Serena

I bring over 20 years of experience as a specialist SEND teacher, SENCO and Assistant Principal, working across mainstream, specialist and alternative provision. My career has focused on supporting children and young people with complex and overlapping needs, including autism, ADHD, anxiety, SEMH and speech and language difficulties. I have extensive experience working with pupils who have experienced disrupted education, and I understand how important it is to rebuild trust before meaningful learning can take place.

My approach is relationship-led and trauma-informed. I prioritise emotional safety, consistency and genuine connection, recognising that behaviour is often a form of communication. Through calm, predictable and compassionate practice, I support young people to feel understood and regulated, enabling them to re-engage with learning at their own pace and in ways that work for them.

I am highly skilled in adapting teaching to meet individual learning profiles. This includes supporting neurodivergent learners, Gestalt language processors and pupils with sensory or processing differences. I use structured routines, visual supports, interest-based learning and clear communication to reduce cognitive load and increase accessibility.

Alongside my teaching and leadership roles, I am a qualified psychometric assessor and educational consultant, enabling me to take a holistic, evidence-based approach to understanding need. This informs targeted support, appropriate adjustments and realistic goal setting, ensuring progress is meaningful and sustainable.

Above all, I am passionate about empowering young people. I focus on developing independence, confidence and self-belief, gradually reducing support and encouraging self-advocacy. My aim is not just academic progress, but helping each young person feel capable, valued and hopeful about their future.

My teaching philosophy is rooted in inclusion, relationships and respect for the individual. I believe that learning can only happen when a child or young person feels safe, understood and valued. Many of the pupils I work with have experienced anxiety, trauma or repeated barriers to education, so my first priority is always to build trust and create a calm, predictable environment where they can begin to re-engage at their own pace.

I view behaviour as communication and approach challenges through a trauma-informed, neurodiversity-affirming lens. Rather than focusing on compliance, I seek to understand the underlying need and respond with empathy, structure and flexibility. I adapt my teaching to each learner's profile, recognising that progress looks different for every child and that development is not linear.

I believe in personalised, meaningful learning that builds on strengths and interests while reducing unnecessary cognitive and sensory load. I combine clear routines with creativity, modelling and scaffolding to support confidence and independence.

Ultimately, my goal is to empower young people to believe in themselves. I want learners to leave sessions feeling capable, heard and hopeful, with the skills and self-belief they need to move forward both academically and emotionally.

I hold Qualified Teacher Status (QTS) and Qualified Teacher Learning and Skills (QTLS), alongside a BA (Hons) in Education and a Master's degree in Inclusive Practice, providing a strong academic and practical foundation in inclusive education. I have also completed the National Professional Qualification for SENCO (NPQ SENCO), supporting my strategic and statutory leadership of SEND provision across complex settings.

I am currently undertaking doctoral (PhD) studies in Inclusive Practice, with a research focus on neurodiversity, inclusion and effective support for learners with SEND. This research-led perspective strengthens my reflective practice and ensures my work remains informed by current evidence and best practice.

I am a qualified psychometric assessor (CCET Level 7) and have completed ADOS-2 training, enhancing my understanding of autism assessment and enabling me to interpret assessment outcomes meaningfully to inform provision. I also hold CELTA and TESOL qualifications, which support my work with learners who have speech, language and communication needs.

Alongside formal qualifications, I have extensive experience working collaboratively with Speech and Language Therapists (SaLT), Occupational Therapists (OT), educational psychologists and wider health professionals. I regularly translate specialist recommendations into practical, classroom-based strategies and ensure joined-up, child-centred support.

In my role as a SENCO and educational consultant, I have also worked closely with local authorities, contributing to EHCP development, annual reviews and SEND tribunals. I am confident presenting evidence, liaising with professionals and families, and advocating effectively to ensure provision reflects the child or young person's needs.

I remain committed to ongoing professional development and collaborative practice, ensuring support is ethical, coordinated and focused on positive outcomes for children and young people with SEND.