Tag: Cheshire East

Personal Qualities:

I consider my main areas of strength to be in my ability to form relationships through excellent communication skills, enthusiasm, approachability and flexibility. I believe that both my teaching and leadership experience have given me the necessary skills required to make a real difference to children with SEN and give them the chance to flourish and reach their individual potential. I can identify barriers to learning and create bespoke, fun and inspiring sessions to overcome these challenges. I am patient, creative in my approach and believe passionately in the power of education to transform lives.

As an experienced SENCO, I have developed and managed bespoke education programmes for children and young people within schools and over the past six years since becoming a Specilaist SEN Tutor, I have supported the families I have worked with in creating bespoke EOTAS packages for those young people unable to access mainstream school provision. My work has involved collaborating closely with local authorities, families, schools, and external agencies to ensure that each learner’s academic, social, and emotional needs are met through tailored interventions. I have extensive experience in coordinating multi-agency support, and monitoring progress to ensure high-quality, outcomes-focused education. My background in SEND support, Safeguarding and behaviour management underpins my ability to deliver effective, person-centred plans that promote wellbeing, and long-term success.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships:  

 I have a deep understanding of the importance of creating an environment of trust and acceptance for pupils with SEN to thrive. I understand the need for effective communication and collaboration between the pupil and their parents and/or caregivers to ensure the best possible outcomes for the pupil. I have worked with pupils with a range of SEN including but not limited to: Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Dyslexia, Dyspraxia, Anxiety, PDA and Behavioural Difficulties. I am experienced in using a range of strategies to meet the individual needs of my pupils, tailoring my approach to their individual style of learning. I am passionate about supporting pupils with SEN to reach their full potential, and firmly believe that every child has the right to an education that is both inclusive and tailored to their individual needs. 

My experience working with young people with Anxiety: 

Supporting young people with anxiety requires a compassionate and individualised approach. Sadly, anxiety is more common among children and young people and can significantly impact their daily ability to function, learn and thrive. Flexibility, empathy and patience are essential skills when supporting young people with anxiety. I am aware that there are many different types of anxiety disorder including: generalised anxiety, separation anxiety and social anxiety. In my previous role as Deputy and SENCO I worked closely with our Therapeutic Inclusion Lead and learnt the importance of gathering information about the young person’s symptoms, triggers and impact on their daily life. I believe it is the duty of professionals to work together to support pupils’ by providing appropriate interventions, fostering a safe and supportive environment in order to manage their anxiety, enabling the young person to thrive both academically and emotionally. 

 My experience teaching young people with Sensory processing needs:

I have experience of teaching pupils with sensory needs. I consider their individual needs and how to best support them. I have had to learn different strategies to help them in the classroom such as modified seating, sensory breaks, and visual supports. I have also had to create a calm and soothing environment to help reduce their anxiety.

Most importantly, I have had to focus on building positive relationships with the pupils. I believe that it is important to take the time to get to know the pupil and understand their individual needs so that I can create an environment that is safe and supportive for them.

My experience supporting young people with challenging behaviour:

Through my many years of  supporting individuals with challenging behaviour, I have developed a deep understanding of how behaviour communicates unmet needs, stress, or difficulty coping. I have learned to approach every situation with patience, empathy, and consistency, recognising that maintaining a calm presence is often the key to de-escalation. I strongly believe that behaviour is a form of communication and as teachers / tutors it is our role to identify what the young person is trying to communicate.

I pride myself on my ability to identify triggers and creating proactive strategies to reduce distress. This has included adapting communication, using clear routines, offering choices, and reinforcing positive interactions to build trust and predictability.

My experience supporting young people with Executive Functioning skills:

Through my teaching experience, I have developed a strong understanding of how to support young people in developing their executive functioning skills, such as organisation, attention, working memory, and self-regulation. I use structured routines, visual aids, and scaffolded tasks to help pupils manage their learning more independently. By breaking tasks into manageable steps, modelling, and providing consistent feedback, I help children build confidence in their ability to organise their thoughts and actions.

