Sacha

I am a qualified teacher with over 25 years’ experience in education. I spent 24 years working in secondary education, teaching across KS3, KS4 and KS5 and holding curriculum leadership responsibilities as a Head of Drama. Throughout my mainstream teaching career, I worked with pupils with a wide range of additional needs, differentiating teaching, communication, resources and assessment to enable individual young people to participate and progress.

More recently, my work has increasingly focused on individualised SEND support. I currently work one-to-one with an autistic young person with ADHD, adapting my communication, activities, pace and expectations around their individual needs, interests and presentation. I also have experience working one-to-one with autistic and non-speaking young people.

In 2024, I founded The Friendly Space, a supportive resource for children and young people who are not currently accessing school, alongside support for their parents and carers. This has given me valuable experience of working with young people for whom conventional education may not currently be accessible and of recognising that engagement, trust and confidence can be important achievements in their own right.

My background in Drama and creative education is a particular strength in my SEND work. I can use creativity, conversation, practical activities, projects, role play and a young person’s individual interests to create routes into communication and learning. This can be particularly helpful for young people who find conventional desk-based learning difficult or who have become disengaged from education.

I have undertaken recent specialist professional development in the SEND Code of Practice, autism and transition to adult life/Post-16, and Pathological Demand Avoidance (PDA). My practice is also DBT-informed, drawing appropriately on principles including validation, emotional regulation and distress tolerance within an educational and supportive context.

Alongside my teaching and SEND work, I am an education consultant and have been a LAMDA examiner in the UK and internationally since 2014. These roles have strengthened my skills in assessment, communication, mentoring and recognising individual progress. I hold QTS, a PGCE in Secondary Drama Education and a BA (Hons) in Drama and Education from the Royal Central School of Speech and Drama.

My starting point is always the individual young person. Before thinking about what I want to teach, I want to understand who they are: their interests and strengths, how they communicate, what helps them feel comfortable, what they find difficult and what may be getting in the way of learning. I believe that a trusting relationship provides the foundation from which meaningful learning can develop.

I use a calm, low-pressure and flexible approach and adapt sessions according to the young person’s needs and presentation on the day. Strategies may include breaking activities into manageable steps, allowing processing time, offering appropriate choices, using visual or practical approaches, following interests and adjusting language, pace and expectations. I particularly enjoy using creative and project-based activities to find a route into learning that feels meaningful to the individual.

My practice is also informed by DBT principles, particularly validation, emotional regulation and distress tolerance. Within my role as an educator, I can help young people recognise emotions, develop practical strategies for managing difficult moments and build confidence in their ability to cope with challenges. I am also mindful of demand and the importance of autonomy, particularly when supporting autistic young people and those with a PDA profile.

I do not believe that progress should be measured solely by the amount of academic work completed. For a young person who has experienced difficulties with education, progress might initially mean feeling comfortable with a tutor, communicating a preference, remaining engaged for longer, trying something new or rediscovering curiosity. I celebrate these steps while gradually working towards appropriate educational goals.

For me, a good tutor is someone who listens, observes and adapts. Young people learn best when they feel respected and understood, and my aim is to create an environment in which they can experience success, recognise their strengths and develop greater confidence and independence.