Judi

Throughout my time as a teacher, I have loved meeting children with a wide variety of needs and learning what makes them tick. It is hugely rewarding once you have found something that helps you to connect with a child and build a rapport with them. Over the years, I have added many different methods to my tool box - here are some of those skills:

Experience and support for pupils with Dyslexia/Literacy based difficulties:

Having taught Literacy skills across all primary ages for many years and further developed my qualifications in this area, I am passionate about supporting and scaffolding needs in the following ways:

• Extensive use of synthetic phonics, delivered in a structured, cumulative way to strengthen decoding, blending and segmenting skills.

• Development of reading fluency, using modelling, repeated reading, rhythm, phrasing and confidence‑building strategies.

• Promotion of the joy of reading, through high‑interest texts, shared reading, book talk, and personalised reading choices that nurture motivation.

• Explicit teaching of spelling, including phoneme–grapheme correspondence, morphology, syllable work and orthographic pattern recognition.

• Use of multisensory literacy strategies, such as manipulatives, visual scaffolds, songs, movement and hands‑on activities.

• Precision teaching for specific targets where appropriate, helping learners achieve rapid, measurable progress in tightly focused skills such as sight words.

• Support with writing, including sentence construction, planning frameworks, handwriting fluency and confidence‑building composition strategies.

• Use of assistive technology where needed such as voice-to-text software or mind-mapping tools to aid planning

• Building self‑belief, helping learners overcome previous negative experiences and develop a positive, resilient identity as readers and writers.

I ensure that literacy or coordination difficulties do not mask a student's intelligence. The focus is always on enabling them to demonstrate understanding confidently and successfully.

Experience and support for pupils with Dyscalculia/maths based difficulties:

I love teaching maths skills as much as I love Literacy. As a child, I lacked confidence in maths and experienced the classic maths anxiety. However, by teaching maths in schools for many years, I have learnt so many strategies to help support learners who are lacking in confidence that it has enabled me to become a confident maths teacher. The use of manipulatives and visual representation is a huge game changer! My approach includes:

• Recognition that children develop mathematical understanding at different rates, adapting teaching to their cognitive profile, processing style and confidence level.

• Use of the concrete–pictorial–abstract (CPA) approach, beginning with blocks, counters and manipulatives to build real, tangible number sense before moving to visual models and finally symbolic notation.

• Careful scaffolding of each step, breaking concepts into achievable chunks so learners can work at their own pace and recognise their progress.

• Development of number sense and fluency, including subitising, pattern recognition, flexible calculation strategies and confidence with basic facts.

• Explicit teaching of mathematical language, helping children understand and use key vocabulary through hands‑on exploration and visual supports.

• Strengthening mathematical reasoning, encouraging children to explain their thinking, spot patterns, justify choices and make connections.

• Support with place value and calculation methods, using structured, multisensory approaches to deepen understanding rather than relying on rote procedures.

• Reduction of maths anxiety, using predictable routines, gentle challenge, positive reinforcement and repeated low‑pressure practice.

• Celebration of “Aha!” moments, nurturing confidence, curiosity and pride when concepts finally click.

Experience and support for pupils with ADHD

I support children with ADHD by creating a learning environment that works with their need for movement, stimulation and regulation. Sensory circuits at the start of the day help them organise their bodies and settle into learning, while planned movement breaks throughout lessons allow them to reset and maintain focus. I keep activities varied, engaging and purposeful so their attention has something meaningful to anchor to, using short, dynamic tasks and plenty of hands‑on learning. Together, these approaches help them stay regulated, interested and able to access the curriculum with confidence.

Experience and support for pupils with Autism

I support children with Autism by taking time to understand who they are as individuals—what they enjoy, what motivates them and what helps them feel safe. I use their interests to design bespoke learning experiences that feel meaningful and engaging, building on the things that naturally capture their attention. I’m always sensitive to any sensory needs, adapting the environment, pace or materials to reduce overwhelm and create a calm, predictable space. By combining personalised learning with thoughtful sensory support, I help children feel comfortable, understood and ready to learn.

Experience and support for pupils with speech and language difficulties

I support children with speech and language needs by creating a communication‑rich environment and working closely with Speech and Language Therapists. I use their targets and strategies to shape learning, modelling language, expanding vocabulary and giving children plenty of structured opportunities to talk, listen and practise new skills. By aligning activities with SALT guidance and providing gentle, consistent support, I help children build confidence in expressing themselves and accessing learning.

Experience and support for pupils with a vision impairment

I supported a child with a vision impairment for 4 years, across EYFS and KS1. During this time, I attended courses provided by the LEA on adapting resources, modifying print and ensuring health and safety needs were met. I worked alongside the Specialist VI teacher and gained a vast amount of knowledge and understanding throughout this time. I hugely enjoyed supporting this child and their family.

Experience and support for pupils with William's Syndrome

I worked with a pupil with a diagnosis of William's Syndrome for 4 years, across EYFS and KS1. It was important to support the child through calm, predictable routines that help reduce anxiety, alongside gentle reassurance and clear visual or verbal cues to prepare them for transitions. Because many children experience noise sensitivity, the child was supported with noise‑reducing headphones, create quieter breakout spaces, and avoid sudden loud sounds to help them feel safe . Alongside other cognitive difficulties, the child required greater support with mathematical difficulties which involved breaking tasks into small, manageable steps, and hands‑on materials to strengthen understanding.

At the centre of my teaching philosophy is the belief that learning happens best when teaching aligns with a child’s learning style, needs, and interests. Every young person can learn and thrive when their differences are respected and their strengths are recognised. I aim to make learning meaningful, engaging, and tailored to how each child’s brain works best, so they feel motivated, capable, and genuinely connected to what they are learning.

My approach begins with trust. Without psychological safety and a strong relationship, learning is inhibited, especially for children who may have had difficult or discouraging educational experiences. I support each student as a whole person—emotionally, socially, and academically—because these aspects of development are deeply intertwined. I work collaboratively, offering structure and guidance while also valuing the child’s autonomy and voice. When students feel heard and understood, they are far more likely to engage, take risks, and build confidence.

I celebrate neurodivergent strengths while helping students navigate challenges with compassion and practical strategies. Learning should feel achievable and enjoyable, never a source of anxiety. By making learning relevant, accessible, and often hands‑on, I help students develop a sense of competence and understanding. Ultimately, my goal is to nurture confident, curious learners who feel empowered to advocate for themselves long after our sessions end.