How I teach Maths

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

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

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

How can I help?

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

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

Specialist support for students with ADD and ADHD:

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

Specialist support for PDA & challenging behaviour

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

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

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

Experience in stimulating in student independence:

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

Experienced and an adaptive English teacher

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

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

Leadership in IT 

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

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

For the past eight years, I have worked one to one with children and young people with SEND who are without a school place, often due to exclusion or because a placement is not meeting their needs. Many of the children I support are in a vulnerable position and have had negative, sometimes traumatic, experiences associated with education.

My role is to patiently and consistently show up and gently build trust. I aim to show each young person that their previous experiences of being misunderstood or unsupported will not be repeated. My approach is warm, non-judgemental, and flexible, allowing children the time and space to settle and get to know me at their own pace.

I am naturally bubbly and genuinely interested in others, which often helps children to relax and open up quickly. Some of my tutoring relationships have lasted several years, during which I have supported students to make rapid progress and achieve qualifications that initially felt out of reach. I strongly believe that for all children, and especially those with additional needs, a trusting relationship with their teacher is the foundation for meaningful learning. Once this is in place, progress academically, socially, and emotionally often follows.

My experience supporting young people with ASC

One of my first roles was in a specialist school for students with autism, where meeting a wide range of needs was a central part of my training. I learned the importance of meeting autistic learners where they are and showing genuine interest in their passions, which is often key to building trust and engagement.

I have supported autistic children one to one within mainstream classrooms and developed sensitivity to recognising when a child is overwhelmed and needs space. I scaffold both academic and social experiences in ways that are supportive while respecting individuality and autonomy.

I regularly use visual supports, clear routines, and sensory-aware strategies, adapting them to suit each child’s needs. I also have experience with social stories, PECS, visual timetables, and basic Makaton, and I research and create resources to ensure support is tailored to each child.

Experience Supporting Students with anxiety

I have worked with children and young people with social, emotional, and mental health needs, including anxiety, trauma, and other challenges. I provide calm, predictable, and safe learning environments where students feel heard and valued.

I use structured routines, visual supports, and clear communication to reduce anxiety, while offering opportunities for emotional expression and reflection. By fostering trusting relationships, I help students feel secure, confident, and able to engage meaningfully with learning and social experiences.

My experience supporting young people with PDA

I have worked with several young people with a PDA profile, and my approach is gentle, flexible, and non-pressuring. I understand that engagement can vary day to day, and I see each positive interaction as meaningful.

While I often arrive with a plan, I am guided by the child in front of me. This can mean adapting activities to follow the child’s interests or mood to keep learning achievable. I offer choices to give a sense of autonomy and ownership, which is particularly important for children with a PDA profile.

My experience teaching English

I am a former Head of English and can teach English up to A Level. I have extensive experience supporting students across the GCSE curriculum and helping them develop the analytical skills needed for success, including exploring figurative language, writers’ methods, and structuring clear written responses.

When working with students who are already performing well, I focus on deepening their understanding and helping them express their ideas with greater clarity and confidence. I break down analytical thinking into manageable steps and model how to build thoughtful responses without making the process feel overwhelming.

As much of my work is with young people with SEND, I take a calm, supportive, and non-pressuring approach. I create a safe space where students feel comfortable sharing ideas, asking questions, and developing their thinking at their own pace. My aim is to build confidence alongside strong academic skills so that students feel capable, engaged, and proud of their progress in English.

My experience supporting young people with study skills and executive functioning skills

I have supported many young people who find organisation, focus, and getting started with tasks challenging. With younger students, I focus on gently building these skills through clear routines, visual supports, and breaking work into small, manageable steps. I often use checklists, short goals, and regular encouragement to help children stay on track and experience success. I also build in movement, choice, and varied activities to help maintain attention and motivation. My aim is to help children feel more confident approaching their work, while gradually developing the independence and strategies they need to manage their learning both in and out of the classroom.

My Experience Teaching GCSE Maths and Science

I have extensive experience tutoring students through the GCSE Maths and Science curriculum and am very familiar with the exam board specifications and requirements. I teach Maths and Science up to GCSE Foundation level, supporting students to understand key concepts clearly and build the skills needed for exam success.

Having struggled with Maths myself at school, I explain concepts in ways that are accessible and confidence-building, particularly for students who may feel anxious or unsure. I break learning down into manageable steps, use visual methods and practical examples, and regularly revisit key knowledge to secure understanding.

My focus is not only on covering content, but on helping students feel capable and prepared. With clear structure, patience, and encouragement, I support steady progress and growing confidence across both subjects.

My experience supporting young people with speech and language needs

I have supported children whose verbal language is limited, and I believe the key is giving them time and space to communicate in whatever way works best. I respond patiently and respectfully, using visual supports, modelling, and encouragement to help children feel confident expressing themselves.

 Experience Working with Young People with Anxiety

Anxiety is present in the majority of students I work with, whether as a diagnosed condition or as a natural response to years of feeling misunderstood, behind, or out of place in educational settings. My approach is designed to reduce anxiety. I create predictable, calm, and low-pressure learning environments where students know what to expect and feel in control of their experience.

Through my experience, I have developed a strong understanding of how anxiety manifests in young people, how avoidance behaviours develop, and how feeling safe and calm in their environment can begin to shift long-standing patterns. I focus on building trust, celebrating small wins, making tasks manageable, and giving students experiences of genuine competence, which is the most powerful antidote to learning-related anxiety.

Where appropriate, I also teach practical self-regulation strategies, helping students understand their own nervous systems and develop tools they can use independently beyond our sessions.

Experience Working with Young People with ADHD

I have worked with many young people with ADHD across both school and private settings, and I have a thorough understanding of how ADHD affects attention, working memory, emotional regulation, motivation, and executive function. My sessions are structured to work with the ADHD brain rather than against it. I use short, focused tasks, varied and energising activities, movement breaks where helpful, and material that connects to the student’s genuine interests.

