Specialist experience supporting young people with SEN and building trusting relationships;I have extensive experience supporting children and young people with special educational needs, particularly those who have experienced anxiety, disrupted education, or negative learning experiences. I prioritise building trusting, respectful relationships by creating a calm, safe, and structured environment where learners feel understood and supported. By working at the individual's pace and listening carefully to their needs, I help learners re-engage with education, develop confidence, and experience success.
Experience supporting Autism (ASC), ADHD, PDA, Dyslexia, Dyspraxia (DCD), Dyscalculia and associated needs;With over 20 years of teaching experience, including 13 years in specialist provisions as a teacher, SENCo, and Senior Leader, I have extensive expertise supporting learners with a wide range of neurodiverse profiles. I use highly personalised approaches, adapting my teaching through visual supports, structured routines, scaffolded and chunked learning, reduced language, and practical, multi-sensory activities. I also incorporate learners' interests to increase engagement and motivation.
I understand how these needs can affect processing, focus, organisation, and self-esteem, and I work with learners to develop strategies that support independence, emotional regulation, and confidence. This may include movement breaks, sensory supports, clear task structures, and strategies to strengthen executive functioning skills. I understand that each individual profile and diagnosis, comes with unique strengths and challenges. For example, when working with young people with PDA, I understand that they need to feel in control of their activities and I'm able to provide flexibility, in a contained way, to meet their changing needs day to day.
Experience supporting sensory processing, working memory, speech, language and communication needs;I have significant experience supporting learners with sensory and auditory processing differences, working memory difficulties, and social communication needs. I adapt teaching to reduce cognitive load, using visual aids, repetition, retrieval practice, and overlearning to strengthen understanding and retention. Where appropriate, I incorporate sensory strategies and movement breaks to support regulation and engagement. I also support expressive and receptive language development through carefully scaffolded communication, helping learners build confidence in expressing themselves and interacting with others.
Experience supporting SEMH/ mental health needs and emotional wellbeing;I have worked extensively with learners who experience anxiety, including those who have been out of education or affected by trauma. I understand the importance of building confidence gradually through positive, predictable experiences. I support learners to develop resilience, recognise their strengths, and build self-esteem alongside academic progress. My approach focuses on helping learners feel safe and capable, enabling them to take small, meaningful steps forward in their learning.
My experience working with young people with challenging behaviour;
I have extensive experience in working with children and young people who have been unable to remain in mainstream provision due to their presenting behaviours. I always look beyond the behaviour and aim to understand what the behaviour is communicating in terms of need. By addressing this need and using an emotional coaching and trauma informed approach, I'm able to support the child to work towards self-regulation. I am patient, resilient and never shame the individual for their presenting behaviours. Over time I aim to build positive working relations with the individual, enable them to better understand themselves and to be motivated to engage in positive learning experiences.
My experience working with young people with complex and/or medical needs;
I have been based in diverse educational environments, including mainstream and specialist provisions and also within the hospital environment for young people with complex mental health diagnoses, including psychosis and schizophrenia, eating disorders, personality disorders and complex PTSD. I believe the approach should be the same as for any learner; to build relationships and to understand what they need to feel safe and engage in meaningful learning experiences.
Experience teaching Science, Maths, English, and core curriculum subjects (KS2–KS4 and beyond)As a Science specialist, I have over 20 years of experience teaching from Key Stage 2 through to A-Level Biology. I am highly skilled at making learning accessible through practical, hands-on approaches that make concepts meaningful and engaging. I am also confident teaching Maths up to GCSE level and supporting English, literacy, and numeracy across Key Stages 2–4, including Functional Skills and preparation for the Eleven Plus. I have taught in a range of settings, including specialist provisions, homes, and hospital environments, and I work collaboratively with schools and families to address gaps in learning. I personalise lessons to each learner's interests and learning style, helping to increase engagement and promote deeper understanding.
Experience supporting early years development (EYFS)As an experienced teacher, SENCo, and Thrive-trained practitioner, I have a strong understanding of early child development. I use child-led, play-based approaches to support communication, emotional development, and early learning skills. I create nurturing environments where children feel secure, allowing them to explore, develop confidence, and build strong foundations for future learning.
Experience teaching study skills, executive functioning, confidence and independenceI support learners to develop essential study skills, organisation, and executive functioning strategies, including planning, task management, and maintaining focus. I work collaboratively with learners to develop personalised approaches that make learning more manageable and less overwhelming, with the long-term aim of promoting independence and self-confidence. For younger learners, I can support the child's development to focus on, and switch between tasks, simple problem solving, making choices and emotional regulation.
My experience teaching community support and outside activities;
As an educator in a wide variety of learning environments, I have extensive experience in considering development beyond the classroom and curriculum. I am able to create action plans to target the holistic development of an individual, considering life skills, resilience and key stages of transition for the learner. I am person led and can be a ‘rock and resource' for a young person to provide support as they navigate through different stages of their education. I am particularly enthusiastic around practical activities, for example, gardening and cooking, which I believe can be really impactful.
Experience developing motivation, engagement, and a love of learningMany of the learners I support have experienced challenges that have affected their confidence and motivation. I specialise in re-engaging learners by creating personalised, meaningful learning experiences tailored to their interests and strengths, utilising their curiosity and creativity. Through practical activities, clear structure, and positive reinforcement, I help learners to rebuild their confidence, develop resilience, and rediscover enjoyment in learning.
