Sylwia

My experience working with children with anxiety

 As both a SEN tutor and a qualified cranio-sacral therapist, I specialise in working with children who experience high levels of anxiety that can often hinder their ability to attend school or engage socially. I’ve found that creating a calm, supportive environment is key to helping these children feel safe and able to participate in learning. Building trust, establishing predictable routines, and incorporating techniques like deep breathing and mindfulness are powerful strategies that help reduce anxiety and increase a child’s sense of control. In addition, cranio-sacral therapy plays a crucial role in releasing physical tension, promoting relaxation, and easing stress. By combining these methods with patience, consistency, and reassurance, I support children in developing coping strategies that nurture their emotional well-being and academic growth.

My experience working with students with SEN to develop safe, trusting and meaningful relationships

In my almost 18 years of experience with SEN children, I have observed that the most essential building block for developing a trusting and meaningful relationship with a child is providing them with a sense of safety, a space where they can be themselves, accepted as they are. Ensuring that your child feels safe in my presence will be my priority.  Sometimes, this may look like playing structured games or engaging in special interest activities or conversations.  Establishing a meaningful relationship based on safety and trust is not built overnight, but once achieved, it creates a solid foundation where progress can unfold.  In my experience, it can only be achieved by adopting a gentle, steady approach grounded in empathy and understanding.

My experience teaching Social Skills and Navigating Friendships

Helping children with autism or social anxiety navigate friendships and develop social skills is a vital part of my work. I understand that social interactions can feel overwhelming for these children, so I use gentle, structured techniques to help them feel more comfortable and confident in social situations. Tools like social stories and comic-strip conversations break down complex interactions into simple, visual steps, making it easier for children to understand social cues and responses. By representing emotions and abstract concepts with stick figures, symbols, and colour, I help children process and navigate real-life social situations with less anxiety. Through consistent support and tailored strategies, I aim to equip children with the skills to form positive relationships and feel more at ease in social environments.

My experience teaching primary English and Maths

As both a mainstream and SEN teacher, I have extensive experience planning and delivering differentiated English and Maths lessons to meet a wide range of learning needs. I’ve worked in mainstream and specialised classrooms, supporting children with diverse abilities and challenges. My approach focuses on filling the gaps in children’s learning so they can confidently engage with the curriculum, whether in a mainstream environment or in a more specialised setting. I adapt my lessons to each child’s pace and learning style. Using a variety of visual aids, hands-on activities, and structured resources, I make both English and Maths as interactive and experiential as possible. I break tasks into manageable steps, ensuring clarity and reducing overwhelm. My dual experience in mainstream and SEN teaching allows me to provide a holistic, inclusive learning experience that empowers children to build confidence and succeed academically.

My experience teaching the primary curriculum

I have an in-depth knowledge of the primary curriculum across all year groups and a clear understanding of what is expected at each stage of a child’s development. Whether working with children who are homeschooled or those temporarily unable to access school, I can effectively plan and deliver lessons that cover key learning objectives in a structured, engaging way. I ensure that each child is making progress in line with the expectations for their age group, while also adapting the content to suit their individual learning needs. My experience allows me to create a well-rounded learning experience that spans all subjects, from core areas like English and Maths to foundation subjects such as Science, History, and Art. By using tailored resources and breaking down complex concepts into manageable steps, I help children stay on track with their learning and build the skills and confidence they need to reintegrate into school when the time is right.

My experience working with young people boosts their confidence and self-esteem

Supporting children’s mental health and developing their confidence and self-esteem has been a great passion of mine, which led me to become a certified Mindfulness teacher of ‘PAWs B – Mindfulness curriculum to primary-aged children.  Mindfulness is a fantastic toolbox that fosters emotional self-regulation and improves concentration and the ability to cope with stress.  It offers the children a way to observe, name and understand their emotions and learn how to respond rather than react to a situation.  I use elements of Mindfulness where there is a need to refocus, concentrate or add a moment of relaxation between the tasks. I also offer separate mindfulness lessons that focus on exploring how our brain works, learning to be in the present moment, finding ways to calm ourselves when we wobble, managing our stress, recognising the power of our thoughts, and nurturing ourselves and others.  When helping children make sense of their feelings and emotions, I often use ‘Zones of Emotional Regulation’ to help them map their feelings and address them appropriately.  This often positively impacts their previously challenging behaviour as the feeling causing the behaviour is addressed.  A big part of supporting the children’s emotional well-being is to help them feel that they can do hard things.  Using activities and techniques for promoting Growth Mindset, I offer the children a way of reframing their thinking about themselves and their abilities. I encourage them to have a go and make mistakes without being afraid of failure, which will consequently improve their self-esteem.

My experience providing engaging sessions to inspire a love of learning.

Joy and engagement are at the heart of successful learning, and I understand that these elements look different for every child. Getting to know your child and their unique interests is essential for me when planning sessions. By tailoring my approach to each child’s preferences, I can create a learning environment that is both stimulating and enjoyable. For children who thrive on active engagement, I incorporate activities that involve a lot of movement. This might include interactive games, hands-on experiments, or outdoor exploration, all designed to keep them physically involved and mentally stimulated. For others who find comfort and joy in their favourite soft toys, I integrate these items into our sessions, assigning tasks to their toys to make learning feel like a collaborative adventure. Some children prefer to have a say in their immediate environment. Building a cosy den, arranging soft cushions, and creating a comfortable, inviting space can make all the difference in their engagement levels. By allowing them to choose where and how they want to learn, I ensure that they feel safe and excited about the process. Another key aspect of my approach is letting children take the lead on the topic or activity. Observing what sparks their curiosity and enthusiasm helps me design fun, creative sessions that are both educational and enjoyable. Whether it’s diving into a subject they love, using their favourite stories as a learning tool, or incorporating their hobbies into lessons, I strive to make each session unique and inspiring.

