My specialist experience working with young people with SEN to develop trusting and meaningful relationships
As an educator, I am committed to creating inclusive, supportive, and structured learning environments that enable all children to thrive. I have extensive experience working with pupils with a wide range of Special Educational Needs and Disabilities (SEND), including Autism, ADHD, Selective Mutism, Dyslexia, and communication difficulties. Building trust and forming meaningful relationships are at the core of my practice.
I adopt an empathetic, accepting attitude that values each learner’s individuality. This approach helps pupils feel safe, understood, and respected—essential conditions for effective learning. By recognising their unique interests and strengths, I build rapport and motivation, which in turn promotes engagement and emotional security.
My experience working with young people with sensory/auditory needs
I am passionate about creating sensory-friendly learning environments that support children with sensory and auditory sensitivities. Drawing on principles of sensory integration, I incorporate sensory breaks, calming techniques, and access to quiet spaces to help learners manage over- or under-stimulation.
I use visual supports, structured routines, and predictable transitions to reduce anxiety and create a sense of safety. These strategies help learners focus, regulate emotions, and remain engaged in their learning. I also work closely with Occupational Therapists where possible to ensure that sensory needs are integrated into learning plans.
My experience working with young people with speech and language needs
Supporting communication development is a major part of my teaching practice. I have worked with pupils with speech and language delays, communication disorders, and those who are non-verbal or minimally verbal. I have completed PECS (Picture Exchange Communication System) training and regularly use Augmentative and Alternative Communication (AAC) strategies, visual timetables, and symbol-based resources to promote expressive and receptive communication.
I use clear, concise language reinforced with gestures, facial expressions, and visual cues. This multimodal approach helps pupils process information, understand expectations, and express themselves confidently. For children with Selective Mutism or social communication challenges, I focus on creating a calm, pressure-free environment where communication can develop at the learner’s own pace.
My experience working with young people with cerebral palsy
While I have not yet had the opportunity to work directly with young people with cerebral palsy, I am fully committed to developing my skills and knowledge in this area. I am confident in my ability to adapt my teaching practice to meet the physical and learning needs of pupils with cerebral palsy and am eager to work collaboratively with Occupational Therapists, Physiotherapists, and other multidisciplinary professionals to ensure effective support.
I understand the importance of accessibility, differentiated resources, and flexible teaching methods to promote engagement and participation. I am also keen to learn and implement strategies that foster independence, communication, and confidence, ensuring that every young person has the opportunity to achieve their full potential.
My experience teaching Functional Skills (Maths and English)
I have taught Functional Skills in both Maths and English, designing sessions that are accessible, practical, and engaging. My approach focuses on applying skills to real-life contexts—such as budgeting, time management, and everyday communication—to make learning relevant and meaningful.
For learners with Dyslexia or processing difficulties, I use multisensory methods such as phonics-based instruction, visual supports, and structured templates. I incorporate scaffolding strategies, including model answers and step-by-step guidance, to help learners build confidence and progress at their own pace.
My experience working with young people with challenging behaviour
My classroom management is grounded in empathy, structure, and consistency. I use positive behaviour support strategies, clear boundaries, and predictable routines to help young people feel secure and understood. When challenging behaviours arise, I approach them as a form of communication and work to identify and address underlying needs—such as anxiety, sensory overload, or frustration.
By using praise, positive reinforcement, and structured reward systems, I encourage positive choices and promote self-regulation. My calm, consistent approach helps de-escalate situations and builds trust over time.
My experience supporting young people with social interaction and friendship skills
I regularly support the development of social understanding and interaction skills through structured activities such as turn-taking games, role-play, and social stories. These tools provide learners with clear frameworks for recognising social cues, developing empathy, and engaging appropriately in social situations.
This approach has proven especially effective for learners with Autism or social communication difficulties, as it promotes confidence and understanding within peer interactions and group work.
My experience developing confidence and self-esteem
Building confidence is central to my practice. I focus on celebrating small achievements, providing opportunities for success, and using encouragement to help learners believe in their abilities.
I design tasks that build on each child’s interests and strengths, ensuring that learning feels purposeful and rewarding. By creating an environment where mistakes are seen as part of learning, I help children take risks, develop resilience, and experience pride in their progress.
My specialist experience providing engaging sessions to inspire a love of learning
I aim to make learning enjoyable, accessible, and meaningful. With a background in A Level Art, I take a creative approach to teaching by incorporating hands-on and imaginative activities into lessons. This helps children express themselves, explore ideas, and engage with learning in a multisensory way.
I tailor my sessions to each learner’s preferences and learning style, using visual aids, interactive materials, and real-life applications to maintain interest and enthusiasm.
My skills and experience supporting young people to develop their independence
Developing independence is an essential goal of my teaching. I encourage learners to take ownership of their learning through structured routines, choice-making opportunities, and gradual release of support.
I explicitly teach time management, organisation, and problem-solving skills to help pupils take control of their learning pace and develop autonomy. By equipping them with practical strategies and coping tools, I help them build confidence, resilience, and life skills that extend beyond the classroom.
