Nicola

Specialist SEND Experience

I have over 12 years of experience working with children and young people with SEND across specialist and mainstream settings, as well as through individual tutoring. I have worked with children from early years through to post-16 and have experience across a wide range of neurodivergences, learning profiles and communication styles, including autism, ADHD, dyslexia, speech, language and communication needs, SEMH, PDA and Down’s Syndrome.

I have particular expertise in autism and speech, language and communication, and hold an MEd in Inclusion and SEND: Autism, alongside my teaching qualifications and Qualified SENCO status. My approach is centered on getting to know each child, recognising their strengths, interests, preferences and ways of communicating and creating learning experiences that enable them to develop independence, confidence and reaching their full potential.

Speech, language and Communication/AAC

Speech, language and communication is a particular area of expertise. In my current role within an NHS Speech and Language Therapy team, I work across SEND schools, delivering targeted communication support from early years through to post-16.

I plan and lead a range of communication activities and interventions, including Colourful Semantics, vocabulary development, Language for Thinking, AAC and conversation skills. I also use Lego Therapy, art and other practical activities to create meaningful opportunities for children to communicate and develop their skills.

I have experience using a range of communication approaches and resources, including AAC PECS, Makaton, visual communication boards, communication books, visual timetables and symbol-supported resources. I am Level 2 Makaton trained, a qualified PECS Implementer and have completed CPD in AAC and Talking Mats. I also have training in Social Stories, Comic Strip Conversations and Shape Coding to support language development.

I use a total communication approach and respect each child’s preferred way of communicating. I adapt my own language, resources and activities to create opportunities for children to express themselves, make choices and be understood in ways that work for them.

Autism and individualised learning

I have extensive experience working with autistic children and young people, including non-speaking pupils and pupils with complex learning profiles. In a previous specialist school role, I designed, delivered and evaluated personalised communication approaches, including PECS, Intensive Interaction and Attention Autism.

I have experience supporting children with different sensory preferences, anxiety and emotional regulation needs, adapting the environment, language, expectations and pace of learning to suit the individual. My training includes TEACCH, The Thrive Approach, Zones of Regulation, Sensory Integration and Trauma-Informed approaches, which complement my practical experience of creating calm, predictable and individualised learning environments.

My practice was used as a case study of successful approaches for autistic learners during a National Autistic Society accreditation visit. I am passionate about understanding what supports each child and developing approaches that build on their strengths, interests and communication method. I am passionate about removing barriers and helping individuals have a positive attitude towards their learning and celebrate their success.

Tutoring

I am experienced in one-to-one tuition for learners who were not accessing school due to medical needs, SEND or their individual circumstances. This included supporting pupils with autism, PDA, SEMH, SLCN and global developmental delay.

Tutoring in these circumstances required a highly flexible and individualised approach. I worked closely with families, adapted sessions around each child’s starting point and interests, and balanced academic learning with confidence, wellbeing and readiness to engage.

In one particularly significant case, I supported a child who had experienced early-life trauma, exclusion and hypervigilance. By building a trusting relationship and creating a predictable, supportive learning environment, I supported the child to rebuild their confidence and successfully transition back into school.

Emotional wellbeing and regulation

I believe that feeling safe, understood and comfortable is an important foundation for learning. I use calm and consistent approaches, with clear structure and predictable routines.

I take time to understand what helps each child feel comfortable, communicate and engage and I am skilled at adapting a session. This might mean changing the pace, activity, environment, language or level of support so that the child can participate in a way that feels manageable and meaningful.

My training in Trauma-Informed Approaches, The Thrive Approach and Zones of Regulation complements my practical experience of supporting children’s emotional wellbeing and creating learning environments where they can feel secure, included and ready to engage. I am experienced in supporting pupils with their sensory regulation and regularly work alongside Occupational Therapists to develop strategies that help pupils feel comfortable, regulated and ready to engage in learning.

Creative and individualised learning

I am naturally creative and enjoy finding practical and engaging ways to make learning meaningful. I use children’s interests, strengths and preferred ways of learning to develop activities that encourage participation, curiosity and motivation.

My experience includes using art, Lego, play-based activities, visual resources and practical tasks to support academic and communication goals. I also draw on my wider teaching experience and training in areas including Read Write Inc, Talk for Writing, Word Aware, White Rose Maths and Maths Mastery to support children with their academic learning.

I enjoy creating and adapting resources myself and am confident thinking creatively when planning sessions. Whether a child is working towards an academic goal, developing communication, building confidence or increasing independence, I adapt my sessions to their individual starting point, interests and strengths.

Overall, I bring together the experience of a SEND teacher, Qualified SENCO, tutor and my current work within an NHS Speech and Language Therapy team. I am passionate about creating inclusive learning experiences where children can build confidence, develop their independence and thrive.

I believe that children learn best when they feel safe, understood and valued. Every child is different, so I take time to understand how they communicate, what interests them and what helps them feel comfortable and motivated to learn. Building a trusting relationship is always the starting point for my teaching.

My approach is person-centred, relationship-led and flexible. I respect each child’s preferred mode of communication and use a total communication approach, adapting my language, resources and activities so that children have the opportunity to express themselves and be understood. I am passionate about pupil voice and empowerment, giving children meaningful choices and opportunities to express themselves.

I believe that emotional regulation and a sense of safety are important foundations for learning, and I use calm, predictable and supportive approaches to help children feel secure and ready to engage.

I love making learning creative, practical and purposeful, using a child’s interests and strengths to make sessions engaging and motivating. I use a range of approaches and resources, including visual supports, AAC, Makaton, Colourful Semantics and Attention Autism to support this.

Above all, I want children to feel safe, included and confident in their learning. I am passionate about creating inclusive learning experiences where every child can participate, communicate and be recognised for their strengths. I aim to remove barriers to learning and give children meaningful opportunities to make choices, express their preferences and develop their communication, confidence and independence. It is so important for children to have fun and I love creating motivating invitations to learn!