My experience teaching children with ADHD

My experience supporting children with ADHD has taught me the importance of helping them organise their thoughts, including planning, making decisions, organising and following through with schoolwork or other responsibilities. I achieve this by employing a mix of specific strategies such as the use of checklists (that break down the steps necessary for completing a task) or pictures of sequenced routines (e.g. morning routine for visual learners, “first, then, next” cards), to name a few.  With older learners, I find it essential to explain the rationale behind learning new skills; otherwise, things like planning might feel like a waste of time or a needless energy drain.  I have found that children who struggle with organisational skills often feel pressured by their time commitments and responsibilities and can be very averse to delay.  They are constantly weighing up things to see if it is worth their effort, and planning can feel like a waste of time if they don’t understand the rationale behind it.

My experience teaching young people with sensory processing needs

Addressing children’s sensory needs is crucial before any learning can begin. To optimise their learning experience, some children require frequent sensory breaks, others may benefit from a sensory activity before the session, and some need one to close their session, helping them relax and “let go” after concentrating. Helping children regulate is essential, as their bodies and sensory systems often cannot achieve this independently.

My experience teaching young people with speech and language needs

When supporting children with communication, speech, and language difficulties, I often use Colourful Semantics to help your child develop skills in sentence development, understanding questions, creating narratives, understanding written text, and developing vocabulary.  I also find it highly effective for children with English as an additional language (EAL).  I love using Colourful Semantics for its use of colour coding and visuals and because it can be beneficial for children who are starting to develop language, have limited vocabulary, or are confident talkers but struggle to organise the grammatical content of their sentences.

My experience working with children with challenging behaviour

In my experience as a special needs tutor working with children with challenging behaviour, I’ve learned that building strong, trusting relationships is the foundation for progress. Every child’s needs and triggers are unique, and it’s essential to approach each situation with patience and understanding. Challenging behaviour often stems from frustration, anxiety, or difficulty communicating, and I’ve found that by looking beyond the behaviour, I can see the child’s strengths and potential. Flexibility in my teaching methods and a calm, consistent approach have been key to helping these children feel safe and supported, allowing them to engage more fully in their learning. The journey is rarely straightforward, but the rewards of seeing even small moments of progress make the effort deeply worthwhile.

My experience teaching young people with dyspraxia

In my experience working with children with dyspraxia, I’ve learned the importance of providing targeted support to help them overcome challenges with motor skills, handwriting, and organization. Motor coordination can be a significant obstacle, so I regularly incorporate activities that build both fine and gross motor skills, such as threading beads or engaging in physical exercises like swimming. When it comes to handwriting, using adaptive tools like pencil grips or offering alternative methods like typing has been crucial in reducing frustration and allowing the child to focus on learning. I also focus on helping children develop planning and organisation skills by using visual aids, checklists, and timers to break tasks into manageable steps, creating a structured, predictable environment that helps them stay on track. Supporting children with dyspraxia requires patience and flexibility, but seeing them gain confidence and skills makes the effort incredibly rewarding.

My experience of teaching Early Years – Nursery and Reception

As an SEN Early Years teacher, I have extensive experience planning play-based, multi-sensory lessons to ensure the youngest learners have the best foundation for further learning. Using the Concrete, Pictorial, Abstract (CPA) strategy when introducing new concepts, I provide effective scaffolding that helps children smoothly transition through the stages of understanding. This approach ensures that sessions are meaningful, creative, and enjoyable. I have had the privilege of working with SEN children as young as four years old. I strongly believe in the power of learning through play and exploration, coupled with discrete teaching moments, to engage young minds. My lessons are designed to cater to each child’s unique needs, incorporating a variety of sensory activities that stimulate their curiosity and promote active learning. By creating a nurturing and stimulating environment, I help children develop critical early skills, such as communication, social interaction, and problem-solving. My methods include hands-on activities, storytelling, music, and movement, which make learning fun and enhance cognitive and motor skills. With some of the learners, I use elements of intensive interaction and the Attention Autism approach.

My experience with Pathological Demand Avoidance

In my experience working with children with PDA, I have come to realise the importance of investing the time to build a trusting relationship with the child and find out how they experience the world around them. Acknowledging that PDA is driven by the need to control and high levels of anxiety has helped me understand the child’s perspective and realise that the resulting behaviour often masks not only their learning potential but the positive aspects of their character and who they are as a person. The path to supporting children with PDA/ODD is rarely easy and requires an incredible amount of patience, flexibility, and compromise. One day, subtle adaptations to our language and tone may benefit the child greatly; for example, use “I see the other children are starting to pack up their belongings” instead of “It is home time, can you please pack up your bag”.  On the other day, using characters of interest or toys in role-play can help depersonalise demands.  Sometimes, when nothing seems to work, ensuring a safe space in the busy classroom or household where the child can feel calm might do the trick.

Focusing on the long-term objective of building a child’s ability to cope rather than short-term compliance is more beneficial for the child’s overall well-being and success. Traditional strategies for supporting autistic children are usually not effective for children with a PDA profile. Instead, approaches need to be highly individualised, always child-led, allowing choice, emphasising collaboration, flexibility, careful use of language, and reducing the perception of demand.