From my experience, there is much more to ADHD than what is described in the DSM. Almost all children I know with ADHD are sensitive and compassionate, and I use praise, positive framing, and celebration of effort and progress. I also help students understand their own ADHD and develop personalised strategies for focus and self-regulation.

My experience working with young people with Autism

I have worked with autistic young people for over eight years in specialist provisions and for the past five years in private tutoring. I have a deep understanding of how autistic students process information, manage sensory experiences and navigate social demands, and I adapt my teaching accordingly.

I use visual supports, clear and direct language, and predictable lesson structures to reduce anxiety and cognitive load. I allow generous processing time and never pressurise students to respond quickly. I understand that what can appear to be challenging behaviour is almost always driven by overwhelm, sensory difficulty or anxiety rather than defiance, and I respond with curiosity and calm rather than consequence.

I incorporate special interests as central tools in my teaching, not as rewards or additions, but as the genuine scaffolding through which learning happens. A student who loves trains, animals or a particular video game will find those interests woven throughout our sessions. I believe autistic students thrive when their unique ways of experiencing the world are understood, respected and valued.

My experience working with young people with PDA

I have 15 years of experience supporting children with a PDA profile, both as a classroom teacher and as a private tutor. Working with PDA students has fundamentally shaped my approach to teaching. I have developed expertise in collaborative, demand-reduced approaches that prioritise autonomy, choice, and psychological safety above all else.

I understand that the anxiety driving demand avoidance creates behaviours that can seem challenging, but are in fact a child’s way of preserving their autonomy. My practice focuses on respecting this drive while maintaining consistent, firm boundaries. I reframe requests, offer choices, follow the student’s lead, and find indirect routes into learning—for example, rather than instructing a student to sit, I might ask which chair they prefer, or rather than setting a task directly, I might wonder aloud about something interesting and see where their curiosity leads.

Rapport and trust are the foundation of all my work with PDA students. As students gradually feel safe and understood, they engage more readily with learning. I am patient, flexible, and genuinely interested in each student as a person. I have also attended numerous professional courses on PDA to ensure my approaches are informed, effective, and respectful of each child’s unique needs.

Experience Working with Young People with Dyslexia

I have extensive experience supporting students with dyslexia across primary and secondary age ranges. I use practical supports such as yellow overlays, yellow paper, and large, clear fonts. I take a patient and understanding approach, ensuring that students feel confident and capable while accessing learning in ways that suit their needs.

My experience working with young people with working memory difficulties

Working memory difficulties affect many of the students I work with, whether as a standalone profile or as part of a broader neurodivergent presentation. I use a range of evidence-informed techniques to support working memory in practice: breaking instructions into single steps, using visual supports and written prompts, chunking information into manageable units and regularly reviewing and consolidating prior learning.

I also use mnemonic devices, acronyms and visual memory tools to help students encode and retrieve information more reliably.

My experience supporting young people with study skills and executive functioning skills

Supporting students to develop effective study skills and executive functioning strategies is central to my practice. Many of the young people I work with have neurodivergent profiles that affect planning, organisation, task initiation and time management, and I address these directly rather than assuming they will develop without support.

I help students build personalised strategies for focus and self-regulation, breaking tasks into manageable steps, using visual prompts and structured routines to reduce cognitive load. I draw on my understanding of ADHD, working memory difficulties and anxiety to tailor approaches to each student's specific profile. I teach students to understand their own processing and attention styles, so that the strategies they develop are ones they can apply independently and adapt as their needs change.

My aim is always to equip students with tools that extend beyond our sessions, building genuine confidence in their ability to manage their own learning over time.

Experience Teaching Primary Maths and English (Mainstream and Functional Skills)

I teach Maths and English across Key Stages 1 to 3. I use interactive, interest-led approaches and connect abstract concepts to real-world contexts that feel relevant to each student.

I have 10 years of experience teaching Functional Skills qualifications from Entry 1 to Level 3. These qualifications are particularly well suited to students who find exam conditions overwhelming or who are working towards practical independence rather than academic progression. I also prepare students for SATs and support catch-up across primary literacy and numeracy.

Experience Teaching Community Support and Outside Activities

I understand the value of learning that extends beyond the classroom and incorporate real-world contexts, community awareness, and life skills into my tutoring wherever appropriate. As a classroom teacher at a SEN school, I led weekly visits to supermarkets to develop practical life skills, as well as regular trips into the wider community to support learning in context. For example, students visiting London to explore the Tower of London enriched their understanding of Tudor history, connecting classroom content to real-world experiences.

I have also been solely responsible for organising residential trips, including planning, risk assessments, and supervision. I believe that learning outside the classroom is learning inside the classroom, and I use these opportunities to build independence, confidence, and curiosity alongside academic knowledge.

Experience Developing Confidence and Self-Esteem

Building genuine confidence is central to my work. Many students I support have developed negative beliefs about their abilities, and I help them challenge these by creating real experiences of success and competence. My teaching experience and counselling training give me a strong understanding of how self-esteem develops and enable me to guide students in recognising their strengths, celebrating progress, and developing a balanced, compassionate view of themselves. My aim is always to help students become more confident, better able to regulate their emotions, advocate for their needs, and trust in their own capabilities.

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

I believe that every young person has the capacity to be curious, to be interested and to experience the satisfaction of understanding something new. My sessions are designed to tap into that capacity by making learning feel relevant, enjoyable and genuinely connected to each student's world.

I use a wide range of teaching techniques across visual, kinaesthetic and auditory modalities, and I assess understanding through quizzes, games and conversation as well as more formal approaches. I incorporate each student's special interests as a central learning tool: if a student loves cats, cats will feature heavily in their Maths problems, their English writing prompts and their PSHE discussions.

