My sessions are engaging, fun and highly personalised. I believe that building a trusting relationship based on kindness and mutual respect with the learner is key to supporting their learning and development. I love planning creative, individualised sessions that build confidence, reduce barriers to learning and develop key skills at a pace suited to the learner.
I completed a PGCE in secondary English in 2003 and have since worked in both mainstream and specialist SEND settings. I have fulfilled many roles including secondary teacher of English, Head of English, Head of Personal, Social, Citizenship, Health, Economic Education (PSCHE), ASC class teacher, lead teacher for dyslexia and ADHD, lead teacher for reading, work experience coordinator for pupils with SEND, lead teacher in the Borough for assessment for learning (AFL). I have extensive experience in supporting learners with a range of additional learning needs to develop their skills, grow in confidence and make rapid progress with their learning. Each role has allowed me to gain a deeper understanding of how to support learners with SEND achieve and thrive.
My specialist experience working with young people with SEN to develop trusting and meaningful relationships:
I have worked in a variety of specialist SEN settings as both a class teacher and a middle leader. My experience working with pupils with additional needs has taught me the importance of building trust through consistency, empathy and clear communication. I prioritise creating a safe and supportive environment where each young person feels heard and respected. By taking the time to understand their individual needs, interests and preferred ways of communicating, I’ve been able to foster meaningful relationships that promote both emotional well-being and personal growth. This foundation of trust is essential not only for effective support but also for empowering young people to build confidence and reach their potential
My experience working with young people with ADHD:
In my experience working with young people with ADHD, I have developed and implemented a variety of evidence-based strategies to support their emotional and behaviour regulation. As the lead teacher for ADHD at my previous setting, I was responsible for designing tailored interventions and supporting staff in best practices. I regularly used the Zones of Regulation framework to help students identify and manage their emotional states, incorporating calming strategies and mindfulness techniques into daily routines to build self-awareness and resilience. I believe that ADHD can be a strength and I work with young people to support them in their journey of discovering how it can be their superpower. My approach emphasises consistency, empathy and collaboration with families and professionals to ensure each young person feels understood and empowered to thrive.
My experience working with young people with Dyslexia:
I’ve worked with young people with dyslexia for several years, and it’s an area I’m genuinely passionate about. As a qualified Specialist Teacher of Dyslexia with a Postgraduate Certificate in SpLD (Dyslexia), I’ve had the opportunity to support students both one-to-one and within the classroom. In my role as Lead Teacher for Dyslexia, I helped develop targeted support plans, worked closely with staff to share strategies and always made sure parents were involved in the journey. I use a range of multisensory approaches and assistive technology to make learning more accessible and engaging, but just as importantly, I focus on building confidence and helping students see their dyslexia as a strength. I always reinforce the fact that dyslexia has nothing to do with intelligence and does not need to be a barrier to success.
My experience working with young people with Dyspraxia:
I’ve supported several young people with dyspraxia over the years and I’ve come to really understand how varied their needs can be. Whether it’s helping with motor planning, organisation, or building confidence in social situations, I always aim to create a calm, structured environment where they can feel safe and successful. I work closely with occupational therapists and use strategies that break tasks down into manageable steps, while also encouraging independence. A big focus for me is helping students develop self-esteem and recognise their own strengths – whether that’s through adapted learning tools, visual routines, or simply celebrating small wins. I’ve found that with the right support and patience, learners with dyspraxia can thrive and gain real confidence in their abilities.
My experience working with young people with Dyscalculia:
I’ve supported young people with dyscalculia in the classroom and I understand how frustrating maths can feel for them without the right support in place. My focus is always on building confidence first – helping students feel safe to make mistakes and try new approaches without fear. I use a range of concrete, visual, and practical resources to help make abstract concepts more accessible, and I work at a pace that suits each individual learner. I also make a point of connecting maths to real-life situations wherever possible, to help build understanding and relevance. Working closely with parents and specialist staff, I tailor support to each child’s needs, always aiming to reduce anxiety and foster a more positive relationship with maths.
