Amy

My experience supporting young people with SEN:

I am a highly experienced and qualified Special Educational Needs (SEN) teacher with extensive knowledge and experience in the field of SEND (special educational needs and disabilities). With over 12 years of experience working with children and young adults with SEN, I've had the opportunity to work across a variety of settings, including mainstream schools, specialist environments, an Autism Spectrum (ASC) base unit and special schools.

I have extensive experience working with learners with Autism Spectrum Condition (ASC), as well as those with a profile of attachment disorders, trauma and Pathological Demand Avoidance (PDA). I tailor my approach to meet each learner's unique needs, taking into account the specific challenges they and their families may face. By working sensitively and openly with families, I ensure that my strategies are not only personalised to suit the learner's needs but also align with their family's lifestyle and priorities.

My experience teaching young people with ASC (autism):

I had the privilege of teaching in a specialist resource base for children with Autism Spectrum Condition (ASC) for six years. The unit was within an outstanding mainstream primary school and was well regarded for its teaching school, with many colleagues from other provisions regularly coming to observe and learn from the work being done in both mainstream and our special resource base. I supported children from ages 4-11 while there, learning many specialist strategies to ensure learning was pitched appropriately, creatively and meaningfully, such as the ‘Attention Autism' programme. I worked flexibly to accommodate all student's needs, using strategies such as sensory breaks, visual supports and structured routines as part of my daily teaching practice. Building trusting relationships with my pupils was key to my teaching, incorporating their unique interests into my lessons wherever appropriate and celebrating their successes with their families regularly.

While working within the specialist resource base for ASC, I developed life skills curriculums, medium term plans that adapted the National Curriculum to our learners needs and wrote many policies and plans for the Relationship and Sex Education (RSE) curriculum, tailored to our young people with SEND. I also wrote numerous policies and tailored plans for the Relationships and Sex Education (RSE) curriculum, ensuring accessibility for young people with SEND. This work included delivering training sessions for parents to support learning at home. Contributing to RSE provision has been especially meaningful to me, as I am passionate about ensuring that learners of all abilities have access to appropriate, empowering information about their bodies and how they function.

I was also able to support our autistic learners with their emotional regulation, a key part of our daily teaching practice. I worked alongside therapists to use approaches such as the ‘Zones of Regulation', ‘the size of the problem', ‘Friendship Terrace' and ‘Taming the Tempersaurus' as daily embedded strategies that help learners understand their emotions. Daily implementation of these approaches, as well as regular targeted social skills learning, meant my learners were able to improve their emotional regulation, wellbeing and social understanding.

In my current role working in a fully inclusive special school, I work with many non-speaking autistic learners, supporting them through ‘Intensive Interaction', ‘Treasure Time' and ‘Attention Autism' interventions, though this list is not exhaustive and is of course tailored to meet the needs of each individual.

Working with autistic young people has been such a joy; I love learning about each individual and helping them to understand their identities and aspirations.

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

I work very hard to ensure that all pupils I work with feel valued, understood and heard; that begins with developing a relationship. I find a common interest that I can bond with the pupil over or learn about something that the pupil is interested in, and share that with them, inviting them to share their own experiences with me whilst always respecting their level of comfort. Once these small steps have been taken, I have found trusting and mutually respected relationships have followed, allowing the learner to feel empowered and safe whilst being given the freedom to share their passions.

My experience teaching executive function and study skills:

I have tutored a number of year 6 pupils in preparation for their SATs or grammar school applications. I was a year 6 teacher within mainstream for many years prior to teaching exclusively within specialist provision so I understand well the pressures, demands and curriculum framework expected of primary pupils. In addition to this, I also supported year 6 transitions to year 7, doing extensive work with pupils on how to manage the demands of transition, how to manage workload and helping with English support.

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

In all my lessons, I plan and teach through the interests of the children. I find something inspiring to that child and then work it into their curriculum, ensuring that necessary objectives are met whilst being engaging, motivating and practical. An example of this is when I taught a year group of boys very disinterested in writing, but whom had a love for Geography. We used to learn about a different country each month and would then use holidays as a vessel to celebrate their culture, such as Chinese New Year. For this celebration, we created a Chinese restaurant, learnt some Mandarin, made invitations, wrote recipes and menus, cooked the food and waited on tables as well as much more! These experiences gave them the confidence to succeed in areas they had before been frightened to access.

