Linda

I have extensive experience supporting pupils with SEN, with expertise in ADHD, ADD, ASC (Autism), Anxiety, SEMH (Social, Emotional & Mental Health Needs), Global Developmental Delay, Trauma and Phobias, Working Memory and Sensory Processing Needs, as well as Visual and Auditory difficulties.

As the SENCO (Special Educational Needs Coordinator) in a large urban primary school for several years, I developed a deep understanding of diverse needs and how best to support them. My role also involved sitting on the SEN funding panel for statement requests, giving me valuable insight into the process of securing support for pupils.

My leadership experience has equipped me with strong skills in working collaboratively with teachers, parents, and external agencies to maximize support for children and ensure they receive the help they need to thrive.

I am naturally friendly and take a positive, nurturing approach to help pupils feel at ease, as I believe this is when they learn best. I tailor lessons to suit each pupil’s interests and learning style, always striving to make learning engaging and enjoyable. Pupils are actively involved in their learning journey, with clear objectives and success criteria to keep them motivated and foster a sense of achievement.

I will use varied techniques such as breaking down tasks, short memory games, and visual timetables, this can really assist pupils with executive functioning skills.

Having a close family member with SEN has given me a deep, personal understanding of the challenges pupils may face—but more importantly, how these challenges can be overcome. I am passionate about building self-esteem, resilience, and a lifelong love of learning in every pupil I teach.

My Experience Working with Young People with Autism, PDA, and ADHD
Building self-esteem and resilience is at the heart of my teaching approach. As SEN Lead and Deputy Headteacher in a large urban primary school, I worked closely with many children with complex learning needs. I believe that when pupils feel safe, valued, and understood, they are in the best position to learn and thrive.

Whenever possible, I incorporate each pupil’s unique talents, interests, and strengths into lessons to keep them motivated and engaged. I set clear targets and success criteria, providing both praise and constructive guidance to support progress. I also use visual prompts—such as timetables and timers—to help pupils who struggle with transitions, alongside sensory tools and structured routines to create a supportive and predictable learning environment.

I have taught many pupils with ADHD and ADD in a mainstream classroom and have also supported a close family member throughout their primary and secondary education. This experience has given me a deep understanding of both the challenges and strengths these pupils may have.

Many children with ADHD or ADD struggle with self-esteem, often feeling out of place in an environment that doesn’t fully align with their learning needs. My goal is to break down these barriers, nurture each pupil, and empower them to reach their full potential—helping them discover and embrace their unique “superpower.”

I take a highly positive and supportive approach, incorporating frequent rest and brain breaks, using clear and concise instructions with well-defined success criteria, and adapting lessons to suit individual learning styles. Whenever possible, I include kinaesthetic learning and other tailored techniques to enhance engagement. I also ensure pupils have ample thinking and processing time while maintaining clear and consistent expectations to create a structured, supportive learning environment.

My Experience Teaching Early Reading
I have a deep passion for reading and believe that strong reading skills are the foundation of lifelong learning. Throughout my career, I have worked with many children who find reading challenging, helping them develop confidence and fluency.

I am trained in Reading Recovery, a highly effective program that can help children in the bottom 5% for their age reach the average reading level within 12 weeks. I have successfully implemented this program in two primary schools, seeing remarkable progress in my pupils. Additionally, I have extensive training in several phonics programs, equipping me with a range of strategies to support early and struggling readers in developing essential literacy skills.

My Experience Teaching Primary Maths and Primary & Secondary English

I have 17 years of experience teaching in primary schools, working with children from nursery age up to Year 6. This has given me a wealth of experience in teaching English, Maths, and Science, with a strong focus on raising achievement and helping pupils reach their full potential.

I hold an English degree and served as the English Coordinator in both of my primary schools. I am also trained in Reading Recovery, an intensive, bespoke program designed to accelerate children’s reading progress in a short period. I am deeply passionate about reading and writing, as I believe confident reading skills are essential not only for academic success but for life beyond the classroom.

In addition to my primary teaching experience, I have tutored GCSE English and English Literature, successfully helping one pupil improve from a grade 3 in their mock exam to a grade 5 in just eight weeks.

My Experience Working with Young People with SEMH and Anxiety

Throughout my roles as a class teacher, Deputy Headteacher, and Acting Headteacher, I have spent significant time supporting children with anxiety and emotional difficulties, often stemming from trauma. I believe that creating a supportive, pressure-free environment built on trust and respect is essential for helping these pupils thrive.

I prioritise patience and understanding, fully involving learners in setting lesson objectives and using their strengths and interests to guide their
learning. Having also supported a close family member with similar challenges, I have gained a deep personal insight into the difficulties these pupils face—and, more importantly, how they can be overcome.

My experience in school settings has also involved extensive multi-agency collaboration, ensuring a coordinated approach to providing the best possible support for each child.