With over 25 years of experience in education, I have taught pupils across the full age range—from Nursery and EYFS through to all primary year groups, and into secondary school, including both mainstream settings and nurture provisions, as well as supporting learners in a resource provision base. I specialise in creating individualised learning plans informed by professional reports and tailored to each learner’s unique profile. My approach brings learning to life through meaningful, memorable experiences, always built around SMART goals that enable learners—regardless of their starting point—to see and celebrate their own progress. At the heart of my practice is a strong relational approach, grounded in warmth, trust, and high expectations, where every learner feels seen, supported, and empowered to succeed.
My specialist experience working with young people with SEN to develop trusting and meaningful relationships
At the heart of my work with young people with SEN is the belief that learning begins with trust. I take the time to build genuine, respectful relationships where students feel safe, understood, and valued for who they are. I focus on creating calm, consistent spaces where learners can be themselves—spaces where their voices are heard and their needs are met with empathy. When relationships are strong, learning follows naturally. I’ve seen time and again how connection builds confidence, and how even small steps forward can lead to big breakthroughs when students feel supported. I am proud of the feedback I regularly receive from students, their parents, and professionals about the time and care I take to ensure that meaningful relationships are at the centre of my practice.
My experience working with autistic young people
Supporting autistic learners has been a deeply fulfilling part of my journey as an educator. I work hard to understand each child’s individual way of seeing and experiencing the world, and I adapt my teaching to meet my learners where they are. Having taught students from Nursery through to Key Stage 4, as well as in autism resource bases at both Primary and Secondary School settings, I have received up-to-date training from professionals and specialists in autism. I use current pedagogical practices and teaching techniques such as social stories, sensory-aware routines, and visual resources to make learning more accessible. These tools help students to ‘see’ communication in a way that feels clear and manageable, reducing anxiety and helping my students to engage more confidently. With the right support, all learners, including those diagnosed with autism, can thrive, and it’s a joy to be part of that process.
My experience working with young people with PDA
Working with learners with PDA has taught me so much about the power of flexibility, trust, and shared control. I approach my students with PDA with curiosity and calm, taking care to avoid direct demands and instead create an atmosphere of choice and collaboration. By gently co-planning learning activities and offering autonomy with focused choice, I help learners feel safe enough to engage without pressure. It’s not always a quick process, but with patience, consistency, and trust-building, I have seen remarkable progress in confidence, engagement, and connection with many of my learners with PDA.
My experience working with young people with speech and language needs
Many of the students I have taught and currently teach have had a wide range of speech, language, and communication needs, and I have learned how important it is to slow down, simplify, and support understanding in ways that work for each individual learner. Using visual aids, repetition, modelling, and pre-teaching vocabulary are some of the strategies I use to reduce barriers to learning. Precision in instruction and explicit teaching are key to ensuring that learners with speech and language needs are fully supported. I work closely with speech and language therapists where possible and always strive to create a learning environment where all forms of communication are respected and encouraged. There’s nothing more rewarding than seeing a student find their voice—whether that is verbal or non-verbal communication. Teaching a student with Down syndrome taught me that precision in instructions, repeated practice, and celebrating small wins encouraged them to recognise their own progress, which led to a reduction in emotional outbursts often associated with being misunderstood due to communication barriers. This experience reinforced for me that all forms of communication—verbal or non-verbal—are ways of expressing feelings and understanding. I have learnt to listen first, especially to learners who want to be heard but are unsure how to express themselves.
My experience teaching Maths and English
I have taught Maths and English across primary and secondary levels, often with learners working at a pace that does not align with their chronological age. Taking a practical, supportive approach, I have found that breaking down concepts, using hands-on resources, and connecting learning to real-life situations opens up a world of understanding for learners. For me, it’s about more than teaching content; it’s about helping students believe they can learn and that their effort matters. I celebrate progress at every stage and aim to make lessons feel achievable, enjoyable, and tailored to each learner’s pace and needs. Ensuring that my learners understand what they are learning, why these skills are beneficial, and how to apply them in context has enabled many students (including those with dyslexia and dyscalculia) to succeed beyond their own expectations. Having taught SATs at Key Stage 1 (when they were in practice) and SATS at Key Stage 2, in addition to the Phonics Check in Year 1 and the times tables checks in Year 4, I have an excellent understanding of what is expected at key points. Furthermore, having taught at the secondary level, I understand the breadth of the English and Maths curriculum. Creating a curriculum aligned with students’ starting points is purposeful, as I can see the direction of travel on the learning journey. Age is not a barrier; pupils are guided to the next part of their journey to ensure learning is purposeful and builds on previous knowledge.
My experience working with young people to boost their confidence and self-esteem
So many of the young people I have worked with arrive carrying the weight of past struggles and knock-backs. My role is to help them see themselves differently. I use encouragement, structure, and consistent praise to help students rebuild their confidence and start to believe in their own abilities again through carefully curated goals. Whether this is through small successes in learning, opportunities to shine in creative tasks, or simply being genuinely listened to, I make sure every child knows they have value and something to contribute. Having worked as a senior leader (Deputy Headteacher and Assistant Headteacher – SENCO), I have received training in trauma-informed practices in addition to pastoral support provision. My training and my senior roles have encouraged me to focus on creating an environment that is set up to support learners, a value that is central to my teaching.
My specialist experience in providing engaging sessions to inspire a love of learning
I believe learning should feel meaningful, enjoyable, and fun—especially for learners who have previously found school challenging. I design sessions that connect to students’ interests, use creativity and movement, and build in plenty of opportunities for my learners to feel and see success. Whether through stories, art, role play, or outdoor learning, I try to spark curiosity and bring lessons to life. My aim is to make learners feel excited about learning again and to help them reconnect with the joy of discovering something new. I have worked with many students, especially learners at secondary school or those who feel they do not belong and disengage. By taking time to listen first—without judgment—many of my students have found the time and space to feel inspired to learn again and feel empowered.
Helping young people become more independent is something I care deeply about. I support students to take ownership of their learning by sharing the tools to plan, problem-solve, and reflect on their progress. I build this gradually, offering just enough support to help to succeed while encouraging learners to take small, manageable risks. Over time, I’ve seen students who once doubted themselves start to take pride in doing things on their own, and that growth in confidence is one of the most powerful outcomes of the work we do.
Teaching learners with a range of needs including ADHD, ASD, dyspraxia, dyscalculia, dyslexia, developmental delay, and many other learning needs, I have found that understanding who each learner is, is central to developing and teaching independence. Independence can be taught when it is done well, with the right scaffolding and structures in place—enough challenge to spark curiosity, but enough support to enable success.
