I am a highly experienced teacher with ten years of working with children, young people and adults with a wide range of special educational needs. I take both a nurturing and academic approach to learning, focusing on removing barriers so that every learner can engage with their education confidently. I have led transition camps for primary and secondary pupils, organising community-based activities alongside academic, play-based and creative sessions.
I am experienced in teaching across mainstream settings, alternative provision and home-education, and I have coordinated support for students with EHCPs and medical needs, as well as those receiving EOTAS packages. This has included administrative responsibilities, regular communication with EOTAS coordinators, liaison work, and providing 1:1 support. My aim is to create an environment that is vibrant, safe and supportive, while acting as a reliable mentor and tutor.
My experience in supporting students engage in learning: Having studied drama, I’m known for my warm, enthusiastic and high-energy approach. I aim to make every session lively, welcoming and genuinely enjoyable. I often use role play and creative activities to move away from traditional teaching methods, finding imaginative ways to explore the curriculum and individual learning plans. This helps keep lessons fresh, active and engaging.
I adapt each session to include students’ interests and use a mixture of chunked activities, sensory tasks and visual materials. Taking time to observe how a child or young person learns best allows me to adjust my methods thoughtfully. I pride myself on being a good listener, making sure every learner feels truly seen, heard and supported.
My experience in teaching English and Maths.
Over the years, I’ve developed a toolkit of creative ways to teach every part of English and Maths, from reading and phonics to handwriting, numeracy, and even understanding time. I love finding hands-on, playful approaches—using visual aids, practical projects, and real-life examples—to make learning meaningful and fun. I also adapt the National Curriculum so it feels engaging and relevant for each child, helping them build confidence while discovering that learning can be enjoyable, not just a task.
I’ve supported secondary students in English and Maths, many of whom faced learning challenges, as well as tutored a six-year-old. By adapting tasks, using visual supports, and focusing on each student’s strengths, I made learning achievable and meaningful. Taking a flexible, individualised approach allowed students to build confidence, develop key skills, and make real progress in areas that had previously felt tricky or overwhelming.
My experience working with SEND,
Trust and rapport are essential qualities for every tutor and mentor. They allow children and young people to feel safe, heard and supported, giving them the space to express themselves and work through any emotional challenges that may arise. I focus on implementing strategies that strengthen confidence and independence, helping learners feel secure in their abilities.
Building a genuine connection and a trusting relationship is key. I take time to understand their interests and preferences, and I use these as a foundation for engagement. Celebrating their strengths and achievements plays a crucial role in fostering motivation, confidence and meaningful rapport.
My specialist experience teaching students with ADHD/ADD;
I understand the challenges they face with organisation, time management, focus, emotional regulation, and getting their ideas down on paper. I have supported children in both academic and non-academic settings and use a wide range of strategies to help them stay on track, build confidence, and make learning feel achievable. My approach focuses on practical tools, structure, and encouragement to help each student work effectively at their own pace.
My specialist experience supporting young people with complex medical needs: I support children ,young people and adults with complex needs, including learning difficulties, disabilities, and medical conditions. By building trust, taking a patient and empathetic approach, and collaborating with other professionals, I help students engage consistently and make meaningful progress.
My experience teaching young people with sensory and auditory needs: I work with many students who have sensory needs and understand how factors like light, sound, and texture can affect their learning. I make it a priority to notice these triggers and adjust the classroom or learning space so students feel comfortable and able to focus. Being aware and responsive to their needs helps them stay engaged and get the most out of each lesson.
My experience teaching students with PDA:
My specialist area is supporting students with Pathological Demand Avoidance (PDA), and much of my practice centres around keeping demands low and using incidental, interest-led learning to build engagement. I follow the young person’s interests as a starting point for every session, as this naturally supports curiosity, reduces anxiety and makes learning feel meaningful rather than pressured. I draw on a range of strategies—such as offering space and time for processing, regulating and calming; using visual and practical prompts; and approaching tasks with honesty, gentleness and humour. Providing choices and fostering autonomy helps students feel safe, respected and in control, which is essential for learners with PDA.
