My background as an SEN Science teacher has equipped me with a deep understanding of how to adapt teaching methods and materials to meet the unique requirements of each student. I have worked with students individually, in small groups, and through classroom support, ensuring that each child receives the focused attention they need to thrive.
As a teacher, I have a proven track record of helping students achieve their potential. My ability to motivate and inspire students is well-recognised, and I have consistently seen improvements in academic outcomes and student self-confidence. My role as assistant head of sixth form, where I led a team focused on student welfare, is a testament to my commitment to student success. I oversaw the rapid growth of the Sixth Form, ensuring a nurturing and supportive environment that facilitated academic excellence.
I have taught in the independent sector for over three decades, helping students of all abilities achieve in science and lifelong learning subjects such as PSHE and Life Skills. I have recently been working in a school, which provides education specifically for students who have SEN requirements. I have taught SEN children and young people a range of subjects, including: Entry Level subjects and Functional Skills, Science (Physics, Chemistry and Biology) at GCSE/IGCSE and Biology at A-Level. I have prepared SEN students for exams with AQA and Edexcel; I am also familiar with the OCR board. I have helped prepare SEN students for Common Entrance exams at 11+ and 13+ , including interview practice. I have tutored SEN adults who are preparing for Functional Skills exams in English and Maths. In my work as assistant head of sixth form I have supported students as they prepare their UCAS applications including advice on writing personal statements and preparing for interviews.
My specialist experience of working with SEN students: As a dedicated SEN tutor, I specialise in creating personalised learning experiences for students with autism, ADHD, dyslexia, and other needs. Building trusting relationships is at the heart of my approach, ensuring each child feels supported and understood. For example, I worked with a student sensitive to sensory stimuli, adapting science experiments to meet his needs while keeping him engaged. Regular one-on-one check-ins helped build rapport and confidence.
For a student with autism and a passion for Biology, I designed independent projects that aligned with the curriculum, allowing him to explore advanced topics at his own pace. This tailored approach boosted both his engagement and academic performance.
I integrate technology and sensory activities to make learning accessible and enjoyable, using interactive whiteboards, apps, and hands-on lessons to suit each student’s strengths. I challenge low expectations often placed on SEN students by showing them how to navigate their learning barriers and achieve success through effective teaching strategies.
My commitment to providing individualised support helps students grow academically and personally, giving them the confidence and tools they need to thrive. I am determined to help every child realise their full potential in a nurturing and inclusive environment.
My specialist experience of working with ADHD: I have worked with many students with ADHD, tailoring my teaching to provide personalised support. For example, one student struggled with focus during traditional lessons, so I introduced hands-on activities and interactive learning stations. This allowed him to move around and engage with the material in a way that suited his attention span and energy levels.
I also implemented flexible seating options, including standing desks and wobble stools, and provided frequent brain breaks to help him manage his energy. Structured routines, visual aids, and clear instructions created a predictable environment that improved his focus. I maintained regular communication with his parents, inviting them to observe a lesson and aligning classroom strategies with those used at home. This unified approach helped alleviate their concerns.
Positive reinforcement, such as house points, celebrated each small success and boosted his self-esteem. By adapting the learning environment and recognising his achievements, I created a space where he could thrive. This approach fostered academic success, improved behaviour, and built self-confidence, ensuring that the student’s unique needs were met.
My specialist experience of Social, Emotional, and Mental Health (SEMH) Needs: I have extensive experience supporting students with Social, Emotional, and Mental Health (SEMH) needs through tailored strategies and a compassionate approach. For example, I worked with N., a student struggling with emotional regulation. I introduced mindfulness exercises and deep breathing techniques, empowering him to recognise when he was becoming overwhelmed and to step away to regain control over his emotions.
For students like L., who had experienced trauma, creating a safe environment was essential. I provided a quiet space where she could retreat, and animal therapy became a key component of her recovery, helping her feel secure and supported. This allowed her to open up emotionally and thrive academically.
My specialist experience of working with dyslexia: I have extensive experience supporting students with dyslexia, using tailored, multisensory strategies and assistive technology to enhance their learning. For example, with O., a bright student with dyslexia, I incorporated multisensory activities like sand writing, engaging her visually, auditorily, and kinaesthetically. This approach helped her grasp complex concepts more effectively, and collaborating with a speech therapist made learning both fun and productive.
For J., assistive technology was key. I introduced text-to-speech software and dyslexia-friendly fonts, transforming his reading experience. These tools reduced the barriers he faced, boosting his confidence and academic performance. His newfound love for Biology showed how technology can empower students with dyslexia to explore subjects once seen as unreachable.
Progress is incremental for dyslexic students, as I saw with S. Celebrating small victories, like reading new words, was essential. By breaking down science vocabulary into manageable chunks and celebrating each achievement, I helped her view learning as an attainable goal rather than an overwhelming challenge.
My specialist experience of working with autism: I have extensive experience supporting students on the autism spectrum by building trust, understanding their unique needs, and creating an inclusive learning environment. Establishing positive relationships is key, and I prioritise regular one-on-one check-ins to tailor my teaching to each student’s sensory and social preferences.