My skills and experience supporting young people to develop their independence

Supporting young people to develop independence is an important part of my work. I help students build practical life skills, confidence, and the ability to make decisions for themselves. This may include developing organisation and study skills, managing their time, communicating their needs clearly, and gradually taking more responsibility for their learning. Through patient guidance and encouragement, I help students recognise their capabilities and develop the confidence to navigate challenges more independently both in education and in everyday life.

Across every role, my purpose has remained the same - to ensure that children with SEND are understood, supported, and given equity of opportunity. My lived experience, professional journey, and personal values combine to create an approach rooted in compassion, high expectations, and unwavering commitment to inclusion.

Specialist Home Education

I began working with twin boys, both with complex speech and language needs, sensory processing needs and learning difficulties in 2022. My role involved planning personalised learning experiences and working collaboratively with a multidisciplinary team including parents, Speech and language therapist, Occupational therapist, a swimming coach, sports coach, and art teacher. The most rewarding part of the role was getting to know the boys — understanding how they learn, what motivates them, and how to help them progress and lead happy and fulfilling lives. I also supported the children in workshops, classes and activities outside of the home, including swimming, art, parks, adventurous settings. We would often take the learning elsewhere such as museums, areas of natural beauty and exhibitions. Three years in this amazing role motivated me to join Sensational Tutors! It strengthened my belief that my calling reaches beyond just schools and includes homes, the wider community and families. I do so most successfully when I work closely with parents - always listening and ready to adapt when needed.

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

My approach to teaching and supporting any child is always based first and foremost on my relationship with them. As a coach to other colleagues, I would always communicate that their best tool is their relationship with a child. Throughout my career I have built trusting relationships with children, by first learning all I can about them, primarily from parents, then colleagues and often professionals. In my experience, once a child builds trust they begin to feel safe and so learning can follow. I have a deep understanding that for some children this can take time, which is where my patience and communication skills have been valuable. It is important that the team around the child is communicating and planning with the child’s best interests at heart. For example, first impressions are extremely important, so through communication you may discover that eye contact initially will put a child off, so you know to try another approach, giving the child the best opportunity to form a bond. Additionally, some children appreciate learning more about their tutor/ teacher and this too builds trust. Lastly I always listen and attend to children, which can be exceptionally meaningful to them. My approach always depends on what I know about the child and I adapt as I go where needed. 

My experience supporting children with ASC

I have supported many children with autistic spectrum condition (ASC). Every child with autism presents with their own unique profile of strengths, interests, and needs, so I have learned that meaningful progress begins with building a strong, trusting relationship, as I strive for with all children. I focus heavily on what works for every individual child and constantly adapt and tailor support and teaching towards their preferred style. I always work hard to ‘learn the child’ including any triggers, sensitivities and dislikes that may not be easy to spot. If a child with ASC also has SLCN, I take the approach described below and work towards progress building in therapy advice. 

My experience supporting young people with anxiety

There is a huge advantage to understanding that anxiety presents differently in every individual and it is important to be attuned to when anxiety is present as this may not always be the first thought. For this reason, I always consider where a behaviour may be coming from. By approaching with curiosity instead of assumptions, I have been able to support children, parents and colleagues to understand that anxiety affects us all differently and it is worth working towards finding the cause. For example, I have worked with children whose anxiety presented physically, with a stomach ache for example, only to learn that they were apprehensive about their new learning environment. Others have masked to the point that they ended up having meltdowns due to the exhaustion that masking can cause. Creating a safe environment in which children feel safe to feel a spectrum of emotions is essential. It is the environment, provision and specific techniques that can make all the difference, including the daily procedures that give the child what they need. For example, creating a low-arousal routine, with information in small chunks and sensory regulation resources available for example. Additionally, looking for signs and triggers can be essential so that we are being proactive in our support. 

My experience supporting children with Speech, language and communication needs (SLCN) and young people who are non-speaking

Having begun my career as a teacher in a SEND setting, I had the advantage of having speech and language therapists on sight to call on for expertise. These therapists impacted my teaching in an exceptional way. I have experience developing strategies to support children from using language socially, such as reciprocating in conversations to forming sounds to begin blending. I have good knowledge of Makaton signs and understand the powerful impact this can have on understanding for all children. I understand the value of AAC and structured language programs in reducing the frustration and barrier that can come with difficulties understanding and processing language or just being understood. I have also worked with children with developmental language delay (DLD) and I am able to interpret therapy reports to work with children to meet targets. This includes targets in Education, health care plans. I am excellent at using a range of visual aids to support understanding and give children with SLCN access to learning activities. Furthermore, there are communication techniques and programs I have not used myself yet, but I have the ability to learn quickly and put such techniques into practice. If a system is working well for a child, I am ready to take in on board and work with what is working.

My experience teaching Primary Maths and English

I have sound knowledge of the primary curriculum for Maths and English. I qualified as a primary teacher in 2012 and spent 6 years teaching in a primary SEND school. As a subject leader, I created schemes of work for Maths and Science, contributing to a moderated curriculum. I incorporate multisensory approaches, enhancing learning and memory through sound, visuals, touch and more. As a home education teacher, I planned lessons in and out of the classroom where possible, weaving in my student’s interests and always adapting. I place high value on supporting children to become comfortable with making mistakes, empowering them with the freedom to fail as is so vital to learning. I have seen children take more risks and explore more with this ability. 

My experience providing community support and outside activities

In my role as a specialist home education teacher, I regularly ventured out with the children I taught. An outing happened daily and ranged from casual bus trips for a break, trips out for lunch, shop visits for pleasure and to practice communicating with the community, fun swimming sessions, swimming lesson supervision, sports sessions, trampolining, museum and exhibition visits, home education workshops with groups, group trips to parks/ bowling/ outdoor swimming, walks in nature through the woods etc. This would most often include the use of public transport, including buses, trains, trams and the occasional Uber if needed. I would always keep a range of shoes/ waterproof clothing and swimming kit in my car so that I was ready to go! It has always been a pleasure working with students in the community they are part of, helping them enjoy all there is on offer. 

