Louise

Specialist SEN/SEND Experience

I have extensive experience working with children, young people and adults with a wide range of special educational needs and disabilities. I have particular expertise in supporting learners with Profound and Multiple Learning Disabilities (PMLD), severe and complex learning difficulties, autism, ADHD, dyslexia, communication difficulties, sensory impairments and physical disabilities.

A key strength of my practice is my ability to develop trusting, meaningful relationships with learners. I believe that students learn best when they feel safe, understood, valued and genuinely listened to. I take time to understand each learner as an individual, including their strengths, interests, communication style, sensory needs, motivations and aspirations.

I have taught in a range of settings, including specialist schools for children with severe and complex learning difficulties, mainstream and independent schools, and Early Years settings. This breadth of experience has given me a strong understanding of how to adapt teaching and learning to meet very different needs and starting points.

PMLD and Complex Learning Needs

I have 14 years' experience as a PMLD teacher, developing highly personalised learning experiences for students with profound and multiple learning disabilities.

I use the Engagement Model to identify and develop skills including exploration, realisation, anticipation, persistence and initiation. I create sensory-rich, practical and motivating activities that enable learners to engage with learning in ways that are meaningful to them.

My approach considers the whole learner, including their:

• Communication and language

• Cognitive and learning needs

• Physical and sensory needs

• Social and emotional development

• Behaviour and regulation

• Health and wellbeing

• Independence and life skills

• Interests, preferences and aspirations

I understand the importance of repetition, consolidation and consistency, while ensuring that learning remains purposeful and motivating. I look carefully at what captures a learner's attention and use these interests to create individualised learning pathways.

Communication and AAC

Communication is at the heart of my practice. I have significant experience supporting learners who communicate in a variety of ways and understand the importance of giving every student meaningful opportunities to express themselves.

I have experience using and supporting:

• AAC (Augmentative and Alternative Communication)

• PECS (Picture Exchange Communication System)

• Makaton

• Visual supports and communication boards

• Objects of reference

• Gestures and signing

• Eye-gaze technology

• Assistive communication devices

• Visual timetables and structured communication systems

I use a multimodal approach, adapting communication strategies to the individual rather than expecting every learner to communicate in the same way.

My aim is not simply to develop language, but to help learners communicate their choices, needs, emotions, opinions and ideas, giving them greater independence and a stronger voice in their own learning.

Sensory Needs

I have extensive experience supporting learners with visual and hearing impairments, sensory processing differences and a range of individual sensory needs.

I carefully consider how a learner's sensory profile may affect their ability to engage, communicate and learn. I can adapt the environment, resources and pace of lessons to ensure that learning is accessible and comfortable.

Where appropriate, I use sensory-rich resources including visual materials, sound, touch, movement, objects, lights and other multisensory experiences. I always ensure that sensory experiences are purposeful and linked to the learner's individual needs and learning goals.

Early Years and Child Development

As an Early Years Coordinator, I supported children aged 3–6, including learners with SEN and EAL. This developed my understanding of early childhood development and the importance of the early years in establishing the foundations for future learning.

I have a strong understanding of the interconnected nature of social, emotional, communication, cognitive and physical development. This informs my tutoring practice with learners of all ages, particularly those working at earlier developmental levels.

Learning Through Play and Engagement

I believe learning should be engaging, purposeful and enjoyable. For learners working at early developmental levels, play can provide a powerful foundation for communication, interaction, problem-solving and cognitive development.

I use play-based learning, Intensive Interaction and highly motivating activities to build engagement and develop communication and social skills. I follow the learner's interests while carefully creating opportunities to extend their learning.

My sessions may involve toys and objects, but play can also be built around movement, music, sensory experiences, shared attention, everyday activities or the learner's own interests.

Specialist Teaching Approaches

I have experience using a range of creative and evidence-informed approaches, including:

Sensory Stories – combining language with meaningful sensory experiences to make stories and curriculum topics accessible, memorable and engaging.

Attention Autism – using highly motivating activities to develop attention, shared attention, communication, turn-taking and independence.

Lego Therapy – using structured collaborative activities to develop communication, social interaction, problem-solving, teamwork and confidence.

Colourful Semantics – using visual colour-coded structures to support receptive and expressive language, sentence development and communication.

Arts-based learning – incorporating art, music, drama and movement to support communication, creativity, emotional expression, confidence and wellbeing.

