Experience and Specialist Skills
I have extensive experience supporting secondary-age pupils with a wide range of Special Educational Needs and Disabilities, both in mainstream education and in one-to-one private provision. My specialist areas include autism (including PDA), ADHD, speech and language needs, working memory difficulties, sensory and auditory processing needs, anxiety, trauma, and SEMH.
My work is grounded in the belief that meaningful progress begins with trust. I specialise in establishing calm, consistent, and respectful learning relationships, particularly with pupils who have struggled to engage with education or who are currently out of school. I maintain high expectations while recognising that trust, confidence, and readiness to learn develop at different rates for different pupils.
Autism, Anxiety, and Emotional Regulation
I have significant experience teaching autistic pupils and those with complex anxiety profiles. My approach prioritises predictability, reduced sensory load, and clear lesson structure. Visual scaffolding, explicit modelling, and carefully sequenced tasks are used to support comprehension, reduce anxiety, and enable pupils to engage confidently with challenging material, including GCSE-level texts.
Lessons are designed around a clear understanding of each pupil’s expectations and tolerance for change. Where appropriate, advance planning and routine are used to build trust and emotional safety, allowing pupils to approach learning with reduced apprehension and increased confidence.
ADHD, Working Memory, and Attention Needs
When working with pupils with ADHD or working memory difficulties, I focus on clarity, structure, and momentum. Lessons are broken into manageable stages with clear goals, regular feedback, and opportunities for success. Visual supports, checklists, and repetition are used strategically, alongside multisensory approaches where appropriate.
I place particular emphasis on reducing cognitive overload and unnecessary multitasking, while gradually building independence through scaffolded practice.
Speech, Language, and Communication Needs
I have extensive experience supporting pupils who find it difficult to articulate ideas, organise responses, or interpret implicit meaning in texts. This is particularly relevant within English Language and Literature at GCSE level.
My teaching strategies include:
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explicit modelling of analytical responses
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structured, step-by-step skill building
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visual prompts to support inference, metaphor, and writer’s methods
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chunking and re-ordering texts to support understanding of structure and chronology
This approach enables pupils across the full GCSE grade range (1–9) to make sustained progress.
SEMH and Mental Health Needs
I have worked extensively with pupils with SEMH needs in both mainstream and specialist contexts. My approach is calm, consistent, and relational, with a strong emphasis on emotional safety, clear boundaries, and personalised support. I use positive reinforcement and restorative practices to encourage self-regulation and engagement.
Where appropriate, mindfulness and grounding strategies are incorporated to support emotional regulation. In rare cases where pupils experience acute distress, my priority is always safety, reassurance, and stabilisation.
Subjects and Curriculum Experience
I have taught the following subjects at secondary level:
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English Language and Literature (AQA, WJEC, iGCSE)
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Media Studies (AQA)
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ICT (AQA, BTEC)
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Computer Science (AQA)
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Business Studies (AQA, BTEC)
Prior to specialising in English, I taught ICT for six years, including graphic and web design, office applications, and introductory programming (Scratch, Python, HTML).
Independence, Confidence, and Engagement
A central aim of my work is to help pupils develop independence, confidence, and a realistic sense of their own capabilities. I actively involve pupils in shaping aspects of their learning, offering structured choices that promote ownership and motivation without compromising academic rigour.
Scaffolding is gradually reduced through carefully staged support—moving from visual and verbal guidance to independent application—at a pace appropriate to each learner. This approach builds both competence and confidence over time.
