James

My specialist experience working with young people with SEN to develop trusting and meaningful relationships;

I'm a qualified teacher with over 10 years' experience working in both mainstream and alternative education settings. I specialise in supporting young people with Special Educational Needs (SEN) with a strong focus on developing trusting, safe, and meaningful relationships that allow every student to thrive. I pride myself on truly listening to the young person—understanding their individual needs, strengths, and interests—so I can design bespoke, engaging, and achievable learning experiences. My goal is always to create a calm, consistent environment where students feel secure, valued, and motivated to learn. I have experience working with Autism (ASD), Moderate/Severe Learning Difficulties (MLD/SLD), MSI (Multi-Sensory Impairment), ADD, ADHD, Trauma and anxiety.

Building trust takes time, empathy, and consistency—and it's at the heart of everything I do as an educator.

My experience working with young people with Dyscalculia;

I am confident in using a range of practical resources and strategies to support students with Dyscalculia, ensuring that Maths is accessible and engaging for all learners. I provide opportunities for students to explore numbers at their own pace, allowing time for deeper understanding. I also place strong emphasis on revisiting and repeating key concepts, helping to reinforce knowledge, build confidence, and support long-term learning.

My experience working with young people with Complex and/ or medical needs, including brain injuries;

While working in alternative education, I have experience working with children with varying physical needs which have included: MSI, Juvenile Parkinson’s (including peg feeding) and Cerebral Palsy. I am confident in liaising with families and multidisciplinary professionals to understand a learner’s physical needs and tailor learning so that it is suitable and achievable for them. I feel that physical and medical needs should not be barrier to learning in which I feel an excellent practitioner is one who adapts to their students' needs whether they are physical, emotional, social or educational.

My experience working with young people with ASC (autism);

I am a confident and experienced teacher of over 10 years and strive to help education as well as other SEMH needs outlined in EHPs and care plans. I have worked with numerous pupils with ASC and understand that needs differentiate and how this can impact their engagement and attainment in their education. I explore interests to incorporate English and Maths such as recently using Minecraft Education to interest a teenager and relit an enjoyment for learning. I am happy to incorporate a wide range of resources and strategies to support the learner whether that be Makaton, communication boards, movement breaks, tailored timetables, regulation breaks, fidget toys and social stories.

My experience working with young people with anxiety;

Understanding the learner and thinking how to remove barriers so students can access my lessons is vital to me. As an experienced teacher, I approach lessons with a calm and consistent manner to provide a safe environment for students to thrive in. Over my time in education, I have brought in strategies such as yoga, mindfulness and work around zones of regulation to allow students to manage their emotions.

My experience supporting young people with ADHD

Supporting learners with ADHD starts with getting to know the child and understanding what helps them learn best. Many children benefit from regular movement or brain breaks to help them stay focused and calm. Using hands-on activities, physical movement, and practical learning gives children different ways to engage, especially when sitting still or long written tasks are difficult. By being flexible and offering active learning opportunities, we can help young learners feel more comfortable, confident, and ready to learn.

My experience teaching Primary and Secondary English, Maths and Science;

With experience in mainstream school, alternative and SEN settings, I feel I am able to meet the needs of learners in English, Science and Maths through a tailored approach that supports and challenges learners to be a champion of their learning. I have worked in KS1 and KS2 and have extensive experience in delivering subjects in line with the National Curriculum. Further to this, I have tutored and supported students with subjects in line with the KS3 curriculum and Functional Skills. My teaching focuses on providing enjoyable and memorable experiences through preferred learning styles. I always incorporate supporting resources to help learners grasp new concepts and scaffold learning to promote independence.

My experience developing confidence and self-esteem;

I recognise that low confidence and self-esteem can be influenced by a range of internal and external factors, including past educational experiences, social dynamics, and personal challenges. In my work, I prioritise creating a safe, supportive environment where learners feel valued and capable.

I aim to empower young people in every session—encouraging them to recognise their achievements, however small, and helping them build a sense of pride in their progress. I also place strong emphasis on the social and emotional aspects of education, understanding that a confident learner is more likely to engage, take risks, and succeed both in and out of the classroom.

By celebrating strengths, promoting self-reflection, and offering consistent encouragement, I support learners in developing a more positive self-image and the confidence to reach their potential.

My experience working with young people with Sensory and/ or processing needs;

Throughout my experience I have worked with several students with sensory and processing needs in class and in a 1:1 setting. I believe maintaining a calm and consistent approach is vital in creating an environment for young people to process ideas. I also understand that young people can have varying sensory needs and can adapt activities accordingly. I believe that understanding the child's sensory needs and meeting them is important for self-regulation and engagement in sessions. I am familiar in liaising with families and professionals to support the learner in the best way.

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

I listen to the young person and tailor learning to each young person's needs and interests, using tools like technology, the outdoors, the arts, and personal hobbies to make sessions engaging and meaningful. I pride myself on making lessons fun—something many former students remember, often commenting on how much they smiled and laughed during our time together. My goal is always to spark curiosity and inspire a lasting love of learning.

My skills and experience supporting young people to develop their independence;

I support young people to build their independence by using a range of tools tailored to their needs, including visual aids, recorded audio/video prompts, and assistive technology such as Clicker and Dictation. I aim to equip learners with strategies they can use beyond the session, helping them become more confident and self-reliant. I also believe in creating memorable learning experiences, as these support long-term understanding by linking new learning to familiar, previously explored concepts.