My experience developing confidence and self-esteem

All the work I have done in my career has developed confidence and self-esteem in children, because I always focus on strengths. Giving opportunities for children to build on these and celebrating them can boost self-esteem and confidence and thus feed into areas of learning. It is essential to work on what we find difficult, but we are all aware of the satisfaction of the feeling of excelling in something. For some children, this may be that they perceive themselves as a fast runner, so some timed runs where they might beat their score next time might be extremely confidence boosting. Additionally, as described above, the creation of a safe environment where children feel free to express themselves and feel accepted precisely as they are is essential.

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

My early teaching career was spent discovering ways to interpret the national curriculum in a way that best suits my pupil’s learning styles and interests. Sometimes in schools children can be disillusioned by themes that do not engage them, but I believe there is always a way to personalise learning experiences. Whatever the interest, I am keen to be an expert on it that term, week, day or lesson if it is meaningful and memorable to the child. Multisensory might be just the ticket for some children, whereas others might love drawing, so making this part of the lesson will help them. Some of the experiences described above, like the importance placed on teaching children to be comfortable with mistakes, can also help children love and value learning. 

My skills and experience supporting young people to develop their independence

Where appropriate, children can be encouraged to take small supportive steps towards new challenges and independence. For example, a former student who would usually need to be accompanied to a shop counter was encouraged to do this alone while I watched from an agreed position where the child could see me. This meant that if they needed to, they could look to me for a visual cue to successfully complete the task. Providing scaffolds to support children to reach a goal builds up skills slowly and at each step the child feels a sense of achievement until ultimately reaching the point of independence. This needs to be done at varying pace and always with celebration so children realise that even the smallest steps are an achievement. Praising effort works well, as it helps foster a growth mindset and develop a love of learning, again, where mistakes and challenges are viewed positively. 

A Lifelong Commitment to SEND and Inclusion

My career in Special Educational Needs is rooted in a personal story that began long before I entered the classroom. Growing up alongside my profoundly disabled sister shaped my earliest understanding of care, advocacy, and inclusion. She has always been a central part of my life, and supporting her felt natural rather than exceptional. Only as I grew older did I realise how different our family experience was from others. Today, I am her legal and medical guardian, ensuring she continues to receive the care, dignity, and joy she deserves. This responsibility has deepened my empathy and strengthened my resolve to support vulnerable children and families.

Before formally entering the profession, I spent many summers working in a playscheme, supporting children with a range of needs including PMLD, ASD and ADHD. This early exposure to diverse needs felt instinctive, reinforcing my desire to pursue a career in SEND teaching. From here I went on to teach children with Autism profiles, Global Developmental Delay, Speech, language and communication difficulties, Sensory processing needs, Attention deficit hyperactivity disorder (and ADD), Moderate to severe learning difficulties and more.

These experiences have shaped my values and professional identity. They taught me to see strengths before deficits, to celebrate differences, listen deeply, and approach every child with patience, respect, and curiosity. They also instilled a lifelong commitment to helping those who need it most — a calling that has guided every step of my career.

Professional Growth and Loyal Service

Since qualifying as a teacher in 2012, I have worked in only two schools and with one family. Loyalty, commitment, and long-term dedication are central to who I am as a professional. I build strong relationships with staff, pupils, and families, and I invest deeply in the communities I join. I prefer to stay long term, contribute, and see projects through. Working in a specialist setting allowed me to collaborate closely with therapists, teaching assistants, educational psychologists, and families. I learned how to integrate multi‑agency advice into daily practice, deliver personalised interventions, and support children with complex needs to make meaningful progress. I found the value in a 'team around the child' approach to teaching and carried it with me throughout my career.

Leadership, SENCO Expertise, and Trauma‑Informed Practice

As an Inclusion leader, I gained invaluable insight into the realities of SEND in mainstream education. I saw both the triumphs and the systemic challenges — the long waits, the limited resources, and the emotional toll on families. I also witnessed extraordinary transformations. I supported many children with social, emotional and mental health difficulties (SEMH) needs and multiple diagnosis’ helping them to eradicate barriers, gain confidence and make progress. I coached other colleagues to do the same and invited skilled practitioners into the school in order to transform the way in which challenging behaviour as a result of SEND was supported.

My leadership and teaching style is collaborative, relational, and proactive. I build trust quickly, communicate clearly, and approach difficult conversations with sensitivity whilst remaining solution focussed. I am adaptable and willing to step outside a job description when needed — always guided by what is best for pupils.

My experience supporting children with Attention deficit hyperactivity disorder (ADHD):

I have met and worked with many children with ADHD. For learning, I have found that clear instructions, tapping into interests and shorter tasks for example, have all helped to make learning manageable for some children. This always comes after letting the child know that they will have brain breaks or movement breaks and sometimes discussing what will help them. I have found that often children can be anxious that they will fail or that they won’t be understood. Hearing from the child and agreeing what will happen can make a big difference. If the subject matter is daunting, then a mix of activities might be necessary, making sure the child finds the learning engaging, whilst also learning what they need to know. All strategies involve a non-confrontational approach, with lots of patience, kindness and consistency. In addition, I have found no two children with ADHD the same, so an individualised approach is always a guiding principle. 

