The importance of developing a trusting and meaningful relationship when working with children with SEN:
I recognise that a strong, positive relationship between teacher or tutor and pupil is central to meaningful learning. Especially in SEND education, the need to build a trusting and safe connection is paramount, to lay the foundations for learning.
My approach is grounded in patience, consistency and reliability, to create a safe and secure base where the child/young person feels understood and valued. My ability to communication both verbally and non-verbally (using music and/or communication strategies) further enhances opportunities for children to reach their full potential.
Support young people with ASC (Autism):
For over twenty years, I have supported autistic students with a wide range of needs, adapting my teaching to ensure every pupil can access learning. I draw on approaches such as PECS, AAC software (including Grid), visual supports, structured routines, and sensory breaks to make learning accessible and engaging. I am trained in and have successfully implemented Intensive Interaction and Attention Autism to develop early communication, focus, and attention skills. I have also used TEACCH strategies effectively, particularly with pupils who benefit from structured workstations and 1:1 teaching, ensuring that sessions are well paced and include opportunities for self-regulation.
Alongside classroom strategies, I work closely with multidisciplinary teams to understand and respond to each pupil’s sensory profile. This enables me to support both sensory-seeking and sensory-avoidant behaviours through tailored activities that help pupils feel comfortable, engaged, and ready to learn. These approaches consistently promote greater independence, communication, and confidence in my students.
Supporting young people with dyslexia:
In my teaching, I support children with dyslexia by using a clear, structured, and multisensory approach. I break tasks into small, manageable steps and give direct, simple instructions to reduce overwhelm. I regularly use repetition, visual aids, and hands-on resources to reinforce new concepts, making learning more memorable and engaging. I adapt lessons creatively to suit different learning styles, often combining visual, auditory, and kinaesthetic activities to help pupils embed their understanding. I also place emphasis on revisiting and overlearning key skills so that knowledge is retained with confidence. By building in strategies that are consistent yet flexible, I ensure that each child can access the curriculum, experience success, and develop greater independence in their learning.
Supporting young people with working memory difficulties:
When supporting students with working memory difficulties, I carefully assess the cognitive load of each task and adapt teaching to prevent overload. I make explicit links to prior learning and break new concepts into manageable steps, ensuring information is accessible and memorable. To support this, I use a wide range of scaffolds such as visual timetables, task plans, mind maps, and songs/rhymes, tailoring strategies to each learner’s needs. In maths, this might involve concrete apparatus, counters, or numicon to reduce pressure on memory, while in writing I provide sentence starters, sequencing visuals, or guided frameworks. By trialling and embedding different approaches, I help pupils discover the strategies that work best for them, enabling greater independence and confidence in their learning.
Supporting young people with sensory and/or auditory processing needs:
Sensory processing differences can have a major impact on attention, self-regulation, and participation, all of which are necessary for successful learning. Drawing on sensory integration approaches, I create tailored activities to improve core sensory systems like proprioception (body awareness), vestibular processing (balance and movement), and tactile processing. Strengthening these areas allows pupils to better process and respond to sensory input, resulting in enhanced focus, emotional management, coordination, and engagement in learning. I have collaborated with parents/caregivers to create a sensory checklist and make simple environmental changes such as a clear working space, adjusting lighting, and awareness of noise to help decrease sensory overload and improve concentration.
Supporting young people with speech and language difficulties:
As an experienced Makaton sign language tutor, I support children’s communication by using Makaton sign language and symbol systems, which help to relieve the pressure when speech feels overwhelming or frustrating. I have worked closely with speech and language therapists, following up their recommendations through targeted 1:1 activities. I thread these strategies into lessons in a playful and engaging way, ensuring that practice feels natural and enjoyable. My approach includes adjusting my language for clarity, building in repetition of key sounds and words, and preparing resources that are meaningful and motivating for the child. By combining structured speech and language activities with creative teaching, I help pupils develop confidence, reduce anxiety around communication, and strengthen both their understanding and their ability to express themselves.
Supporting young people with executive function/study skills:
Many children with SEND need extra support to begin developing the foundations of organisation and independence. I use clear routines, visual timetables, and step-by-step instructions to help children know what to do next and feel secure in their learning. Activities such as sequencing games, sorting tasks, and practising “first, then, next” steps make early executive functioning skills fun and accessible. I also use repetition, songs, and visual prompts to reinforce routines, while modelling how to get ready for a task or finish it confidently. By keeping strategies playful and consistent, children gradually learn how they learn best, building the early skills they need for planning, memory, and self-organisation.
My experience teaching Primary English:
I have fifteen years of experience teaching English at primary level in SEND schools, fostering a love of literacy through songs, rhymes, role play, and storytelling. I love teaching phonics and seeing the progression from early reading and mark-making to early writing. In addition, I am adept in ensuring age-appropriate resources are used for students learning at a lower cognitive level, working towards developing functional skills paper from Entry level 1, up to Level 2 English.
