My specialist experience working with young people with SEN to develop trusting and meaningful relationships
I have over 22 years of teaching experience across mainstream, specialist and alternative provision, including senior leadership roles such as Associate Headteacher in a specialist SEMH school and Head of Department within specialist SEND settings. Developing trusting and meaningful relationships is central to my practice, particularly for young people who have experienced trauma, school exclusion, emotionally based school avoidance (EBSA) or significant anxiety around learning.
I currently work as a specialist educational consultant supporting neurodivergent pupils, including those with autism, ADHD and PDA profiles. Many of the young people I work with are receiving EOTAS provision or have become disengaged from school. My approach is relational, trauma-informed and neurodiversity-affirming. I prioritise psychological safety, predictability and respect for the young person’s autonomy, recognising that engagement with learning can only develop once trust has been established.
My experience supporting young people with ASC
I have extensive experience supporting autistic children and young people across both mainstream and specialist settings. I established and ran a resourced provision centre for autistic pupils and have also held leadership roles within specialist schools supporting pupils with autism and complex needs.
My work focuses on understanding each young person’s sensory profile, communication style and cognitive strengths. I use structured routines, visual supports, social narratives, comic strip conversations and interest-based learning to reduce anxiety and support engagement. I also have significant experience supporting autistic pupils with co-occurring ADHD, anxiety and PDA profiles, particularly those who experience high levels of demand avoidance or school-related anxiety.
My experience supporting young people with ADHD
I have supported many pupils with ADHD across both mainstream and specialist provision. In SEMH settings where I held senior leadership roles, a significant proportion of the pupils I worked with presented with ADHD alongside other neurodevelopmental differences.
I support young people to develop an understanding of how their brain works and help them develop strategies for attention regulation, emotional regulation and organisation. My sessions are structured but flexible, incorporating movement, multi-sensory activities and highly engaging tasks. This helps pupils sustain attention, regulate energy levels and experience success within learning.
My experience teaching Early Years
I have extensive leadership experience within Early Years education. I served as Head of Early Years for approximately 226 pupils in a large primary phase and also led Early Years provision within a specialist SEND school. These roles involved supporting a wide range of developmental needs and working closely with families and multidisciplinary professionals.
My Early Years teaching focuses on early communication, language development, social interaction, play-based learning and early literacy and numeracy. I have particular experience identifying and supporting early signs of neurodevelopmental differences, including autism and ADHD, and adapting learning environments to support sensory regulation and engagement.
My experience developing confidence and self-esteem
Many of the young people I work with have experienced repeated academic difficulty, school anxiety or exclusion, which can significantly affect their confidence and self-esteem. Through my work in SEMH settings and as a specialist SEND tutor, I have supported many pupils to rebuild confidence and re-engage with learning.
I use a strengths-based approach that focuses on achievable steps and recognising each young person’s abilities and interests. By creating opportunities for success and providing consistent encouragement, I help students begin to see themselves as capable learners again.
My specialist experience providing engaging sessions to inspire a love of learning
I design highly personalised sessions that connect learning to each young person’s interests, strengths and preferred ways of learning. I frequently incorporate creative approaches such as art, drama, games and practical problem-solving to make learning engaging and meaningful.
This approach is particularly important for pupils who have experienced EBSA or negative experiences within school. By combining enjoyable activities with carefully structured learning opportunities, I help young people rediscover curiosity, motivation and enjoyment in learning.
My skills and experience supporting young people to develop their independence
Supporting young people to develop independence is a key goal of my work. I help pupils build skills in organisation, emotional regulation, problem solving and self-advocacy so that they can gradually take greater ownership of their learning.
I have supported pupils at many stages of development, from early communication and self-regulation skills in younger children through to study skills and preparation for further education in older students. I often draw on frameworks such as the Autism Education Trust Progression Framework to support the development of independence and meaningful long-term outcomes.