My experience supporting children with Social, emotional and mental health (SEMH)

My experience supporting children with SEMH is extensive. Children I have worked with have struggled to regulate emotions, trust adults and benefit from a range of approaches. I have led bespoke behaviour interventions, embedded trauma‑informed approaches, and worked closely with educational psychologists to train staff. I encouraged pupil voice and ownership, helping children understand their own goals and celebrate their progress. This work resulted in improved staff confidence, more consistent practice, and children who felt safe, understood, and ready to learn. A relational approach is essential and my top strategy. Children with SEMH may really struggle to trust others and I believe that this trust is built by offering safety and understanding in a consistent manner. I have often referred to the three Cs; Calm, Clear, Consistent. I have supported children with emotional regulation 1:1 and in groups, introducing ‘The Zones of Regulation’ to children and supporting them to successfully graduate from the program and access learning.  My motto is to never give up on any child - We learn the child, learn what it takes to succeed and never give up. The key is understanding that one size does not fit all and sometimes success takes time. 

My experience supporting children with Pathological Demand Avoidance (PDA)

Effective teaching for children with PDA relies on a highly personalised approach. My teaching is flexible in nature, so where a child may refuse an activity (for example) I understand that with patience, you can support the child to navigate this barrier. Guiding the child towards what they do want with sensitivity and skillfully reducing pressure can lead to more engagement. For example, indirect language such as phrases like “Maybe we could…” or “I’m wondering about…” can be helpful. In many cases, choices also allow children with PDA to feel part of the planning process, deciding what they are comfortable with. Offering choices in activities, resources, or timing also supports autonomy and helps the child feel more in control, which often leads to greater engagement.

My experience supporting children with Sensory processing needs

This can be very different for children who process the world differently. Effective support involves identifying the specific needs by collaborating with parents and any professionals who may b=involved and also listening and responding to the child. With this approach, any potential overload, overwhelm or stress can be limited and learning activities can be tailored to ensure the best possible engagement. Adjustments such as ear defenders, setting, lighting for example can all make a huge difference.

My experience supporting children with Dyspraxia

A child with Dyspraxia diagnosis may have difficulty with fine and gross motor skills, motor planning, and overall coordination. To meet these needs effectively, I have collaborated closely with Occupational Therapists to target specific difficulties with interventions tailored to each child. I have built up knowledge of engaging and enjoyable activities that aid a range of difficulties associated with the condition. At times, a little and often approach, such as a warm up activity to develop fine motor skills, such as finding objects buried in putty.

I am an experienced primary school teacher who has worked in a wide range of year groups across the eyfs and primary phase and taught all subjects part of the national curriculum. During this time I have worked with children with a wide range of send needs including, speech and language, ASC, ADHD, PDA, ODD, dyslexia and those have have experienced trauma.
I am able to create and establish calm and engaging environments for children to lean, develop and thrive as well as meeting the child where they are at on any given day as I understand that they need consistency and adaptability.
I have built many positive working relationships with both the children and families I have worked with.

my experience e working with children with ASC:

Some of the children I have worked with have been part of the mainstream provision while others have been part of a high coin unit. Some of the children I have worked with have been academically secure but struggles with their social and emotional interactions and anxiety but other have needed more support and tailored learning to achieve and thrive academically. Some of these children have also had a PDA profile for these children I was able to support them more effectively by incorporating elements of freedom and choice into their learning.

My experience of working with children with ADHD:

I have worked with many children diagnosed with ADHD (sometimes AUDHD). I found that many of these children benefited from task boards and visuals as well as gentle refocusing and prompts. It is also to maintain a positive learning environment.

My experience working with children with speech and language difficulties:

I have worked in a school that had a speech and language centre attached as part of this I worked closely with therapists to implement support and tailor teaching and learning.

My experience working with children with anxiety, low self esteem or trauma:

within my teaching career I have worked with children who have been in care, lost a parent or supported from anxiety and low self esteem  with the children before it is possible for them to learn you must first build a relationship and environment in which the learning can happen where they feel safe, secure and able to try, fail and succeed.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships and inspire a love for learning

I am an experienced and dedicated Primary School teacher and SENCO with 16 years experience across 2 primary schools in Greenwich and Bexleyheath. I have worked across KS1 and KS2 and in the last 2 years I have set up a  provision in my current school for children with complex needs.  I am highly skilled in working with children with diverse learning needs and am very confident with managing challenging behaviours. I have supported children with spina bifida, PDA, Down syndrome, hearing impairment and vision impairment as well as ASC, ADHD and dyslexia. I have 3 degrees in Psychology BSc, PGCE and a SENCO degree. I have always had a passion for learning and supporting children's learning in ways that engage them and ensure they thrive. I am proficient in developing and implementing effective SEN policies, collaborating with staff and external agencies, and fostering inclusive learning environments. I am committed to promoting equal opportunities and ensuring every child reaches their full potential. I truly believe in seeing the child as a whole and building connections and relationships. 

Over my career I have worked with many multidisciplinary agencies ranging from ASD Outreach, EP, OT, Community Paediatricians, Sensory Team, Behavioural Outreach services, SALT, STEPs, and many more. As a SENCO I have promoted academic and social and emotional success amongst many children. 

I love teaching through play and encouraging children to explore nature. I am passionate about learning through the children's interest because making learning purposeful is at the heart of my teaching style. 

I love teaching through play and encouraging children to explore nature. I am passionate about project learning, because making learning purposeful is at the forefront of my teaching.

My experience supporting young people with anxiety, developing confidence and self-esteem and independence 

Throughout my teaching career I have supported numerous children with anxiety. Currently in my SENCO role, I am supporting several families and children. The best way to support the families and children is spending time getting to know them, their routine and any triggers that may have been noticed. The techniques I have used include;

• Animal therapy with a school pet. 

• Adapted morning routine to support them coming into school.

• Regular check ins throughout the day with a key adult

• Emotion diary 

• Zones of regulation 

• Comic strips to talk through the anxieties 

• Exposure techniques 

• Social stories 

• Pre-planning and pre-exposure

• Meeting children at home or at the gate to come into school

The most important way of supporting children’s anxiety is to listen to the child and individually offer the support they need and want. 