For instance, I worked with a student who found the sensory aspects of science experiments overwhelming. By identifying his triggers and offering sensory-friendly alternatives, I ensured he could engage with the curriculum without distress. Another student had a passion for Biology but struggled with group work, so I designed independent projects aligned with the curriculum. This approach boosted his confidence and academic performance.
As a head of year, I ensure the social and emotional needs of students with autism are met through pastoral care. I have organised peer mentoring programmes to foster inclusion and a supportive school community. In one case, I collaborated with a tutoring agency to create a sensory-friendly classroom with a quiet corner, noise-cancelling headphones, and fidget toys, helping reduce a student’s anxiety.
By recognising each student’s strengths and providing tailored support, I help them excel academically and socially, creating a nurturing environment where they feel valued and supported.
My specialist experience of working with PDA: Working with students who have Pathological Demand Avoidance (PDA) has taught me the importance of flexibility and collaboration in supporting their unique needs. PDA often manifests as resistance to demands due to a need for control over their environment. To effectively support these students, I focus on offering choices and reducing pressure.
For example, I worked with T., a student with a PDA profile, who would often refuse to follow direct instructions. Instead of insisting on compliance, I gave him options, allowing him to take ownership of his learning. By framing tasks as choices, such as “Would you like to start with this activity or explore this topic first?” T. became more engaged and willing to participate.
I also incorporated his special interest in space into lessons, making the learning process feel less like a demand and more like an exploration of his passion. Additionally, I maintained a low-arousal environment with smooth transitions and clear expectations to reduce anxiety.
By introducing relaxation techniques like mindfulness and collaborating with his parents and SEN coordinators, we created a supportive and consistent environment. Over time, T. gained confidence in managing his emotions and his engagement in learning improved significantly.
My specialist experience of working with OCD: Supporting students with Obsessive-Compulsive Disorder (OCD) requires understanding, structure, and compassion. One student, T., struggled with obsessive thoughts about cleanliness, which impacted his participation in science lessons. To ease his anxiety, I provided disposable gloves and wipes and allowed him to sanitise his workspace before and after experiments. This helped him engage in practical activities without triggering his compulsions.
T.’s perfectionism also led to frequent rewriting of answers. To address this, I introduced a “first draft” approach where he could jot down ideas without worrying about mistakes, followed by a timed revision session. This reduced his anxiety and improved his productivity.
A consistent, structured environment was crucial. Clear instructions, predictable schedules, and advance notice of changes helped T. feel more in control. Collaborating with his parents and mental health professionals ensured our strategies aligned with his learning plan, reinforcing his progress.
Additionally, I implemented a “worry time” technique, allowing T. to process compulsive thoughts at the end of lessons, reducing disruptions during class. Through these personalised strategies, T. made significant academic progress, highlighting the importance of flexibility and collaboration in supporting students with OCD to feel safe and succeed.
My specialist experience of working with trauma: My experience working with children who have experienced trauma has deepened my understanding of the need for patience, empathy, and a consistent, supportive environment. Trauma can impact a child’s emotional, social, and academic development, and I have developed strategies to support their individual healing journeys.
For example, I worked with S., a 10-year-old girl affected by domestic violence. Through regular one-on-one sessions using art and play, I built trust and provided a safe space for her to express her feelings. Over time, she became more comfortable and re-engaged with her passion for science and art.
J., a 15-year-old boy with attachment issues, often acted out in class. By creating a stable, predictable environment and holding daily pre-school meetings, we established routine and consistent behavioural expectations, which helped him feel secure and more engaged in classroom activities.
With E., a 14-year-old grieving the loss of a parent, I introduced grief counselling and relaxation techniques, helping her process her feelings. Providing additional support before and after school led to her re-engaging academically, eventually achieving excellent GCSE results.
These experiences highlight the importance of tailored support, enabling students like S., J., and E. to make significant strides in emotional healing and academic success.
The Process
Getting to know the learner – I will introduce myself to the student, discussing my work in education as well as hobbies and interest. I then give students a chance to introduce themselves as a person including their interest, dreams and aspirations.
Learning – I then teach students about the learning processing using the CAMR system which I devised. Each stage of learning is identified and broken down so that they understand what happens when they are learning effectively.
Identify learning styles – All students complete an online assessment process which identifies their main learning styles. We then discuss the most effective strategies that work for them and identify practical ways they can use these in the classroom.
Personal learning plan (PLP) – All students complete an online science assessment that allows me to identify their level and standard which is then used to construct a PLP which incorporates SMART targets. Students are regularly assessed and their progress compared with the targets, adjustments can then be made to the learning programme if targets are not being met. When writing an PLP, I ensure that the language is precise and accessible. I include detailed observations, measurable goals, and specific strategies that teachers and parents can implement. Additionally, I provide a summary for parents, ensuring they fully understand the plan and can reinforce it at home.
