Rebecca

My Experience and Skills

My experience of working with children of all ages and abilities is extensive and diverse. Below are just a few examples of my work with children and young people that I have helped over the years. I truly hope the accounts resonate with you as you read and give you the hope that your child too has the ability and capacity to thrive, experience the joy of learning, and realise their full potential.

My Experience Working with Children & Young People with PMLD

I believe that every child has the right to experience the joy of success, engagement, and progress. This builds a child’s resilience, self-esteem, and releases their individual and full potential. When Oxford County Council’s SEN team contacted me to work with a young girl and her family to begin her education at home and prepare her for a place in a SEN school, I tailored a creative and bespoke curriculum to meet the complex needs of this blind, autistic, and neurologically challenged little girl. Music was her language of joy and engagement, and I used this as a springboard to promote trust, curiosity, and a love of learning.

Her blindness meant she had a heightened awareness of texture, smell, and auditory response. She used her fingers, lips, mouth, legs, and toes with extreme dexterity to explore the world around her. These amazing strengths were initially limited by her distrust of new people and her strong resistance to new experiences and environments.

Building up her trust was therefore imperative to her ability to progress. By the end of the year, I was able to take her on sensory walks in her wheelchair. I was able to guide her hands to explore new experiences, and she independently reached out to explore new opportunities.

Choice and control played a pivotal role in her development. I introduced her to a simple, yet significant, decision-making activity using two differentiated recording buttons—one with Velcro on top and one without. As I gently guided her hand to each button, she quickly grasped the difference. She understood that one button played music and the other her sister’s voice. Through this, she began to recognise the power of choice and started to actively participate in her learning.

Introducing her to braille was an important goal. Resources were too expensive; therefore, I made my own. At the beginning of the year, I presented her with a smooth stone featuring a raised letter “L” made from string and PVA glue. We used this to sing her favourite name song. As we sang, I gently guided her hand over the stone to trace the letter, providing a tactile experience linked to her name. Throughout the year, I introduced each of the other letters of her name, using different textures and widths of string for each letter. She explored the stones with her hands, toes, and mouth—enjoying an early introduction to braille!

Each step she took was a testament to the potential within her, and it was a privilege to witness her growth and development and fully prepare her for transitioning into school.

I also worked with a young boy who contracted an E. coli bug and suffered a rare complication. He was diagnosed with haemolytic uremic syndrome, leaving him with profound multiple learning difficulties, non-verbal, tube-fed, and with extremely limited physical movement. I was asked by Bracknell Forest Council’s SEN team to work with him to support unlocking his neurological function.

My initial goal was to promote response using a wide variety of sensory stimulation, primarily through sound and touch. Strengthening his body muscles was also an integral part of his learning journey. I did this through a wide variety of activities and exercises, tying the educational cognitive focus in with the physical.

It was incredible to watch this young man’s cognition slowly unlock, and I was honoured to be part of the process as he went from being unable to recognise his own name to being able to predict what came next in the story of We’re Going on a Bear Hunt. From being unable to hold a pointing stick to being able to stand, supported, so that we could cook apple sauce together. And from being unable to make any independent choices to being able to plan his own lesson using a visual timetable.

The examples above are just a few to highlight my individualised approach, my child-centred ethos, my creativity, and my love for the children, young people, and families that I work with. Working with children with profound and multiple learning disabilities has been one of the most rewarding and enriching experiences of my career so far.

My Experience Working with Children with Down’s Syndrome, Additional Complex Needs and Challenging Behaviour

Because of my strong belief that for a child to succeed they need to feel safe and happy; I am calm, firm, and consistent in my approach to teaching.

Working with a Year 1 girl who had Down’s syndrome and other complex needs, I applied these skills. Initially, she would lie on the landing floor of a hot and tiny home, slamming a door back and forth and screaming. I calmly, often silently, sat next to her until her fear and rage subsided. To build up her trust, which had been damaged in the mainstream setting, I let her take the lead initially to choose what she wanted to do. I set up the living room as a miniature classroom with as much sensory play as I could squeeze in. Eventually, I was able to lead her into focused activities that improved her communication, number skills, and phonic knowledge.

To bring academic learning to life I took lentils for pouring and bubbles for blowing. We made play dough from scratch and “cooked” jelly! In her mum’s final review, she said:

“With regards to Rebecca’s tuition, it has certainly made a remarkable impact on K’s capabilities. Her behaviour has improved a lot, her communication and understanding has improved marvellously. What a real gem Rebecca was, who’s really supported me and given me her personal advice and support, and always eager to help. We were so fortunate to meet her and hoping and praying to see her more even after school if possible. The changes, and the learning she had taught K, it had certainly made the impact on her entire personality.”

It was a privilege to be part of her progressive journey, and she is now settled in a SEN school.

My Experience Working with Significant Global Delay, and Speech and Language Challenges

I use my creativity to tailor a curriculum that meets the specific needs of the children I teach. I worked with a Year 2 boy who had significant global delay with no speech. My car looked like a mobile classroom as I sought to meet his needs by creating a visually stimulating learning environment in his living room, so that he could initiate his own learning based upon his interests. Once engaged with an activity, I could use this to develop his communication skills, numeracy skills, fine and gross motor skills. We poured water into different-sized containers at the kitchen sink, we built a Peppa Pig rocket naming the colours of the paint through repetition, and we counted balls as we rolled them down cardboard tubes. This creative approach meant he felt safe and secure while making definite progress with his counting, letter recognition, and communication skills.