My experience working with young people with anxiety:

Over the years, many of my students have sadly suffered from anxiety. I prioritise building strong, trusting relationships with these pupils to create a sense of safety and belonging. This connection not only helps students feel valued but also enables me to better understand the root causes of their anxiety, allowing me to provide more effective, individualised support.

I regularly check in with parents and carers to help reduce anxiety across both home and school environments, ensuring a consistent and collaborative approach to support. I have found that tools such as social stories, mindfulness practices, structured routines, and emotional literacy support are particularly effective in helping young people manage anxiety and build emotional resilience. I often model how to talk openly about worries and demonstrate the use of a personal ‘toolbox' of strategies to manage feelings of dysregulation. Additionally, I guide students in understanding the difference between what is within their control and what is not, while also teaching practical problem-solving skills to help them feel more empowered and resilient.

My experience working with young people with PDA:

I have been able to support many students with a demand avoidant profile over the years and have developed a strong understanding of their unique needs and challenges. Many of the pupils I have worked with have come from a mainstream background and have found themselves redirected to alternative provisions or unable to manage the demands of a mainstream environment. This can mean that those pupils have come to me feeling very discouraged, wary and mistrusting of the school systems. Rebuilding students' trust and reigniting their love for learning has been a key part of my role—one that I approach with patience, empathy, and a strong commitment to creating a safe and supportive environment. My calm, patient and compassionate communication style helps students feel understood, respected, and more open to re-engaging with their education.

I recognise that traditional strategies—often effective for autistic learners—may not work as well for those with PDA, so I use creative, indirect methods to reduce pressure and increase engagement. By incorporating students' interests, keeping sessions varied and by offering choices, I allow learners to feel a sense of autonomy and control.

I work with the young person to set out clear boundaries within the lessons and ensure I adjust plans in response to each learner's mood and comfort level, ultimately ensuring a positive and meaningful learning experience.

My experience working with young people with ADHD/ADD:

Throughout my career, I have taught many pupils with ADHD and ADD and have embedded a range of supportive strategies into my daily practice to help learners who may struggle with impulsivity or concentration. These include breaking tasks into manageable chunks, providing clear, visually accessible steps to success, and ensuring that learning intentions and resources are clearly displayed. I incorporate movement breaks and allow for flexibility within lessons to support focus and regulation.

My experience has shown that developing time management and organisational skills is essential in helping young people manage the demands of academic life and prepare for future employment. Above all, I aim to empower pupils to embrace their identities, nurturing self-belief and confidence so they can thrive both in and beyond the classroom.

My experience teaching Primary English:

I have extensive experience teaching primary English and have led English across a mainstream school, overseeing interventions, and delivering training and workshops for both staff and parents. My role included leading whole-school English development, facilitating moderations, and contributing to Ofsted inspections by presenting on the progress and impact of English teaching across the school. I specialised in spelling, writing, and reading, with a strong focus on improving outcomes for pupils of all abilities and needs.

Over the past 12 years, I have delivered the English curriculum to learners aged 3–19, across both mainstream and specialist settings. I am confident in delivering a wide range of phonics programmes and take a creative, flexible approach to ensure engagement and progress. I regularly integrate technology to support learners, particularly those with dyslexia, and enjoy using digital tools to enhance writing and literacy development. I work using a child-centred approach, particularly enjoying using stories of interest to springboard learning and inspire young people with their English skill development.

Additionally, I have tutored students in both mainstream and special education settings, supporting them in preparation for their SATs and helping build their confidence and skills in a supportive, tailored way.

My experience teaching Primary Maths:

I have over 12 years of experience teaching the maths curriculum across both mainstream and specialist settings and currently serve as the Maths Lead at the special school where I work.

I take a creative and practical approach to teaching maths, making use of the environment wherever possible to bring concepts to life. I regularly incorporate tactile resources such as counters, number lines, and visual models to reinforce understanding and support deeper learning. My lessons are engaging, well-structured, and thoughtfully adapted to meet the individual learning styles and needs of each student.