I select approaches according to the individual learner rather than following a one-size-fits-all model.

Life Skills, Independence and Preparation for Adulthood

I am passionate about helping young people develop the skills they need for greater independence and a fulfilling adult life.

As a Careers Lead, I developed learning programmes focused on Preparation for Adulthood, including:

• Health and wellbeing

• Friends, relationships and community

• Employment and work experience

• Independence and independent living

I also incorporate employability skills such as communication, teamwork, problem-solving, creativity, self-management and listening into learning wherever appropriate.

I believe that academic learning and life skills should complement one another. Learning should have a clear purpose and help young people understand how their skills can be used in everyday life, their community and future employment.

Work Experience and Community Learning

I believe that meaningful learning should extend beyond the classroom. I have experience developing opportunities for young people to engage with their local community and explore different workplaces.

Depending on the learner's needs and aspirations, this might involve exploring settings such as cafés, supermarkets, garden centres, leisure facilities, shops or other community environments.

These experiences can develop confidence, communication, independence, teamwork and problem-solving while helping young people understand the world around them and prepare for their next steps.

Wellbeing, Regulation and Positive Relationships

I take a holistic approach to learning and recognise the close relationship between wellbeing, emotional regulation, engagement and learning.

I create predictable, supportive environments where learners know what to expect and feel comfortable communicating their needs. I respond calmly and consistently, adapting my approach when a learner is finding something difficult.

I believe positive behaviour support begins with understanding the individual. Rather than simply focusing on behaviour, I consider what a learner may be communicating and what support they need to feel regulated, safe and ready to learn.

Building trust is central to this. When learners feel secure and understood, they are more able to take risks, try new things and develop their confidence.

Assistive Technology

I have extensive experience using assistive technology to reduce barriers to learning and communication.

This includes eye-gaze technology, speech-to-text tools, communication devices, interactive applications and sensory-responsive technology.

I see technology as a tool for empowerment. When appropriately matched to the learner, it can provide alternative ways to communicate, make choices, access information, demonstrate understanding and participate more independently.

Leadership and Wider Educational Experience

My experience extends beyond classroom teaching. I have held leadership responsibilities including Lead Practitioner, KS4 and Sixth Form Coordinator, Early Years Coordinator, Careers Lead, PSHE Lead and English Lead.

These roles have given me a broad understanding of academic development, communication, literacy, personal development, wellbeing, careers and preparation for adulthood.

As an English Lead, I developed approaches to support language, literacy and communication. As PSHE Lead, I supported learners' personal, social and emotional development, while my Careers Lead role strengthened my understanding of employability, aspirations and transition.

This wider experience enables me to look beyond a single area of difficulty and consider the whole learner when planning support.

My Approach to Tutoring

Every learner is different, so I do not believe in a one-size-fits-all approach.

I begin by getting to know the learner — what they enjoy, what motivates them, how they communicate, what they find difficult and, importantly, what they would like to achieve.

From there, I create individualised, engaging and achievable learning experiences that build on their existing strengths while gently extending their skills.

My aim is for every learner to experience success. Whether that means developing communication, improving literacy, increasing attention, building independence, preparing for adulthood or simply discovering a new love of learning, I want students to leave each session feeling proud, valued and excited about what they can achieve next.

I believe that every learner is unique, with their own strengths, interests, talents, learning style and aspirations. Effective teaching begins with understanding the individual and using these strengths to create learning experiences that are meaningful, motivating and achievable.

My approach is personalised, child-centred and relationship-led. I take the time to build trust and understand what motivates each learner, then use their interests and preferred ways of learning to shape my teaching. I believe that when students feel safe, valued and listened to, they are more confident to explore, communicate, take risks and achieve.

I particularly value hands-on and experiential learning. Whenever possible, I provide opportunities for learners to learn through doing, exploring, creating and experiencing, rather than simply being told. This might involve practical activities, play, sensory experiences, real-life situations, creative projects or learning within the wider community.

I want learning to be fun, engaging and purposeful, while maintaining high expectations and providing the right level of challenge and support. I adapt my teaching according to each learner's needs, recognising that flexibility is essential when working with children and young people with SEND.

Above all, my philosophy is centred on helping learners recognise their own potential. I aim to create an inspiring, nurturing and inclusive learning environment where every student can experience success, develop confidence and make progress towards their individual goals and aspirations.