Using the TEACHH also develops independence and confidence in young learners. It allows them to complete tasks that are achievable which results in their confidence boosting. High self-esteem is crucial to young children to learn and feel confident in themselves. Continuous positive praise and encouragement is extremely important and beneficial to them too. 

Scaffolding and chunking work allows the increase in independence for children too which then results in a boost to their confidence as they feel they are able to complete the tasks. They need to be taught the strategies to increase their independence. Resources which are individualised allows the child to complete tasks independently too.  

My experience of working with young people with challenging behaviour

I am currently supporting a provision at my school where some of the children's behaviour could be described as challenging. I work very closely with the class teacher, parents, child and professionals involved to support the child. We will work out their triggers and attempt to minimise these where possible. Reassurance that they can demonstrate these emotions and behaviours and they are safe is vital to young people, especially if they are not yet emotionally aware. Once they are ready, we will then support them to develop coping strategies and techniques that are best for them. Routine and boundaries are key so the young person develops the feeling of safety and security. 

My experience supporting young people with executive function skills 

To improve children's executive function skills I have used techniques and strategies with are personal to them. These might include checklists and individualised timetables so they know what to expect next and allow them the extra time to prepare what they need. I have used techniques recommended through EHCP’s such as personal folders where children can take control of their own learning and with scaffolded support they can achieve something they are proud of. 

I have been trained in mindfulness and I have disseminated this as a whole school approach. It is extremely powerful for many different reasons such as calming, regulating emotions which allow us to prepare for the day/event ahead. It allows children to practice their cognitive skills. 

Games and exercise which require the young person to plan and focus are vital to improving executive function skills. This approach is extremely beneficial with young children as they believe they are just playing games and having fun! 

My experience of supporting young people with ASC, ADHD, DCD, social interaction and language skills; 

Before any teaching can take place, I believe children must first feel safe, secure, and understood. My approach is always to build positive, trusting relationships before anything else. I take time to learn about each child — their interests, humour, sensitivities, communication style, strengths, and triggers — so they feel truly seen and valued.

I have been a Primary School teacher for 16 years. I have taught across KS1 and KS2 and over the last 7 years I have been a SENCO at my current school. I have worked at 2 primary schools over my teaching career. I have wide experiences of working with children with SEN. In my current position, I have set up a provision in my mainstream primary school. This is to support 4 children with complex needs such as non-verbal, ASC, global delay and ADHD. I have set this provision up with the support of a specialist school in the borough. It has been up and running for 2 years and I support the HLTA and LSA who are there full time. I plan and resource the work and ensure the children are thriving in their adapted environment. We use TEACHH to support the children learning and concentration. Some of the children are using PECS to support their communication and communication and fringe boards too. We have created an individualised learning timetable to suit the children's needs, this consists of sensory circuit, identiplay, sensory play, food play etc. This provision is a great success for me to see how far the children have progressed, academically, emotionally and verbally. The feedback from the parents and multi agencies involved is phenomenal. 

Over the years, I have worked alongside other professionals to support children in my school with a wide variety of needs. I work closely with SALT, ASD Outreach, OT, EP, CAMHS, Waterside, Child Therapy companies and STEPs. 

At my school currently, I am working closely to support a child with Downs Syndrome with learning and increasing his independence. I have researched and found different ways to support his reading and writing through special tailored schemes for children with Down syndrome. Whilst supporting him, I worked closely with the sensory specialist team and hearing aid team to support meeting his sensory needs and learning. During this time, it has been a learning curve for me and pushed me to further my knowledge and understanding. 

Over my teaching years and when I worked in a People Referral Unit (PRU) I have worked alongside many children with SEN. I have supported each child uniquely to them, ensuring that I am tailoring their learning to meet their needs. I truly believe in the whole child approach, seeing the whole child and working with everyone involved. 

For some children, my support has consisted of supporting them to meet the national curriculum in their mainstream classroom. For other children it means to adapt and differentiate the curriculum to meet their needs and interests, whereas for other children it consists of ensuring they feel supported emotionally. I have worked alongside TA’s and Class Teachers to establish a relationship with the child and family and then worked together to ensure the child is fully supported. For example, ensuring they are emotionally supported which might consist of putting in sensory or movement breaks or sensory circuit time. Ensuring the learning meets their needs by the use of sensory trays and sensory learning, or by ensuring they have the appropriate resources which might be word mats, visual personalised timetable, sensory toys, Now and Next boards, PECS, regular check ins with the child, ensuring the learning is of interest to them. Over the years I have worked with children who have required a highly differentiated curriculum which has meant it is completely personalised and we have focused on real life skills as well as the national curriculum at the appropriate level. 

My experience supporting young people with PDA; 

A few years ago I worked with a child who was diagnosed with Pathological Demand Avoidance (PDA). Throughout her years at my school, I worked closely with her family and through her transition to secondary school. I always planned by giving her 2 options, ensuring her sensory needs were met as this would impact her learning. Also, I supported the child and family with life events such as parents getting married, christmas, concerts and going on holiday etc. I made social stories and videos to reduce the anxiety before the event and then supported parents to put things in place e.g. through the wedding day, having a room with her favourite things in, timetable of the day etc. 

My school was awarded the dyslexia friendly quality mark award. I have been trained by different companies on how to support children with dyslexia. In my current role as SENCO, I am now pre-screening children a

My experience teaching EYFS 

My current position as SENCO has meant that I support EYFS in my current school. I team teach with TA’s and teachers to model how to support the children in our school. I work closely with professionals to implement their recommendations and ensure the children are receiving the correct support and curriculum. I have supported staff to individualise the curriculum for children to ensure their needs are being met which has included adapting the environment for them too.

I am a highly experienced teacher with ten years of working with children, young people and adults with a wide range of special educational needs. I take both a nurturing and academic approach to learning, focusing on removing barriers so that every learner can engage with their education confidently. I have led transition camps for primary and secondary pupils, organising community-based activities alongside academic, play-based and creative sessions.

