Across every role, my purpose has remained the same – to ensure that children with SEND are understood, supported, and given equity of opportunity. My lived experience, professional journey, and personal values combine to create an approach rooted in compassion, high expectations, and unwavering commitment to inclusion.
A Lifelong Commitment to SEND and Inclusion
My career in Special Educational Needs is rooted in a personal story that began long before I entered the classroom. Growing up alongside my profoundly disabled sister shaped my earliest understanding of care, advocacy, and inclusion. She has always been a central part of my life, and supporting her felt natural rather than exceptional. Only as I grew older did I realise how different our family experience was from others. Today, I am her legal and medical guardian, ensuring she continues to receive the care, dignity, and joy she deserves. This responsibility has deepened my empathy and strengthened my resolve to support vulnerable children and families.
Before formally entering the profession, I spent many summers working in a playscheme, supporting children with a range of needs including PMLD, ASD and ADHD. This early exposure to diverse needs felt instinctive, reinforcing my desire to pursue a career in SEND teaching. From here I went on to teach children with Autism profiles, Global Developmental Delay, Speech, language and communication difficulties, Sensory processing needs, Attention deficit hyperactivity disorder (and ADD), Moderate to severe learning difficulties and more.
These experiences have shaped my values and professional identity. They taught me to see strengths before deficits, to celebrate differences, listen deeply, and approach every child with patience, respect, and curiosity. They also instilled a lifelong commitment to helping those who need it most — a calling that has guided every step of my career.
Professional Growth and Loyal Service
Since qualifying as a teacher in 2012, I have worked in only two schools and with one family. Loyalty, commitment, and long-term dedication are central to who I am as a professional. I build strong relationships with staff, pupils, and families, and I invest deeply in the communities I join. I prefer to stay long term, contribute, and see projects through. Working in a specialist setting allowed me to collaborate closely with therapists, teaching assistants, educational psychologists, and families. I learned how to integrate multi‑agency advice into daily practice, deliver personalised interventions, and support children with complex needs to make meaningful progress. I found the value in a ‘team around the child’ approach to teaching and carried it with me throughout my career.
Leadership, SENCO Expertise, and Trauma‑Informed Practice
As an Inclusion leader, I gained invaluable insight into the realities of SEND in mainstream education. I saw both the triumphs and the systemic challenges — the long waits, the limited resources, and the emotional toll on families. I also witnessed extraordinary transformations. I supported many children with social, emotional and mental health difficulties (SEMH) needs and multiple diagnosis’ helping them to eradicate barriers, gain confidence and make progress. I coached other colleagues to do the same and invited skilled practitioners into the school in order to transform the way in which challenging behaviour as a result of SEND was supported.
My leadership and teaching style is collaborative, relational, and proactive. I build trust quickly, communicate clearly, and approach difficult conversations with sensitivity whilst remaining solution focussed. I am adaptable and willing to step outside a job description when needed — always guided by what is best for pupils.
Specialist Home Education
I began working with twin boys, both with complex speech and language needs, sensory processing needs and learning difficulties. My role involved planning personalised learning experiences and working collaboratively with a multidisciplinary team including parents, Speech and language therapist, Occupational therapist, a swimming coach, sports coach, and art teacher. The most rewarding part of the role was getting to know the boys — understanding how they learn, what motivates them, and how to help them progress and lead happy and fulfilling lives. I also supported the children in workshops, classes and activities outside of the home, including swimming, art, parks, adventurous settings. We would often take the learning elsewhere such as museums, areas of natural beauty and exhibitions. Three years in this amazing role motivated me to join Sensational Tutors! It strengthened my belief that my calling is to support the most vulnerable — whether in schools, homes, or the wider community. I do so most successfully when I work closely with parents – always listening and ready to adapt when needed.
Skills and experience related to specific SEND
My experience supporting children with Speech, language and communication needs (SLCN)
Having begun my career as a teacher in a SEND setting, I had the advantage of having speech and language therapists on sight to call on for expertise. These therapists impacted my teaching in an exceptional way. I have experience developing strategies to support children from using language socially, such as reciprocating in conversations to forming sounds to begin blending. I have good knowledge of Makaton signs and understand the powerful impact this can have on understanding for all children. I understand the value of AAC and structured language programs in reducing the frustration and barrier that can come with difficulties understanding and processing language for example. I have also worked with children with developmental language delay (DLD) and I am able to interpret therapy reports to work with children to meet targets. This includes targets in Education, health care plans. I am excellent at using a range of visual aids to support understanding and give children with SLCN access to learning activities.