I have extensive 1:1 experience supporting children and young people with complex needs, including PDA, ASD, ADHD and sensory processing differences, notably a six-year-old and a fifteen-year-old with high levels of demand avoidance. My approach is always flexible and patient, using each learner’s strengths, interests and communication style to create a space where they can thrive. I de-personalise requests, use indirect, informal language, and shape activities around what feels manageable in the moment.
Teaching English GCSE English language in Alternative Provision
I have specialist experience teaching English within Alternative Provision, working with the AQA English Language and Literature specifications. My background in drama plays a central role in how I deliver lessons, making learning accessible, fun and memorable for students who often struggle with traditional classroom methods. I use drama and acting techniques to help learners step into characters, understand themes, remember key quotes and gain the confidence to explore exam-style questions.
I routinely adapt resources,tasks are broken down into small, manageable steps, and I make sure students fully understand the wording of exam questions and how these connect to the mark schemes.
I help students shape their ideas into clear written work, enrich their answers with insight, and approach timed tasks calmly and confidently. Drama allows me to bring texts to life in a way that feels playful, creative and deeply engaging—opening the door for students to connect with English in ways that feel meaningful and achievable.
My experience supporting young people with Emotionally Based School Avoidance (EBSA)
Over the past several years in secondary mainstream and alternative provision, I have supported young people aged 11–18 who experience EBSA and present with complex profiles, including PDA, ODD, SEMH, ADHD, OCD, sensory sensitivities and high levels of anxiety. I recognise how pressure, unpredictability and social expectations can trigger overwhelming fear responses, so creating a warm, emotionally safe environment is always my starting point. I build trust gradually through low-demand interactions, shared interests and gentle engagement, helping students feel secure enough to reconnect with learning and attendance.
My approach blends flexible routines with clear, predictable communication. I use visual timetables, soft transitions, reduced demands and celebrate even the smallest achievements. I often incorporate movement—such as outdoor walks or time away from busy buildings—to help regulate emotions and lower anxiety. Sessions are structured around choice, chunked activities and indirect, non-pressured approaches. I validate emotions, prepare students carefully for any changes and always work at a pace they can manage.
I have experience supporting students through reintegration into mainstream lessons or exploring alternative pathways that suit their needs. My calm, adaptable approach helps them feel safe, rebuild confidence, and engage with learning at their own pace, moving forward with trust and a sense of possibility.
My specialist experience in speech and language needs:
I have experience supporting students with speech and language needs, using my background in drama and English to make learning lively and accessible. I understand that some learners find it difficult to find the right words, understand what they read, share their ideas, or get their thoughts down on paper. In my sessions, I use role-play and drama to make speaking and expressing ideas fun and less intimidating, encourage discussion around things that interest the student to boost comprehension and confidence, and break down writing tasks into small, manageable steps with visual or practical prompts. These approaches help me create lessons that are engaging, inclusive, and tailored to each student’s strengths and needs.
My experience teaching students with dyslexia, dyspraxia, processing and memory difficulties: I have experience teaching and supporting students with dyslexia, dyspraxia, and difficulties with memory and processing, working both 1:1 with younger learners, including six- and eight-year-olds, and in mainstream and alternative provision settings. I understand that each child learns differently, so I create strategies that match their individual needs and build confidence alongside academic progress. For me, making learning enjoyable and accessible is key.
In practice, I break down larger tasks and texts into manageable steps, read material aloud, and use visual aids such as images, diagrams or colour to make information easier to process. I support writing through discussion, planning together, using writing frames, sentence starters and paragraph headings, and providing model answers. I encourage handwriting or touch-typing practice, repeat key information, and use techniques like mnemonics to help memory. I also plan short, varied activities with breaks to help students stay engaged, and I focus on multi-sensory teaching methods that include reading, discussion, visual prompts, and practical tasks. This approach ensures students feel confident, capable, and able to enjoy learning at their own pace.