I am experienced in teaching across mainstream settings, alternative provision and home-education, and I have coordinated support for students with EHCPs and medical needs, as well as those receiving EOTAS packages. This has included administrative responsibilities, regular communication with EOTAS coordinators, liaison work, and providing 1:1 support. My aim is to create an environment that is vibrant, safe and supportive, while acting as a reliable mentor and tutor.

My experience in supporting  students engage in learning: Having studied drama, I’m known for my warm, enthusiastic and high-energy approach. I aim to make every session lively, welcoming and genuinely enjoyable. I often use role play and creative activities to move away from traditional teaching methods, finding imaginative ways to explore the curriculum and individual learning plans. This helps keep lessons fresh, active and engaging.

I adapt each session to include students’ interests and use a mixture of chunked activities, sensory tasks and visual materials. Taking time to observe how a child or young person learns best allows me to adjust my methods thoughtfully. I pride myself on being a good listener, making sure every learner feels truly seen, heard and supported.

My experience in  teaching English and Maths.

Over the years, I’ve developed a toolkit of creative ways to teach every part of English and Maths, from reading and phonics to handwriting, numeracy, and even understanding time. I love finding hands-on, playful approaches—using visual aids, practical projects, and real-life examples—to make learning meaningful and fun. I also adapt the National Curriculum so it feels engaging and relevant for each child, helping them build confidence while discovering that learning can be enjoyable, not just a task.

I’ve supported secondary students in English and Maths, many of whom faced learning challenges, as well as tutored a six-year-old. By adapting tasks, using visual supports, and focusing on each student’s strengths, I made learning achievable and meaningful. Taking a flexible, individualised approach allowed students to build confidence, develop key skills, and make real progress in areas that had previously felt tricky or overwhelming.

My experience working with SEND,

Trust and rapport are essential qualities for every tutor and mentor. They allow children and young people to feel safe, heard and supported, giving them the space to express themselves and work through any emotional challenges that may arise. I focus on implementing strategies that strengthen confidence and independence, helping learners feel secure in their abilities.

Building a genuine connection and a trusting relationship is key. I take time to understand their interests and preferences, and I use these as a foundation for engagement. Celebrating their strengths and achievements plays a crucial role in fostering motivation, confidence and meaningful rapport.

My specialist experience teaching students with ADHD/ADD;

I understand the challenges they face with organisation, time management, focus, emotional regulation, and getting their ideas down on paper. I have supported children in both academic and non-academic settings and use a wide range of strategies to help them stay on track, build confidence, and make learning feel achievable. My approach focuses on practical tools, structure, and encouragement to help each student work effectively at their own pace.

My specialist experience supporting young people with complex medical needs: I support children ,young people and adults  with complex needs, including learning difficulties, disabilities, and medical conditions. By building trust, taking a patient and empathetic approach, and collaborating with other professionals, I help students engage consistently and make meaningful progress.

My experience teaching young people with sensory and auditory needs: I work with many students who have sensory needs and understand how factors like light, sound, and texture can affect their learning. I make it a priority to notice these triggers and adjust the classroom or learning space so students feel comfortable and able to focus. Being aware and responsive to their needs helps them stay engaged and get the most out of each lesson.

My experience teaching students with PDA:

My specialist area is supporting students with Pathological Demand Avoidance (PDA), and much of my practice centres around keeping demands low and using incidental, interest-led learning to build engagement. I follow the young person’s interests as a starting point for every session, as this naturally supports curiosity, reduces anxiety and makes learning feel meaningful rather than pressured. I draw on a range of strategies—such as offering space and time for processing, regulating and calming; using visual and practical prompts; and approaching tasks with honesty, gentleness and humour. Providing choices and fostering autonomy helps students feel safe, respected and in control, which is essential for learners with PDA.

I have extensive 1:1 experience supporting children and young people with complex needs, including PDA, ASD, ADHD and sensory processing differences, notably a six-year-old and a fifteen-year-old with high levels of demand avoidance. My approach is always flexible and patient, using each learner’s strengths, interests and communication style to create a space where they can thrive. I de-personalise requests, use indirect, informal language, and shape activities around what feels manageable in the moment.

Teaching English GCSE English language in   Alternative Provision 

I have specialist experience teaching English within Alternative Provision, working with the AQA English Language and Literature specifications. My background in drama plays a central role in how I deliver lessons, making learning accessible, fun and memorable for students who often struggle with traditional classroom methods. I use drama and acting techniques to help learners step into characters, understand themes, remember key quotes and gain the confidence to explore exam-style questions.

I routinely adapt resources,tasks are broken down into small, manageable steps, and I make sure students fully understand the wording of exam questions and how these connect to the mark schemes.

I help students shape their ideas into clear written work, enrich their answers with insight, and approach timed tasks calmly and confidently. Drama allows me to bring texts to life in a way that feels playful, creative and deeply engaging—opening the door for students to connect with English in ways that feel meaningful and achievable.

My experience supporting young people with Emotionally Based School Avoidance (EBSA)

Over the past several years in secondary mainstream and alternative provision, I have supported young people aged 11–18 who experience EBSA and present with complex profiles, including PDA, ODD, SEMH, ADHD, OCD, sensory sensitivities and high levels of anxiety. I recognise how pressure, unpredictability and social expectations can trigger overwhelming fear responses, so creating a warm, emotionally safe environment is always my starting point. I build trust gradually through low-demand interactions, shared interests and gentle engagement, helping students feel secure enough to reconnect with learning and attendance.

My approach blends flexible routines with clear, predictable communication. I use visual timetables, soft transitions, reduced demands and celebrate even the smallest achievements. I often incorporate movement—such as outdoor walks or time away from busy buildings—to help regulate emotions and lower anxiety. Sessions are structured around choice, chunked activities and indirect, non-pressured approaches. I validate emotions, prepare students carefully for any changes and always work at a pace they can manage.

