Georgina

Throughout my teaching career, I have worked with children and young people with a diverse range of learning needs, abilities and individual circumstances. I recognise that every learner is different. I take the time to understand what motivates them, what they find challenging and how they approach learning. This allows me to adapt my teaching thoughtfully and create experiences that feel relevant and achievable. I strive to provide a calm, supportive environment where pupils feel listened to, valued and understood. I also believe that positive relationships with both pupils and their families are essential, helping to build trust, encourage open communication and ensure that each young person receives the support they need to thrive.

My experience working with young people with autism

Every autistic pupil has their own way of communicating, processing information and experiencing the world. I take time to understand what works best for each individual. I use calm, consistent routines, predictable structures, visual prompts and other resources where appropriate. Practical, interest-led activities can also make learning more accessible, enjoyable and meaningful.

My experience working with young people with ADHD

When supporting children with ADHD, I break learning into short, manageable tasks, using clear instructions and visual prompts to help pupils understand what is expected. I build in movement breaks, vary activities and use topics that capture their interests to help maintain attention and motivation. I also use consistent routines and carefully paced support to help them develop strategies for managing their learning more independently.

My experience working with young people with anxiety, PDA and SEMH

I understand that anxiety and emotional distress can affect a pupil's ability to engage with learning. I use a calm, compassionate and flexible approach, offering choices and reducing unnecessary pressure. I draw on strategies such as Zones of Regulation and pay close attention to changes in behaviour and emotional cues, which help me recognise when a pupil may be feeling overwhelmed. I also use humour and a little creativity to help pupils feel more relaxed and comfortable.

Experiences working with other children with other SEN, including visual and hearing impairments, Speech & language

I am experienced in supporting pupils with specialist and complex needs within a mainstream setting, including visual and hearing impairments and speech, language and communication needs. I create and adapt resources, lessons and learning materials to meet specific sensory, communication and access requirements. Where appropriate, I incorporate technology and work closely with the SENCo, Speech and Language Coordinators and other specialists to ensure that strategies are understood and consistently applied.

My experience teaching primary English, Maths, Science

As English Lead, with an NPQLL and extensive experience across English, Maths and Science from Early Years through to Key Stage 2, I have a strong understanding of the primary curriculum and the development of fundamental skills. In literacy, I have experience teaching phonics and early reading, as well as designing inclusive curricula and targeted reading interventions that support pupils at every stage of their learning journey – from developing foundational skills and building fluency and comprehension to preparing for the transition to secondary school. I draw on my knowledge and research to develop skills-based reading programmes that build understanding, confidence and independence. I also have a passion for creative writing, using discussion, talk-based learning and role play to develop pupils' ideas and expression.

I take a similarly practical and creative approach to Maths, breaking down concepts using pictorial representations, hands-on resources and games to make learning accessible and meaningful. I bring maths to life by focusing on its practical applications, showing pupils how they will use these skills every day, such as shopping or managing money. Across the curriculum, I use interactive and multisensory approaches to help pupils retain information and develop a deeper understanding, adapting the pace and level to suit their learning.

My experience working with young people to boost their confidence and self-esteem

I place great value on recognising and celebrating every step forward, understanding that progress looks different for every learner. Helping pupils recognise what they have achieved, however small it may seem, can make a real difference to how they see themselves as learners. Over time, these positive experiences help develop self-belief and resilience. I encourage pupils to take on challenges, persevere when things feel difficult and feel proud of their progress.

My specialist experience providing engaging sessions to inspire a love of learning

I love creating learning experiences that are fun, purposeful and full of opportunities to explore. I enjoy incorporating drama, creativity and – above all – a good sense of humour into my teaching. Whether through games, practical activities, role play or bespoke resources, I look for ways to bring learning to life and capture pupils’ curiosity. Moreover, I make sure sessions have enough structure to provide reassurance, while remaining flexible enough to follow a pupil’s interests and respond to how they are feeling.

My skills and experience supporting young people to develop their independence

I understand first-hand how important it is to break learning down into manageable, bite-sized steps and find different ways to explain, revisit and reinforce new concepts. Drawing on Rosenshine’s Principles, I use modelling and carefully structured scaffolding to give pupils the support they need, gradually reducing this as their skills develop. I encourage learners to feel comfortable exploring, asking questions and having a go. This helps pupils become more confident in tackling tasks, less fearful of making mistakes (we’re only human, after all!) and, most importantly, enjoy learning.