My Experience Working with Young People with Sensory Difficulties

Young people with sensory difficulties experience the world in unique ways, and I tailor my teaching to accommodate their individual sensory needs. Whether a student is sensory-seeking or sensory-avoidant, I create activities that regulate and engage, using textured materials, soundscapes, movement, and visual stimulation. I have used everything from feely bags filled with objects of different textures to calming light displays and deep-pressure activities to support focus and comfort. Understanding sensory triggers and preferences is crucial, and I take great care to observe and adapt, ensuring learning is both accessible and enjoyable.

My Experience Working with Young People with Communication Difficulties

I am passionate about finding ways to unlock communication for young people who struggle to express themselves. I have worked with students who use PECS (Picture Exchange Communication System), Makaton, AAC (Augmentative and Alternative Communication) devices, and those who are developing verbal skills at their own pace. I adapt my approach to meet each young person’s preferred method of communication, using a combination of visual supports, gestures, and verbal modelling. One of my most rewarding experiences was supporting a young person to use a switch device to participate in shared storytelling, allowing them to engage in a way they never had before. Communication is more than just words—it’s about connection, and I always strive to create opportunities for my students to express themselves in meaningful ways.

My Specialist Experience Providing Engaging Sessions to Inspire a Love of Learning

I believe that learning should be exciting, engaging, and tailored to each young person’s interests. Over the years, I have created personalised learning experiences, from sensory-based storytelling sessions to hands-on science experiments, to inspire curiosity and enjoyment. One of my most memorable moments was transforming a student’s living room into an interactive learning space filled with themed activities based on his favourite characters. By incorporating elements of play, creativity, and real-world connections, I help young people develop a love of learning that extends beyond the classroom.

My Specialist Experience Working with Young People with SEN to Develop Trusting and Meaningful Relationships

Building strong, trusting relationships with young people with SEN is the foundation of my teaching approach. I understand that trust is earned over time, and I take great care to create a learning environment where young people feel safe, respected, and valued. I have worked with students who have previously struggled in educational settings, often due to negative past experiences. By being consistent, patient, and genuinely invested in their progress, I have seen remarkable transformations in confidence and engagement. Whether it’s through shared interests, creative activities, or simply taking the time to listen, I prioritise building meaningful relationships that allow young people to thrive.

My Experience Working with Young People with Autism, PDA and ADHD

I believe it is crucial to build up the self-esteem and confidence of children and young people. Many have had negative experiences in mainstream settings, and they need restoring and nurturing. Once this foundation is set, academic progress can often be swift, with excellent results.

I worked with a Year 10 student who was diagnosed with autism, PDA, and ADHD, and no fewer than seven professionals had been unable to engage with him. I quickly noted that, due to his PDA, it was important to understand his need for “control”. Providing him with choices rather than demands helped him to positively engage with his learning. It gave him ownership of his choices and changed a negative “demand” into a positive choice. Once his confidence and self-esteem were established, he was able to access the full secondary curriculum with amazing results.

My Experience Working with Girls with Autism

I am an advocate of “purposeful listening” and believe that an important part of teaching is believing and respecting the voice of the child. They often know themselves and their own needs best.

A Year 10 girl with autism masked her behaviour and responses so cleverly at school until one day she cracked. She was excluded from school, and three tutors before me were unable to engage with her. The system simply failed her; she could not fit into the box of mainstream education and then got blamed.

I listened to her outbursts of anger and frustration, drawing out her strengths, interests, and fabulous sense of humour. We built up a strong working relationship, her confidence increased, and crucially, I heard her voice and helped her to make her voice heard appropriately.

With my help and support, she went from a situation of permanent exclusion to Set 1 English back in mainstream education. It was an absolute joy to be part of her progressive and successful journey.

My Experience Supporting Young People to Develop Life Skills

Developing life skills is an essential part of education, particularly for young people with SEN. I have written and implemented bespoke schemes of work that focus on practical, real-world skills such as money management, independent travel, cooking, and social interaction. My approach is always hands-on and tailored to the individual, ensuring skills are introduced in a way that feels relevant and engaging.

For example, a young man I worked with practised budgeting by planning a meal, writing a shopping list, and then making choices in a local shop. These small but significant steps build confidence and independence, equipping young people with the tools they need for everyday life.

My Skills and Experience Supporting Young People to Develop Their Independence

Supporting young people to become as independent as possible is a key focus of my teaching. Independence looks different for every individual, whether it’s developing personal care routines, making choices using communication aids, or practising problem-solving skills in a safe environment.

I celebrate every step towards self-sufficiency, no matter how small. For one young person, independence meant learning to press a button on a voice-output device to request a snack; for another, it was developing the confidence to take public transport with support. My approach is always person-centred, ensuring that independence is nurtured in a way that is meaningful and empowering for each young person and child.