Over the last twenty years, I have taught children with many different special educational needs, including ADHD/ADD, autism, and dyslexia, creating Individual Education Plans, setting academic targets, and adapting work and teaching methods accordingly. I am a qualified Specialist Dyslexia Teacher accredited by the British Dyslexia Association. I have delivered I: I dyslexia specialist intervention lessons and I: I learning sessions to children with a range of special educational needs.
I have developed trusting and meaningful relationships with children with special educational needs by prioritising open communication and creating a safe, supportive environment. I take the time to get to know each child individually, understanding their interests, strengths, and challenges, which helps me to connect with them. I strive to consistently demonstrate patience and empathy, allowing children to express themselves freely without fear of judgment. I actively listen to their thoughts and feelings and let them know their opinions are valued.
As a specialist teacher, I have supported and worked with children with Autism Spectrum Condition (ASC) in whole class, small group and I:I settings. I begin by creating a structured learning environment that reduces sensory overload and supports individual needs. I use visual aids, such as visual timetables, to help learners understand expectations and transitions between activities and social stories to understand a range of situations and how others think and feel. Incorporating the learner’s interests into the lesson helps to engage and motivate the learner. From my experience, I understand the importance of providing sensory breaks to enhance engagement, reduce anxiety, and allow the learner to reset, focus, and self-regulate. I work closely with learners to develop individualised communication and social interaction strategies, ensuring they have the tools needed to thrive academically and socially. I understand the importance of the learner feeling successful and praised for their efforts and progress and ensure that sessions are positive from beginning to end.
As a specialist teacher, I have extensive experience supporting children with speech and language needs. In previous roles, I have worked closely with speech and language therapists to design and implement individualised support plans tailored to each child’s unique needs. I have provided targeted interventions to develop communication skills, such as phonological awareness, articulation, and language comprehension. Through a combination of structured activities, multi-sensory learning techniques, and consistent encouragement, I have helped children build confidence in their ability to communicate effectively.
As a specialist teacher, I have supported children with Global Developmental Delay (GDD) by providing tailored, multi-sensory learning experiences that meet their unique developmental needs. I have worked closely with parents to develop individualised learning plans, breaking tasks into manageable steps to ensure steady progress. By incorporating visual aids, structured routines, and play-based learning, I’ve helped children build essential communication, motor, and cognitive skills.
As a specialist teacher, I have supported young people with social communication and language needs by implementing targeted interventions to address specific challenges, such as understanding non-verbal cues, improving conversational skills, and developing emotional awareness. Through structured activities, using social stories, and group discussions, I have helped young people gain confidence in their ability to navigate social situations and build meaningful connections with peers.
Throughout my career as a teacher, I have developed ways to prioritise the emotional needs of students and have worked with young learners with a range of needs, as well as those who have experienced trauma. I have worked with children experiencing social and emotional challenges in a I:I setting and in small group settings. I foster a supportive and inclusive environment where students feel safe first and foremost, and their feelings are respected and valued. This sense of safety and respect is the foundation of our learning environment, providing a solid ground for learners to build their confidence and skills. I have worked with children using Lego-based therapy to promote social interaction, turn-taking and sharing and to create opportunities for peer interaction through cooperative learning projects. Through picture books, social stories, and games, I have helped learners develop resilience and a positive self-image. I have taught learners how to have a growth mindset to overcome challenges and build confidence and self-esteem. I have also led small sessions on mindfulness to help children better understand their feelings and thoughts and to develop ways to reduce anxiety.
I am an experienced teacher, and Primary English is my specialist subject area. I have worked with many dyslexic children and have developed a range of strategies to support them. When teaching children with dyslexia, I focus on implementing individualised, evidence-based strategies tailored to their unique learning needs. This includes using multi-sensory approaches and incorporating visual, auditory, and tactile elements into lessons to make the learning more memorable and engaging. I provide structured, cumulative literacy sessions that incorporate phonics and memory training activities as well as a focus on reading, writing and spelling. I also understand the importance of helping learners develop organisational skills to independently manage their homework/ assignments. I always break tasks into smaller steps and set achievable goals. I have had significant training in a range of phonics programmes. I have implemented phonics schemes in several schools and delivered phonics sessions to whole classes, small groups and on a I: I basis.
I have extensive experience teaching primary Maths and also working with children who are dyscalculic or struggle to understand mathematical concepts. These learners benefit from using concrete materials and visual aids in maths teaching. I find it important to use manipulatives such as counting cubes, counters, number lines, Numicon, Base Ten sets, and diagrams to support learners in understanding mathematical operations. I always break down complex mathematical problems into smaller, more manageable steps and work with the learner to develop step-by-step instructions for working through word problems methodically and systematically so that they can become independent. Multi-sensory learning works well in Maths; for example, moving physical objects, such as counting beads or number tiles, while verbalising number facts and sequences. I provide hands-on activities and interactive tools that cater to various learning styles, allowing students to explore mathematical concepts in a tangible way. Frequent, focused practice can help to reinforce mathematical concepts. As such, I always build in a review of key concepts from previous lessons and link this knowledge to new learning in small, achievable steps.
I am an experienced primary teacher and school leader with extensive knowledge of the National Curriculum, particularly in Key Stage 1 and Key Stage 2. I have taught a range of year groups, from Year 1 through to Year 6, delivering lessons in all core subjects, including English, Maths, Science, and all the foundation subjects. As a school curriculum lead, I have designed and updated Programmes of Study and Medium-Term Plans, ensuring appropriate scope and sequence in subjects such as phonics, reading, writing, and mathematics. I’ve also ensured that the curriculum is engaging, inclusive, and responsive to the diverse needs of learners.
In Key Stage 1, I’ve focused on developing early literacy skills, using phonics and language-rich environments to foster reading and writing confidence. For Key Stage 2, I have built upon these foundations, guiding children through more complex literacy and numeracy skills, while ensuring a broad and balanced curriculum. I have mentored staff, led INSET days, and trained colleagues on best practices in curriculum delivery, particularly in integrating technology to enhance learning outcomes. My experience in both mainstream and independent settings has equipped me with a robust understanding of how to meet the needs of all learners, including those with specific learning difficulties.
My teaching is engaging for children; I focus on creating experiences that respond to their unique learning styles and needs. I incorporate multi-sensory techniques to ensure my lessons are accessible and stimulating, using visual aids, hands-on activities, and auditory prompts to maintain their interest. I help children feel secure and supported through a structured and predictable environment. I use clear, simple communication and positive reinforcement to foster their confidence and encourage participation. Additionally, my patience and ability to adapt to each child’s pace ensure they can engage with the material in a way that suits them best, making learning a positive experience.
Over the last 20 years, I have taught many children with ADHD/ADD as a class teacher and in small groups and I: I settings. In doing so, I have developed various teaching methods to maximise learning, such as creating an environment that minimises distractions and provides consistent routines. I use visual timetables and organisational tools to help learners stay focused and manage their time effectively. I incorporate short breaks into sessions to allow learners to return to tasks with renewed attention. I also include activities that will enable the learner to move around the space safely whilst learning and employ a range of learning styles while chunking the learning into a series of small and interesting tasks. I use positive reinforcement to motivate and engage learners, setting achievable goals and providing immediate feedback.