In my roles, I have provided tailored tutoring for students with a range of needs to help them prepare for Year 6 SATs and grammar tests, with a focus on problem-solving, reasoning, and developing mathematical fluency.

Recognising that maths can be a challenging or even anxiety-inducing subject for some learners, I strive to make my lessons as engaging, fun, and meaningful as possible. My goal is to help every pupil see that maths is accessible, enjoyable, and something they can flourish in with the right support and approach.

My experience supporting young people to access the community:

Over the years, I have coordinated and led a wide range of community-based learning experiences, including residential trips to France. I believe these opportunities are essential in helping pupils place their learning in real-world contexts—particularly for those for whom life skills are a key area of development.

Most recently, I have organised visits to our local library to foster a love of reading; to Pizza Express to explore new foods and follow cooking steps; to the local park to support gross motor development and turn-taking skills; and to the supermarket to practise shopping from a list and apply money-handling skills learned in maths. These trips offer pupils the chance to apply classroom learning in practical, engaging ways.

In addition, I have supported pupils in taking part in community-based events such as Dance Live, with this year's live performance taking place in Guildford. Participating in such a prestigious event gives students a profound sense of pride, accomplishment, and motivation to set and achieve ambitious goals.

These experiences are invaluable in consolidating in-class learning, making it meaningful, purposeful, and deeply relevant to everyday life.

My experience working with young people with PMLD:

In my current role, I support several pupils with profound and multiple learning difficulties (PMLD). I understand the complex and unique challenges these learners may face and work closely with each pupil and their family to truly understand their individual identity, personality, and needs. My teaching is rooted in sensory-rich experiences, with life skills forming the foundation of all lessons to promote engagement and meaningful learning.

I am also mindful of the medical needs often associated with PMLD learners and approach these with sensitivity, ensuring that my practice remains flexible, compassionate, and responsive to the day-to-day realities that these pupils and their families navigate.

My experience working with young people to improve their Social, Emotional and Mental Health (SEMH) wellbeing:Whenever I work with young people, my primary goal is to ensure they feel happy, confident, and proud of who they are and what they can achieve. I believe that once these foundations are in place, academic progress can naturally follow.

I have successfully designed and delivered a range of social skills interventions, often tailored to specific challenges arising within the classroom. These sessions incorporate role play, guided discussions, and real-life scenarios as springboards for meaningful dialogue. Activities such as board games are used to support the development of social understanding—practising turn-taking, gracious winning, and learning how to manage disappointment.

To support emotional development, I embed daily emotional check-ins using the ‘Zones of Regulation', helping pupils build awareness of their feelings and bodily responses. I have also collaborated with therapists to create personalised regulation ‘toolboxes' that promote self-awareness, independence, and effective strategies for managing dysregulation.

Additionally, I place a strong emphasis on gently introducing challenge, encouraging students to experiment with change in a safe, structured environment—helping them build resilience, adaptability, and confidence in navigating the world around them.

My skills and experience supporting young people to develop their independence:I firmly believe that every pupil should have access to key life skills and the opportunity to develop independence in ways that are meaningful and appropriate to them. I teach independence through a range of means—from using AAC devices and eye-gaze software to role-playing work scenarios and teaching job application processes. Independence skills are vital for young people to navigate the world confidently, and I actively embed them into my lessons every day. I encourage self‑advocacy and create opportunities for pupils to take responsibility for their own learning, preparing them for future success.

Research shows that teaching self‑advocacy promotes independence, enhances confidence, and equips students to navigate education, work, and life—allowing them to speak up for what they need and manage challenges more effectively.

In addition, AAC and assistive technology tools have been shown to boost communication, cognitive engagement, and academic outcomes.

By cultivating these essential skills, I help pupils gain autonomy and resilience, giving them the skills to access learning and thrive in all aspects of their lives.

My experience supporting young people abroad:

I worked within a Montessori SEND Secondary School in Germany whilst training to improve my professional development. I have taken many principles from the Montessori approach that I still use to this day, employing Forest School learning in my classroom as well as an empowered approach to life skills and crafts, trusting learners and teaching them how to use tools safely to support their independence and confidence.