Amoona

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

I have over 20 years' experience supporting children and young people with a wide range of SEND needs, including autism, PDA, ADHD, dyslexia, SEMH, and school refusal. Due to my previous work experience, my approach is relational, low‑pressure and highly personalised. I build trust through gentle, everyday activities — walking to the shop, taking photos outdoors, playing Uno or pool — because these reduce anxiety and create a safe foundation where learning can take place naturally.

My experience supporting social interaction and friendship skills

I help young people build social confidence through shared activities, turn‑taking games, role play and relaxed conversation. Everything is delivered in a low‑pressure way so they can practise social skills without feeling observed or judged.

My experience supporting ADHD

I support organisation, planning, working memory and emotional regulation by breaking tasks down, using visuals, modelling routines and practising real‑life problem solving. Strategies are always tailored to the individual and introduced gradually to ensure they feel achievable.

My experience teaching Functional English and maths

I have strong experience teaching Functional English and maths, particularly for learners who feel anxious, behind or who need concepts broken down clearly. I use simple explanations, real‑life examples and lots of reassurance, celebrating small wins to build confidence and pride.

My experience providing engaging sessions to inspire a love of learning

I develop social communication through storytelling, role play, shared projects and structured conversation. I use visuals and modelling to help learners express themselves and understand others in a way that feels safe, supported and natural.

Many of my sessions include real‑world learning such as planning a walk, buying items from a shop, choosing a book at the library or exploring nature. These activities build independence, communication and confidence in everyday situations. The young people I work with have had disrupted education, low confidence or long periods out of school. I have a strong track record of supporting high‑attaining learners who have become school refusers due to SEMH needs, helping them rebuild trust in learning through strengths‑based, low‑pressure activities. Once confidence and emotional safety are restored, I gradually reintroduce academic skills in a way that feels achievable and positive, enabling them to reconnect with their abilities and make meaningful progress.

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

I design sessions that are interactive, creative and tailored to each learner's interests. Whether it's Manga drawing, nature photography, hands‑on projects or games that build reasoning skills, I aim to make learning enjoyable, meaningful and free from pressure.

My skills and experience supporting young people to develop their independence

I build independence through real‑life tasks such as organising materials, planning routes, managing steps in a project or completing small community activities. Independence is introduced gradually so the young person feels capable, supported and proud of their achievements.