I am a patient, nurturing, and enthusiastic qualified teacher with 17 years of experience teaching in primary schools across London. Currently, I work as an Assistant Head Teacher, SENCO and EYFS lead. I have had the privilege of working with children with a wide range of special educational needs, including autism, reactive attachment disorder, ADHD, and communication and language difficulties.
My extensive experience in working with children with special educational needs, particularly in Early Years Foundation Stage and Key Stage 1, has given me a deep understanding of how to adapt teaching strategies to support individual learning styles and developmental needs. I believe that learning should be fun, engaging, and practical, and I strive to create a positive and supportive environment where every child feels valued, understood, and motivated to succeed.
By tailoring my approach to each child’s individual needs and learning style, I aim to build their confidence and help them develop a lifelong love for learning.
My experience working with young people with autism
I have extensive experience working with children with autism, including collaborating with the Enfield Advisory Service for Autism to ensure best practices in support. As a SENCO, I have supported children within mainstream settings, tailoring provision to meet their individual needs. I have also established alternative provision for a small group of children, creating a nurturing and structured environment. My approach includes the consistent use of visual and concrete timetables, now and next boards, and planning activities around each child’s interests and sensory needs. A key priority has always been to ensure access to a safe, calm, and predictable environment where every child can thrive.
My experience working with young people with anxiety
I have supported many children experiencing anxiety, both in and out of the classroom, by creating a safe, predictable environment where they feel heard and secure. I take a gentle, child led approach, building trust through consistent routines and calm communication. I’ve worked closely with families, school staff, and external professionals to develop personalised strategies that help children manage their anxiety, such as using worry boxes, visual support, breathing techniques, and providing quiet spaces for regulation. My focus is always on helping children feel more confident and in control, so they can engage more fully in learning and everyday life.
My experience of working with young people with dyslexia
I have worked with a number of children with dyslexia, providing targeted support to help them build confidence and make progress in their learning. I’ve received guidance and training from the Dyslexia Hub in Enfield to deepen my understanding of dyslexia friendly strategies. In school, I have led structured literacy interventions tailored to individual needs and supported class teachers in making effective adaptations to their teaching, such as using multi sensory resources, simplifying instructions, and providing visual aids. My aim is always to ensure that children with dyslexia are fully included and supported to reach their potential.
My experience of working with young people with ADHD
I have valuable experience working with children with ADHD, supporting them both in the classroom and through targeted strategies. I focus on creating structured, engaging environments that help children stay focused and manage their energy levels. This includes using clear routines, visual schedules, movement breaks, and incorporating their interests into learning to keep them motivated. I’ve worked closely with teachers and families to ensure consistency and a joined-up approach.
My experience of working with young people with working memory difficulties
I have supported children with working memory difficulties by using practical strategies to help them manage and retain information more effectively. This includes breaking tasks into smaller, manageable steps, using visual prompts and checklists, and repeating or rephrasing instructions to aid understanding. I’ve also encouraged the use of memory aids such as word banks, number lines, and graphic organisers. In the classroom, I work closely with teachers to adapt their approach, ensuring instructions are clear and supported by visuals. My aim is to reduce cognitive load and build the child’s confidence, helping them to access learning more independently.
My experience of working with young people with sensory needs
I have experience supporting young people with a range of sensory needs, ensuring they feel safe, comfortable, and able to engage in their environment. I use a sensory informed approach, including access to sensory breaks, quiet spaces, and resources such as fidget tools or weighted items when appropriate. I work closely with families and professionals to understand each young person’s unique sensory profile and tailor support accordingly. In lessons, I incorporate sensory activities such as movement-based learning, tactile resources, and opportunities for hands-on exploration—to help maintain focus and support regulation.
My experience of working with young people with speech and language needs
I have supported children with speech and language needs by working closely with speech and language therapists and incorporating their recommendations into daily learning. I have also completed training on Developmental Language Disorder (DLD), which has deepened my understanding of how to support children with complex language difficulties. I use clear, simple language and visual supports to aid understanding and communication. In my teaching, I create opportunities for children to practice their language skills through structured activities, storytelling, and social interaction. I also adapt tasks to match each child’s communication level and encourage peer support to build confidence.
My experience of working with young people with SEMH needs
I have experience working with young people with social, emotional, and mental health (SEMH) needs, supporting them through both individual and group approaches. I have worked closely with the Enfield Behavioural Service and other outside professionals to develop tailored strategies that address each young person’s unique challenges. By creating a consistent, nurturing environment and using positive behaviour management techniques, I help young people build resilience, improve self-regulation, and develop coping skills.
Supporting children’s self esteem and independence is an important part of my work. I help build their confidence by setting small, achievable goals and giving regular praise for their efforts and progress. I encourage children to make choices and take responsibility for their learning, helping them feel more in control. I also support them in developing problem-solving skills and learning how to do things for themselves, so they can become more independent both in school and in everyday life.
