Helena

My experience as a specialist teacher/tutor

Throughout my teaching career, I gained invaluable experience of working with children and young people with SEN from and in both mainstream and specialist settings. I have either supported or taught children from Early Years through to Key Stage 5. This includes 1:1 support in a mainstream Year 6 classroom and teaching and leading Key Stages 3 and 5 classes in a specialist provision for autistic students at an ‘Outstanding' specialist school and college. My classroom practice has always been observed to be outstanding by senior leadership teams and OFSTED. I received the following feedback from a Director of Education: “I felt a sense of calm being in your space. I could also see the range of learning prompts and communication systems that have been put in place to ensure the students' success. I love how you have set up the sensory integration room and how you create opportunities for community engagement.” Most of my tutoring experience is with young autistic people who find learning difficult in the school environment, are home educated or have an EOTAS package.

My experience working with the autistic community

I have extensive experience supporting autistic children and young people with a wide range of profiles, communication styles and sensory needs. My teaching practice is firmly rooted in autistic‑informed approaches: I prioritise predictability, clarity and genuine respect for everyone's individual way of experiencing the world. I find that my most successful sessions as a specialist tutor are those that follow a TEACCH structure and incorporate a young person's monotropic interests.

Over the years, I've worked with pupils who are verbal, non‑verbal, gestalt language processors, selectively speaking, highly anxious, experiencing autistic burnout and/or disengaged from education. I adapt my teaching to meet each learner exactly where they are and to support their sensory processing differences. My focus is always on reducing anxiety, building trust, promoting regulation and creating learning experiences that feel safe, achievable and meaningful.

My experience working with PDA

I've worked with many pupils with a PDA profile and what I've learned is that connection and collaboration make all the difference. I take a gentle, low‑demand approach that helps pupils feel safe, in control and genuinely listened to. Instead of pushing through tasks, I focus on building trust, offering choices and finding creative ways to weave learning into things they already enjoy. I use indirect language, humour and lots of adaptability so pupils feel empowered and in control. When the pressure comes down, their confidence comes up and that's when real progress starts to happen!

My experience working with ADHD

My experience of supporting young people with ADHD has focused on helping them build the skills, confidence and routines they need to thrive academically and emotionally. My approach is highly structured yet flexible; using clear expectations, visual scaffolds and engaging, interest‑led tasks to maintain focus and reduce overwhelm.

My experience supporting sensory processing differences

As a result of my experience and studies, I have a wealth of knowledge and confidence regarding supporting young people with their sensory processing differences. My approach to every session or interaction is underpinned by the idea of 'Regulation before Expectation' - it is pivotal that young people feel physiologically and psychologically safe and regulated before any learning demands are expected. During sessions, I weave in regulation opportunities naturally using fun, playful strategies that help children reset. I also have experience of working closely with families and students to create bespoke sensory diets that match the young person's needs, interests and daily routines whether that's movement, deep pressure, calming visuals or sensory‑seeking activities. I am highly skilled at adapting the pace, environment and expectations so the child's sensory needs are respected and supported and where learning feels manageable.

My experience supporting young people with SEMH

My work with young people with Social, Emotional and Mental Health needs is grounded in patience, relational practice and a deep understanding of trauma‑informed approaches. During my teaching career, I led a Pastoral Team who oversaw an SEMH department and I was part of the team who created and quality assured the ‘Well-being Curriculum' that was delivered to students with SEMH to develop their emotional literacy, relationships and general emotional and physical well-being. I always prioritise creating a safe, predictable learning environment where young people feel heard, respected and able to take risks without fear of failure. Through consistent boundaries, reflective conversations and carefully adapted learning activities, I help pupils rebuild trust in education, develop emotional literacy and experience success at a pace that feels achievable for them.

My experience teaching Maths and English

I have taught Maths and English in line with the National Curriculum for Early Years, Key Stages 1 and 2. I have also taught functional Maths and English during my time working a specialist college. I specialise in breaking down concepts into clear, manageable steps and using visual, multisensory methods to support memory and comprehension. I am skilled at adapting the curriculum to each child's pace and learning style whilst incorporating interest-based activities and play.

My experience of delivering engaging sessions

I'm known for creating sessions that are structured, purposeful and genuinely enjoyable. I design bespoke resources - from sorting tasks to visual supports - that make learning accessible and memorable. I weave pupils' interests into lessons to boost motivation and I use a mix of games, visuals, movement and hands‑on tasks to keep engagement high. My sessions are predictable enough to feel safe but flexible enough to respond to each young person's energy, focus and emotional needs on the day. Above all, I aim to create an environment where pupils feel relaxed, curious and ready to learn.

My experience supporting young people to develop independence and confidence

I support young people to build their independence and confidence through a strengths‑based approach that recognises individual abilities and aspirations. I break learning and life‑skills tasks into achievable steps, offering just the right level of scaffolding so pupils can experience genuine success and gradually take ownership of their progress. Through consistent encouragement and opportunities to make choices, I help learners develop self‑belief and the resilience needed to navigate challenges both in and beyond education. My aim is always to empower young people to recognise their own capability with increasing autonomy.