My experience working with young people with Sensory and/or auditory processing needs:
I’ve worked with a number of young people with sensory and auditory processing needs over the years and I’ve learned how important it is to create a calm, predictable environment where they feel secure. I take time to understand each students’ sensory profile and work closely with families, occupational therapists and other professionals to adapt the classroom in ways that reduce overwhelm – whether that’s through noise-reducing tools, visual timetables, movement breaks or quiet spaces. I’ve also supported students with auditory processing challenges by using clear, simple instructions, visual cues and giving extra time to process information. Most importantly, I listen to the child and involve them in what works for them, helping them to build self-awareness and strategies they can carry with them beyond the classroom.
My experience teaching Secondary Maths, English and Science including GCSE’s:
I have experience teaching English Language and Literature at GCSE level and delivering Maths and Science at primary and KS3 levels, with a strong focus on supporting students with special educational needs. I adapt my teaching to suit a wide range of learning styles and needs, using visual aids, clear step-by-step instructions, and practical, multisensory activities to make lessons accessible and engaging. In English, I break down texts and exam skills into manageable parts, supporting students with reading comprehension, written expression and building confidence with both creative and analytical tasks. In Maths and Science, I focus on real-life applications, using concrete resources and repetition to reinforce key concepts. I create a calm, structured environment where students feel safe to ask questions, make mistakes, and learn at their own pace. My aim is always to help SEN learners feel valued, understood and capable of success.
My experience teaching Study Skills and Executive Functioning:
I have extensive experience teaching study skills and strategies to support executive functioning to students with a range of learning needs, including those with ADHD, dyslexia and other neurodiverse profiles. My approach focuses on helping students develop practical strategies for organisation, time management, memory and planning – all tailored to their individual strengths and challenges. I teach these skills explicitly and in context, using visual tools, checklists, planners, and scaffolded routines that support independence and reduce overwhelm. I also build in regular opportunities for reflection, helping students understand how they learn best and what strategies work for them. Whether it’s breaking down tasks into manageable steps, building revision routines, or learning how to prioritise, my goal is always to empower students with tools they can use both in and out of the classroom.
My experience teaching Community Support and Outside activities:
I strongly believe in the value of learning beyond the classroom, and I’ve had the opportunity to lead a wide range of educational trips. I coordinated work experience placements for students with SEND, carefully matching them with opportunities that suited their interests and abilities, and supporting them throughout the process to ensure a positive and meaningful experience. I’ve also organised and led a variety of trips – from college visits to museums, theatres, and restaurants, where students could practise social skills in real-world settings. These experiences helped students build confidence, develop social and life skills and gain a broader sense of the world around them. I’m passionate about providing real-life learning opportunities that support personal development and help young people make connections between what they learn in school and life beyond it.
My experience working with young people to boost their confidence and self-esteem:
Supporting young people to build their confidence and self-esteem has always been a central part of my work. I take a strengths-based approach, helping each learner recognise what they can do, rather than focusing on what they find difficult. Whether it’s through one-to-one support, praise and encouragement, or creating opportunities for success in the classroom and beyond, I make a conscious effort to help students feel seen, heard, and valued. I create a safe, non-judgmental environment where learners feel comfortable taking risks, asking for help, and celebrating their progress – no matter how small. I’ve seen first-hand how increased self-belief can unlock engagement, independence, and a more positive outlook on learning and life.
My specialist experience providing engaging sessions to inspire a love of learning:
I have specialist experience in creating and delivering engaging sessions specifically tailored for learners with special educational needs and disabilities. I use a wide range of strategies to make learning accessible, enjoyable, and meaningful – including learning games, multisensory activities, visual supports, real-life contexts, and plenty of opportunities for movement and hands-on learning. I always aim to make sessions fun and motivating, helping students feel relaxed and open to learning. My approach is centred around building curiosity, confidence, and independence, and I take time to get to know each learner’s interests and strengths so I can tailor activities to what works best for them. For many of the young people I work with, rebuilding their relationship with education is key – and I’m passionate about creating positive, inclusive learning experiences where they can feel successful and valued.
My skills and experience supporting young people to develop their independence.
I have extensive experience supporting young people in developing their independence- both academically and personally. My approach is grounded in structured, scaffolded learning that gradually builds the skills and confidence needed for independent learning. I use metacognitive strategies to help students understand how they learn best, set meaningful goals and reflect on their progress. I also have experience arranging tailored work experience placements for learners with SEND, helping them develop real-world skills and prepare for life beyond the classroom. Through personalised, inclusive support, I empower young people to take ownership of their learning and equip them with the tools they need to thrive independently.