I have experience supporting students through reintegration into mainstream lessons or exploring alternative pathways that suit their needs. My calm, adaptable approach helps them feel safe, rebuild confidence, and engage with learning at their own pace, moving forward with trust and a sense of possibility.

My specialist experience in speech and language needs:

I have experience supporting students with speech and language needs, using my background in drama and English to make learning lively and accessible. I understand that some learners find it difficult to find the right words, understand what they read, share their ideas, or get their thoughts down on paper. In my sessions, I use role-play and drama to make speaking and expressing ideas fun and less intimidating, encourage discussion around things that interest the student to boost comprehension and confidence, and break down writing tasks into small, manageable steps with visual or practical prompts. These approaches help me create lessons that are engaging, inclusive, and tailored to each student’s strengths and needs.

My experience teaching students with dyslexia, dyspraxia, processing and memory difficulties:  I have experience teaching and supporting students with dyslexia, dyspraxia, and difficulties with memory and processing, working both 1:1 with younger learners, including six- and eight-year-olds, and in mainstream and alternative provision settings. I understand that each child learns differently, so I create strategies that match their individual needs and build confidence alongside academic progress. For me, making learning enjoyable and accessible is key.

In practice, I break down larger tasks and texts into manageable steps, read material aloud, and use visual aids such as images, diagrams or colour to make information easier to process. I support writing through discussion, planning together, using writing frames, sentence starters and paragraph headings, and providing model answers. I encourage handwriting or touch-typing practice, repeat key information, and use techniques like mnemonics to help memory. I also plan short, varied activities with breaks to help students stay engaged, and I focus on multi-sensory teaching methods that include reading, discussion, visual prompts, and practical tasks. This approach ensures students feel confident, capable, and able to enjoy learning at their own pace.

My experience with SEMH: 

 I believe it’s important for children to understand the mental and emotional barriers that can get in the way of learning. I focus on helping them feel empowered, so they can make progress both personally and academically. By highlighting their strengths and setting tasks that are challenging yet achievable, I aim to build their confidence and self-esteem. When young people can see the progress they are making, it often sparks their own motivation to keep learning and push themselves further. Creating a supportive and encouraging learning environment that nurtures this mindset is central to my approach and something I prioritise in every session.

My experience supporting students with  independence/Mentoring: 

 I was a sixth form tutor for five years in a secondary school, supporting teenagers and young adults with university, college, and apprenticeship applications, as well as helping them prepare for life beyond the classroom. I focus on developing independence, mentoring students, and building life skills, using real-life examples to make learning meaningful. I encourage them to take ownership of their learning, make informed choices, and manage their time effectively, balancing study with social and personal priorities. By listening to their views and guiding them with alternative perspectives, I help boost confidence, self-esteem, and engagement. Supporting students in developing executive functioning skills and independence is central to my work, both in school and 1:1, as it prepares them for adulthood and future opportunities

My specialist experience teaching autistic students/ those with ASC:

I have experience teaching young people on the autism spectrum and understand the everyday challenges they can face. I use clear, literal language and relate lessons to real-life examples to help them see different perspectives, as many need support in understanding how others think or feel. These students often thrive with plenty of praise and encouragement, while also benefiting from being stretched and challenged, particularly those who are high-functioning and value being treated as equals.

For me, building trust is essential—it provides a foundation for working through misunderstandings and finding approaches that suit each learner. I focus on creating a calm, safe environment and giving students the time they need to engage with learning, helping them recognise and embrace their strengths, including the unique perspectives that neurodivergence, such as PDA traits, can bring.

My experience teaching social skills: 

 Some students I work with find it hard to connect with their peers or keep conversations going. I support them by exploring the challenges they face, talking through different social situations, and offering practical suggestions on how to communicate effectively. We look at body language and how to understand others’ perspectives, which helps reduce anxiety and makes social interactions more manageable. I also use role-play and  modelling,to give students confidence and clear strategies to navigate friendships successfully.

My experience teaching  executive functioning skills/supporting students with their homework: I have  experience providing 1:1 learning support, mentoring, and study skills coaching for students from primary through to college and young adulthood. Building a trusting relationship is central to my approach, supporting engagement, independence, and progress. I help students develop executive functioning and study skills, including note-taking, revision, exam techniques, organisation, focus, and time management, using visual aids, routines, and interest-led tasks. I also provide guidance with homework, class notes, and independent study, alongside  mentoring and emotional support. Sessions are structured, practical, and enjoyable, celebrating progress and helping students take control of their learning.

My specialist experience teaching  KS1 and 2 :volunteering in a primary school supporting SEN  and working as a teaching assistant . I understand how important routine and consistency are in creating a secure learning environment. My approach is fun, hands-on, and creative, incorporating role play, practical activities, visual resources, music, and movement to engage children and build confidence in group and paired work. I use multisensory methods to make learning accessible for all abilities while fostering independence in a caring, supportive environment.  

My experience working as  mentor : I have extensive experience supporting students through transitions, whether moving between alternative provision, mainstream schools, or back into the community. I know that these changes need to be gradual and that building trust and rapport is essential so young people feel safe and supported. I work closely with families, schools, and other professionals to make transitions as smooth and successful as possible. I have also contributed to EHCPs and annual reviews, made referrals to educational services, and supported students with EOTAS packages, ensuring their individual needs are fully considered and met.

Working with families: I have experience working closely with families as a 1:1 tutor, mentor, and alternative provision manager . I am a good listener and approachable, with the flexibility to adapt to each family’s needs. I think on my feet and use my initiative to solve problems as they arise. I am committed to supporting families in understanding their child’s challenges, and I work creatively to suggest and implement practical strategies that make a real difference.