My experience with SEMH:
I believe it’s important for children to understand the mental and emotional barriers that can get in the way of learning. I focus on helping them feel empowered, so they can make progress both personally and academically. By highlighting their strengths and setting tasks that are challenging yet achievable, I aim to build their confidence and self-esteem. When young people can see the progress they are making, it often sparks their own motivation to keep learning and push themselves further. Creating a supportive and encouraging learning environment that nurtures this mindset is central to my approach and something I prioritise in every session.
My experience supporting students with independence/Mentoring:
I was a sixth form tutor for five years in a secondary school, supporting teenagers and young adults with university, college, and apprenticeship applications, as well as helping them prepare for life beyond the classroom. I focus on developing independence, mentoring students, and building life skills, using real-life examples to make learning meaningful. I encourage them to take ownership of their learning, make informed choices, and manage their time effectively, balancing study with social and personal priorities. By listening to their views and guiding them with alternative perspectives, I help boost confidence, self-esteem, and engagement. Supporting students in developing executive functioning skills and independence is central to my work, both in school and 1:1, as it prepares them for adulthood and future opportunities
My specialist experience teaching autistic students/ those with ASC:
I have experience teaching young people on the autism spectrum and understand the everyday challenges they can face. I use clear, literal language and relate lessons to real-life examples to help them see different perspectives, as many need support in understanding how others think or feel. These students often thrive with plenty of praise and encouragement, while also benefiting from being stretched and challenged, particularly those who are high-functioning and value being treated as equals.
For me, building trust is essential—it provides a foundation for working through misunderstandings and finding approaches that suit each learner. I focus on creating a calm, safe environment and giving students the time they need to engage with learning, helping them recognise and embrace their strengths, including the unique perspectives that neurodivergence, such as PDA traits, can bring.
My experience teaching social skills:
Some students I work with find it hard to connect with their peers or keep conversations going. I support them by exploring the challenges they face, talking through different social situations, and offering practical suggestions on how to communicate effectively. We look at body language and how to understand others’ perspectives, which helps reduce anxiety and makes social interactions more manageable. I also use role-play and modelling,to give students confidence and clear strategies to navigate friendships successfully.
My experience teaching executive functioning skills/supporting students with their homework: I have experience providing 1:1 learning support, mentoring, and study skills coaching for students from primary through to college and young adulthood. Building a trusting relationship is central to my approach, supporting engagement, independence, and progress. I help students develop executive functioning and study skills, including note-taking, revision, exam techniques, organisation, focus, and time management, using visual aids, routines, and interest-led tasks. I also provide guidance with homework, class notes, and independent study, alongside mentoring and emotional support. Sessions are structured, practical, and enjoyable, celebrating progress and helping students take control of their learning.
My specialist experience teaching KS1 and 2 :volunteering in a primary school supporting SEN and working as a teaching assistant . I understand how important routine and consistency are in creating a secure learning environment. My approach is fun, hands-on, and creative, incorporating role play, practical activities, visual resources, music, and movement to engage children and build confidence in group and paired work. I use multisensory methods to make learning accessible for all abilities while fostering independence in a caring, supportive environment.
My experience working as mentor : I have extensive experience supporting students through transitions, whether moving between alternative provision, mainstream schools, or back into the community. I know that these changes need to be gradual and that building trust and rapport is essential so young people feel safe and supported. I work closely with families, schools, and other professionals to make transitions as smooth and successful as possible. I have also contributed to EHCPs and annual reviews, made referrals to educational services, and supported students with EOTAS packages, ensuring their individual needs are fully considered and met.
Working with families: I have experience working closely with families as a 1:1 tutor, mentor, and alternative provision manager . I am a good listener and approachable, with the flexibility to adapt to each family’s needs. I think on my feet and use my initiative to solve problems as they arise. I am committed to supporting families in understanding their child’s challenges, and I work creatively to suggest and implement practical strategies that make a real difference.