My experience supporting children with Autism
I have supported many children with autistic spectrum condition (ASC). Every child with autism presents with their own unique profile of strengths, interests, and needs, so I have learned that meaningful progress begins with building a strong, trusting relationship, as I strive for with all children. I focus heavily on what works for every individual child and constantly adapt and tailor support and teaching towards their preferred style. I always work hard to ‘learn the child’ including any triggers, sensitivities and dislikes that may not be easy to spot. If a child with ASC also has SLCN, I take the approach described above and work towards progress building in therapy advice.
My experience supporting children with Attention deficit hyperactivity disorder (ADHD):
I have met and worked with many children with ADHD. For learning, I have found that clear instructions, tapping into interests and shorter tasks for example, have all helped to make learning manageable for some children. This always comes after letting the child know that they will have brain breaks or movement breaks and sometimes discussing what will help them. I have found that often children can be anxious that they will fail or that they won’t be understood. Hearing from the child and agreeing what will happen can make a big difference. If the subject matter is daunting, then a mix of activities might be necessary, making sure the child finds the learning engaging, whilst also learning what they need to know. All strategies involve a non-confrontational approach, with lots of patience, kindness and consistency. In addition, I have found no two children with ADHD the same, so an individualised approach is always a guiding principle.
My experience supporting children with Social, emotional and mental health (SEMH)
My experience supporting children with SEMH is extensive. Children I have worked with have struggled to regulate emotions, trust adults and benefit from boundaries. I have led bespoke behaviour interventions, embedded trauma‑informed approaches, and worked closely with educational psychologists to train staff. I encouraged pupil voice and ownership, helping children understand their own goals and celebrate their progress. This work resulted in improved staff confidence, more consistent practice, and children who felt safe, understood, and ready to learn. A relational approach is essential and my top strategy. Children with SEMH may really struggle to trust others and I believe that this trust is built by offering safety and understanding in a consistent manner. I have often referred to the three Cs; Calm, Clear, Consistent. I have supported children with emotional regulation 1:1 and in groups, introducing ‘The Zones of Regulation’ to children and supporting them to successfully graduate from the program and access learning. My motto is to never give up on any child – We learn the child, learn what it takes to succeed and never give up. The key is understanding that one size does not fit all and sometimes success takes time.
My experience supporting children with Pathological Demand Avoidance (PDA)
Effective teaching for children with PDA relies on a highly personalised approach. My teaching is flexible in nature, so where a child may refuse an activity (for example) I understand that with patience, you can support the child to navigate this barrier. Guiding the child towards what they do want with sensitivity and skillfully reducing pressure can lead to more engagement. For example, indirect language such as phrases like “Maybe we could…” or “I’m wondering about…” can be helpful. In many cases, choices also allow children with PDA to feel part of the planning process, deciding what they are comfortable with. Offering choices in activities, resources, or timing also supports autonomy and helps the child feel more in control, which often leads to greater engagement.
My experience supporting children with Sensory processing needs
This can be very different for children who process the world differently. Effective support involves identifying the specific needs by collaborating with parents and any professionals who may b=involved and also listening and responding to the child. With this approach, any potential overload, overwhelm or stress can be limited and learning activities can be tailored to ensure the best possible engagement. Adjustments such as ear defenders, setting, lighting for example can all make a huge difference.
My experience supporting children with Dyspraxia
A child with Dyspraxia diagnosis may have difficulty with fine and gross motor skills, motor planning, and overall coordination. To meet these needs effectively, I have collaborated closely with Occupational Therapists to target specific difficulties with interventions tailored to each child. I have built up knowledge of engaging and enjoyable activities that aid a range of difficulties associated with the condition. At times, a little and often approach, such as a warm up activity to develop fine motor skills, such as finding objects buried in putty.