My experience teaching Primary Maths:
I have fifteen years of experience teaching Maths at primary level, supporting students to develop confidence and secure foundational skills. My teaching is practical and hands-on, using resources such as counters, numicon, and visual aids to embed learning. I create engaging and fun, well-structured lessons that are designed for individual learning styles, often incorporating music and rhyme for memory and engagement. Within a safe and calm environment, I aim to develop positive attitudes towards maths, where every child feels valued and celebrates their progress.
The importance of boosting confidence and self-esteem when working with children with SEN:
I believe that building confidence and self-esteem is central to enabling children and young people with SEN to truly flourish. Too often, these qualities can be eroded by systems that do not fully recognise their challenges or provide the support they need. My approach is strengths-based: I celebrate each pupil’s unique skills and achievements, however small they may seem, and provide opportunities for success across different areas of learning. Through positive reinforcement, encouragement, and tailored support, I help students develop a strong sense of self-worth and confidence in their abilities. As their confidence grows, I gradually introduce new challenges, celebrating every attempt to step beyond their comfort zone. By making learning fun, engaging, and meaningful, I aim to inspire pupils to see themselves as capable learners with valuable strengths to share.
My specialist experience providing engaging sessions to inspire a love of learning:
Creating engaging and inspiring lessons is a passion of mine. I design interactive, hands-on activities that integrates music, technology, art, and real-world applications to make learning meaningful and accessible for all students. By drawing on pupils’ individual interests and strengths, I capture their attention and build genuine engagement, fostering curiosity and a lifelong love of discovery. I believe that when students feel motivated and included, they not only access the curriculum more effectively but also develop confidence, independence, and a willingness to embrace new challenges. My aim is to ensure that every learning experience is enjoyable, rewarding, and tailored to help each pupil thrive as a capable, enthusiastic learner.
My skills and experience supporting young people to develop their independence:
Supporting students to develop independence is a central focus of my teaching. I encourage self-advocacy and provide structured opportunities for pupils to take ownership of their learning. Through tailored support, teaching practical life skills, and promoting a growth mindset, I help young people build confidence, resilience, and problem-solving abilities. My goal is to empower each student to become a capable, self-reliant individual, equipped to navigate challenges and make choices confidently both inside and beyond the classroom.
Supporting young people with anxiety:
Many of the students I have taught experience anxiety as part of their school life. To support these pupils, I find that increasing routine and structure, alongside creating an environment where they feel heard, safe, and reassured, is essential. I regularly check in on students’ feelings and equip them with mindfulness strategies to manage stress. I model discussing worries and demonstrate how to use a “toolbox” of techniques to regulate emotions. I also guide students in distinguishing between what is within their control and what is not, while teaching practical problem-solving skills. My Masters in Music Therapy has granted me a deep understanding of the therapeutic benefits of creative approaches, allowing me to incorporate music and other expressive activities to reduce anxiety, build emotional resilience, and provide students with alternative ways to communicate and process their feelings.
My experience working with young people with PDA:
I have extensive experience supporting pupils with challenging behaviour, including those with a demand avoidant profile such as Pathological Demand Avoidance (PDA). I understand the importance of a non-hierarchical, low-pressure approach that prioritises pupil autonomy, interests, and trust. My calm, empathetic communication style, combined with patience and adaptability, enables me to use creative and indirect strategies that reduce pressure and make learning more appealing. I integrate students’ interests, introduce novelty, and provide meaningful choices to foster engagement and a sense of control. At the same time, I maintain consistent boundaries with care and sensitivity, recognising that pupils with SEMH needs benefit from structure and the presence of a reliable adult who does not give up on them. This approach helps build strong relationships, encourages positive engagement, and creates the conditions for long-term progress.
Supporting young people with ADHD/ADD:
I have extensive experience teaching pupils with ADHD and ADD, many of whom have struggled in mainstream settings and been unfairly labelled as ‘naughty,’ often carrying the emotional weight of this perception. To support them effectively, I create structured yet flexible, sensory-friendly environments that incorporate movement or regulation breaks, a pupil-led pace, and just the right level of challenge to sustain focus and motivation. I use strategies such as breaking tasks into manageable steps, giving clear and concise instructions, and explicitly teaching organisation, time management, and planning skills. Creative and collaborative approaches—such as integrating music or drawing on pupils’ personal interests—help build engagement and confidence. Above all, I believe in recognising and celebrating neurodiversity, supporting young people to develop self-awareness and pride in their unique strengths, which fosters resilience, independence, and a positive sense of self.
I also have experience working within EYFS and Key Stage 1 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.
As a Music Therapist, my approach to relationships 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. 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.
For my dissertation, I 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 learning.
