Safeena

As an educator, I am committed to creating inclusive, supportive, and structured learning environments that enable all children to thrive. My experience spans working with pupils with a wide range of Special Educational Needs and Disabilities (SEND) and additional needs, including Autism, ADHD, Selective Mutism, communication difficulties, English as an Additional Language (EAL), and Dyslexia. I firmly believe that every child can succeed when provided with the right tools, consistent support, and a tailored approach to their individual needs.

Providing tailored educational support is central to my practice. I focus on each child’s strengths while addressing areas of difficulty, ensuring that learning is both accessible and meaningful. I adopt an accepting, empathetic attitude that values the uniqueness of every learner. This approach builds trust and promotes positive relationships, which are fundamental to effective teaching and learning.

Visual supports are a core part of my teaching practice. I have found that visuals help all learners by providing additional processing time, supporting smoother transitions, and fostering independence. These tools are especially effective for children with communication challenges and EAL, and they can be further enhanced by incorporating Augmentative and Alternative Communication (AAC) strategies. Visuals also reduce anxiety by establishing a predictable and structured environment, which is essential for emotional regulation and learning readiness.

I have also undertaken PECS (Picture Exchange Communication System) training, which supports individuals with communication difficulties by using pictures to help them express their needs and make choices. This approach promotes functional communication and has proven especially effective for non-verbal or minimally verbal learners.

Routine and consistency underpin my classroom management approach. A familiar and predictable structure helps reduce anxiety and provides a secure foundation for learning. When changes are necessary, I introduce them gradually to support children’s ability to adapt. I also place a strong emphasis on incorporating children’s interests into lessons and activities, as I have seen how personal relevance can significantly increase motivation, focus, and engagement.

Over the years, I have taught many children with Dyslexia, each with unique needs related to specific learning difficulties affecting their reading and writing skills. I adopt a multisensory approach to support these learners, incorporating strategies such as phonetic spelling, structured writing templates, oral responses, segmenting and blending, and sequencing activities. Allowing additional time to process and follow instructions, along with the use of scaffolding techniques—such as examples and model answers—helps structure language and make learning more accessible. Providing clear and concise instructions, reinforced with visual aids, further supports understanding and engagement.

I have found that teaching time management and organisational skills helps children take control of their own learning pace and fosters greater independence. These are essential lifelong skills that equip learners to succeed not only in the classroom but also in their future endeavours.

To support the development of social skills, I regularly use social stories and structured social activities, such as turn-taking games. These approaches offer children a clear, consistent framework for understanding and participating in social situations, and they have been particularly effective for those with social communication difficulties.

I place great importance on using clear, straightforward language combined with non-verbal cues such as gestures, facial expressions, and visual prompts to support understanding. I also use praise and positive reinforcement to encourage desired behaviours, supported by structured reward systems that help children work toward individual goals and experience success.

I am passionate about creating sensory-friendly learning environments. Drawing on the principles of sensory integration, I incorporate strategies such as sensory breaks, calming techniques, and access to quiet spaces. These enable children to manage over- or under-stimulation, build tolerance, and gradually develop the ability to self-regulate. Teaching children coping strategies and providing them with a safe space to regulate fosters independence and emotional resilience.

With a background in A Level Art, I take a creative approach to teaching and aim to incorporate hands-on, imaginative activities wherever possible. I believe creativity plays a vital role in helping children engage with learning, build confidence, and express themselves in meaningful ways.

Overall, my teaching is rooted in empathy, structure, and adaptability. I strive to create an environment where every child feels understood, supported, and empowered to achieve their full potential.