Izabela

I’m a fully qualified and experienced SENDCo with over 15 years of dedicated SEN teaching and leadership experience. I am highly experienced and skilled at supporting young people with a range of needs—including Autism, global developmental delay, speech and language challenges, and SEMH—through creative, person-centred approaches.
I’m passionate about building safe, structured environments where learners feel understood, engaged, and inspired. I use multisensory approaches and strategies, consistent routines, and visual support. My experience includes working with nonverbal learners, those with anxiety, and pupils working below age expectations in Maths and English.
Through 1:1 and group sessions, I focus on building trust, adapting lessons to individual needs, and helping young people feel empowered and inspired in their learning. I incorporate therapeutic approaches to help lower anxiety and build confidence and self-belief as a learner.
I have a Proven track record in successfully managing SEND provision, including oversight of an ASD ARP, with consistent recognition for effectiveness by external audits.
I have strong expertise in writing and reviewing Education, Health and Care Plans (EHCPs), including assessing need, writing SMART targets, and measuring outcomes. I am proficient in using a range of assessment tools to identify and monitor SEND pupil progress (e.g., SCERTS, PIVATS, B Squared).

To ensure highly personalised support, I adapt and differentiate the learning across EYFS, KS1, and KS2 to support pupils with a wide range of needs, including ASD, ADHD, Dyslexia, SEMH, SLCN, and MLD. I have a strong knowledge of and ability to deliver personalised learning interventions, such as Speech and Language programmes, sensory circuits, emotional regulation activities, Literacy/Numeracy/Phonics-based interventions; ASD highly personalised support through Attention Autism Programme, What’s in the Box, Scarves, Dough Disco, Fine Motor Skills, elements of TEACCH approach, including tray work and workstation practice, Colourful Semantics, Language for Thinking, Blanks etc. I’m highly effective in developing pupil-centred learning plans and confident in using assistive technology and visual communication tools (PECS, Makaton, Widgit symbols) to support communication and independence.
I have a vast experience in managing challenging behaviour through restorative practice, positive behaviour support plans, and therapeutic strategies.
I am skilled in supporting pupils with dual or multiple diagnoses, including mental health conditions alongside SEND (Qualified Solution Focused Therapist). I’m very passionate about inclusion and innovation in SEND practice, with a proactive approach to removing barriers to learning. I strongly advocate for pupil voice and personalised education paths for all learners with SEND.