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- In Person
My specialist experience working with young people with SEND to develop trusting and meaningful relationships
With over 18 years of experience and more than 13 years in an SLD school, I specialise in building strong, trusting relationships with young people who have a wide range of additional needs. I understand how essential safety, connection, and consistency are in enabling engagement. I take time to understand each learner’s interests, sensory profile, communication style, and emotional needs so that our sessions start from a place of trust and genuine connection.
My experience working with young people with Speech and Language needs
I have extensive experience supporting learners with a variety of speech, language, and communication needs. I regularly work alongside SaLT teams to implement personalised communication strategies, including the use of ALDs, ACC, Makaton modelling language, simplifying instructions, and embedding communication naturally into activities. My approach prioritises functional communication, helping young people express themselves, make choices, and feel understood.
My experience working with young people with complex and/or medical needs including brain injuries
Throughout my career I have supported learners with complex medical needs. I used to work in the Great Ormond Street School delivering tailored sessions in the school or in the patients ward. I am confident in adapting activities to meet physical, cognitive, and sensory needs while maintaining safety and dignity. My experience includes working closely with multidisciplinary teams to ensure that learning is accessible, meaningful, and aligned with therapeutic goals.
My experience working with non-speaking young people
The majority of the learners I taught in my 13+ years in an SLD school were non-speaking, and I currently work a range of non-speaking secondary learners. I am highly experienced in using AAC, visual communication systems, gesture, and object-based referencing to support understanding and expression. I am skilled at attuning to subtle cues, body language, and behaviour as communication, ensuring that every young person has a voice and can participate fully in learning.
My experience developing social communication and language skills
I regularly plan and deliver sessions that build early interaction skills such as shared attention, turn-taking, anticipation, and reciprocal communication. I use motivating, interest-led activities and communication-rich routines to strengthen engagement. My work often focuses on functional language development, emotional expression, choice-making, and interaction within meaningful contexts.
My experience developing confidence and self-esteem
Many of the young people I support have faced significant barriers in education, which can affect their confidence. I work from a strengths-based perspective, providing achievable steps and celebrating small successes that feel genuine and motivating. Whether working academically, socially, or through independence skills, I focus on empowering learners to feel proud, capable, and in control of their progress.
My specialist experience providing engaging sessions to inspire a love of learning
I design highly personalised sessions that draw on each young person’s interests, sensory needs, and communication strengths. Whether using music, movement, sensory exploration, games, real-life tasks, or creative problem-solving, I ensure learning feels enjoyable and meaningful. My goal is to reduce pressure and increase engagement so that learners participate because they want to, not because they feel they have to.
My skills and experience supporting young people to develop their independence
I currently work with secondary learners aged 16–19 on Preparing for Adulthood modules, including communication, self-care, community participation, and functional skills. I break tasks into manageable steps, promote decision-making, and build opportunities for autonomy. My approach supports young people to grow their independence in ways that are realistic, safe, and empowering, whether in daily routines, academic learning, or community-based activities.
- BAHons (2:1) Drama and Education Studies
- Post Graduate Certificate in Education (PGCE)
- Safeguarding Level 2
- Makaton Level 2
- Level 2 Certificate in Understanding Autism
- TRAINING:
- TEACCH Method
- Schematic Play
- Intensive Interaction
- TAC PAC
- Team Teach
- Attention for Autism
- ADHD Sensory Regulation in the Classroom
- PECS
- Objects of Reference
- Transition Support
- Social Stories
- Toileting
- Sensory Diets
- Epilepsy
- Balance Bike Trainer
I believe that all children should have access to education that inspires and empowers them to flourish. I enjoy teaching face-to-face, allowing me to interact, play, and build meaningful relationships with children and their families. When working with children with complex needs, I focus on understanding the whole child to provide the best possible support. I celebrate every tiny success and break down targets into realistic steps, working hand in hand with parents every step of the way. With experience in a wide range of interventions, I am used to employing multiple approaches to achieve positive outcomes. Teaching in a special needs school allows me to embrace creativity, designing unique strategies to achieve meaningful results for each learner.
You want:
-Boundless energy, enthusiasm, and dedication to unlocking every child's potential.
-A creative and adaptable teaching style, tailored to each child's unique needs.
-A personal connection to SEND, offering empathy and understanding of the challenges families face.
-Proven experience with a wide range of interventions and strategies to achieve positive outcomes.
-A passion for celebrating every success and breaking down targets into manageable steps.
-A fresh perspective and innovative ideas to help find solutions to challenges.
-Commitment to working hand in hand with parents to ensure the best outcomes for their children.
- General Engagement, Confidence and Self Esteem
- Primary (Maths and/or English/Literacy)
- Secondary English (including GCSEs)
- Study Skills & Executive Functioning Skills
- Social Communication & Language Skills
- Homework Support
- Other (please provide details when contacting us)
- Early Years
- Primary
- Secondary
- Post 16
- Adult
- Anxiety
- Autism
- ADHD & ADD
- PDA (Pathological Demand Avoidance)
- SEMH (Social & Emotional & Mental Health needs)
- Working Memory and Processing Needs
- Speech and Language Needs (including non-verbal)
- Dyscalculia
- Global Developmental Delay & Learning Difficulties
- Complex & Medical Needs (including Cerebral Palsy; Brain Injury; Epilepsy and other needs)
- SEND (inc. disabilities)
- Other SEN
What makes me special is my personal connection to the SEND community. Having a sister with additional needs has given me firsthand insight into the challenges families face and strengthened my passion for working in this field. This unique perspective allows me to approach my role with empathy, understanding, and a genuine commitment to making a difference for every child and their family.