Throughout my career, I have consistently used creativity, adaptability, and patience to ensure that every pupil can make progress toward their individual goals—academically, socially, and emotionally—while feeling safe, supported, and, most importantly, enjoying their learning journey.
The importance of developing a trusting and meaningful relationship when working with children with SEN:
I understand how crucial a positive relationship between a teacher or tutor and a pupil is to meaningful learning. Such a relationship can transform a child’s educational experience, making it more enriching, supportive, and enjoyable. I believe trust is built over time through consistency, reliability, and clear expectations, alongside genuinely listening to and empathising with the challenges each child faces. By doing so, I aim to support and encourage every pupil in reaching their goals and fulfilling their potential.
The importance of boosting confidence and self-esteem when working with children with SEN:
I understand how vital confidence and self-esteem are in enabling children and young people to truly flourish. Too often, these can be diminished by a system that fails to fully recognise their challenges or provide the support they need—whether due to a lack of time, understanding, or focus. I am deeply passionate about helping young people discover and celebrate their unique strengths and skills. By supporting them in overcoming barriers that may cause them to feel ‘less than,’ I aim to build their confidence and sense of self-worth, acknowledging and celebrating every achievement—however that may look for them. I acknowledge the importance of making learning fun and engaging, to inspire and spark a passion within themselves.
Support young people with ASC:
I have extensive experience working with a wide range of Autistic pupils, each with varying support needs. This includes supporting pupils with high support needs who use non-verbal communication methods such as PECS and AAC software like Grid. I am trained in and have implemented strategies such as Intensive Interaction and Attention Autism to support the development of early communication, focus, and attention skills. I have also used TEACCH approaches effectively, particularly with pupils who benefit from structured workstations and 1:1 teaching, ensuring that sessions are paced appropriately with regular breaks and respect for the pupil’s need to self-regulate—whether through stimming, movement, or seeking low-sensory environments.
I have worked closely with music therapist, occupational therapists, and speech and language therapists to understand and respond to each pupil’s sensory profile. I can confidently support sensory-seeking and sensory-avoidant behaviours by integrating tailored, sensory-friendly activities that help pupils feel comfortable, engaged, and ready to learn.
Supporting young people with dyslexia:
Supporting children with dyslexia requires a thoughtful, flexible, and inclusive approach. I recognise that difficulties with processing written and spoken language can present significant barriers to learning, and that overcoming these requires clear, direct instructions, tasks broken down into manageable steps, and a multisensory approach to embed understanding effectively. An adaptive and creative teaching style is often essential, along with the use of repetition, visual aids, and thorough, structured teaching of new concepts to ensure each learner can access and retain knowledge with confidence.
I also have experience supporting pupils with Emotionally Based School Avoidance (EBSA) and understand how deeply anxiety can impact a child’s ability to access education. I use a patient, empathetic, and understanding approach, creating low-pressure environments and working collaboratively to help rebuild trust in the education system and gently re-engage pupils with learning.
Supporting young people with ADHD and/or PDA:
I have extensive experience teaching pupils with ADHD, many of whom have struggled in mainstream settings and been unfairly labelled as ‘naughty’—often carrying the emotional weight of this perception, along with the frustration and avoidance it can create. I understand how vital it is to provide a sensory-friendly learning environment, incorporating regular movement breaks and a flexible, pupil-led pace. Recognising and responding to signs of disengagement, while offering just the right level of challenge, is key to maintaining focus and motivation. I’ve found that a creative, collaborative approach—such as adding music or integrating a pupil’s interests—can be especially effective in supporting pupils with ADHD to thrive.
In addition, I have significant experience working with pupils who present with challenging behaviour, including those with Pathological Demand Avoidance (PDA). I know the importance of a non-hierarchical, low-pressure approach that centres the pupil’s autonomy and interests. Patience, empathy, and adaptability are at the core of my practice. I am confident in setting and maintaining boundaries with care and sensitivity, understanding that many pupils with SEMH needs benefit from consistent structure and the presence of a reliable adult who doesn’t give up on them. My approach helps foster trust and builds a foundation for meaningful engagement and long-term progress.
I am extremely experienced in working within EYFS and Key Stage 1 setting, with children who have high support and complex medical needs. My focus has been on developing communication through music interventions, as well as using Makaton Sign Language. I have worked closely with multidisciplinary teams, including Occupational Therapists and Speech and Language Therapists, to collaboratively design and deliver targeted therapy programmes. This collaborative approach has allowed me to provide consistent, individualised support that meets each child’s unique needs.
For the past six years, I have combined my role as a secondary SEN tutor with that of a music specialist, planning and delivering a music curriculum with a strong focus on therapeutic goals. I deeply value the transformative power of music—its ability to connect, challenge, inspire, and heal. In my work, I have supported pupils in accessing, creating, and appreciating music while fostering their confidence, self-expression, and overall wellbeing. I strongly believe in the profound potential of working toward non-musical goals through musical means, particularly in supporting children and young adults with SEND. Music provides a unique and powerful medium for communication, emotional resilience, and personal development—often unlocking pathways that traditional methods cannot reach.
I have recently completed my Master’s in Music Therapy at Roehampton University, a three-year journey that has further enriched my understanding of therapeutic practice and deepened my appreciation for the emotional impact of music. My approach to music therapy is grounded in psychoanalytic theory and centres on creating a safe, contained space for individuals to explore their emotions and inner world through musical improvisation, songwriting, and active listening. As part of my studies, I have conducted in-depth research on how music therapists integrate therapeutic work to enhance student outcomes within primary SEND settings. I am experienced in the sustained emotional and mental focus required to deliver impactful one-to-one and group interventions and am committed to using music as a powerful tool for growth, connection, and healing.