My experience supporting young people with social interaction and friendship skills: 

I have had extensive experience supporting young people in developing their social interaction and communication needs. I recognise that positive relationships are fundamental to a child’s wellbeing and success in school and beyond. I recognise that when young people are being taught outside of a school environment that developing their social skills is of the utmost importance, and wherever possible I will actively create opportunities for pupils to practise empathy, cooperation, and communication within a safe and structured environment. Through social stories and role-play, I help children understand social cues, manage conflicts, and build meaningful connections.

My experience working with young people with Dysgraphia:

Through my experience supporting young people with dysgraphia, I have developed a strong understanding of how this learning difference affects  fine-motor skills, their ability to record their ideas and their confidence. I have learned that dysgraphia is not a reflection of intelligence or motivation; rather, it is a barrier that requires patience, tailored support, and creative strategies.

I have supported young people by breaking tasks into manageable chunks, providing structured writing frames, and offering alternative methods of recording their ideas—such as typing, speech-to-text tools, mind-mapping, and oral explanations. These approaches help young people to demonstrate their understanding without being limited by handwriting difficulties.

A key part of my role has been building confidence. Many young people with dysgraphia experience frustration or avoid written tasks because they fear making mistakes. By giving consistent reassurance, celebrating small successes, and creating a low-pressure learning environment, I have seen my pupils develop greater self-belief and willingness to engage in writing activities.

My experience teaching Primary Maths & English:

 I have been a primary teacher for over 20 years, and recognise that every pupil has their own unique strengths and challenges. Adjusting my teaching style to suit their pace and learning preferences enables  pupils to experience the sense of success. In Maths, I believe laying the foundations and ensuring pupils have a good understanding of Number and place value is crucial. I believe using a multi sensory approach including  hands-on manipulatives such as counters, number lines, numicon and visual aids make abstract concepts more tangible. In English, I believe that fostering a love of reading is the most important foundation for young people and then this can then be built upon with phonics games and developing an understanding of language and making predictions in stories. I use books as my main stimulus for any writing, whether that be Early Years all the way through to Year 6. I firmly believe that when a child is immersed in stories, poems and non-fiction and they develop a love for reading and texts that the love of writing and the meaning for writing will make the next steps of text marking and developing their writing style an enjoyable and meaningful process. 

My experience developing confidence & self esteem: 

My ultimate aim as a teacher and tutor is to provide fun and inspiring sessions to help pupils engage, therefore developing their confidence and self-esteem in order to get the most from their learning. I have seen how successful tailoring sessions to pupils’ interests and specific topics can be. These activities are designed to help pupils understand the concept and to apply their knowledge in a creative and fun way, which leads to a feeling of positivity and success; which directly impacts on a pupil’s emotional well-being and self-esteem and self-worth. I have used a variety of different methods such as role-play, games, and first-hand experiences and activities. I have also used technology such as apps and online games to help pupils understand and interact with the subject. Furthermore, I have incorporated a variety of different learning styles to ensure that all pupils are engaged and able to understand the concept or topic being taught. 

 My specialist experience providing engaging sessions to inspire a love of learning:

I am driven by the passion I have to facilitate and support pupils by providing experiences which are rich and exciting. The richness comes from learning in many different ways: outdoors, through cross curricuar links or by seeing, hearing and doing. I am passionate about inspiring a love for learning, and ensuring young people are fully immersed and pro-active participants in their learning. I feel it is so important to empower young people to be actively involved in their learning.

 My skills and experience supporting young people to develop their independence: 

 As a class teacher and tutor I have extensive experience of supporting pupils to develop their independence. It is such a hugely important aspect of a child’s development and there are many strategies that I have employed over the years to support pupils to become more independent in their learning and life in general. Having the commitment to creating a safe and inclusive learning environment must come first. I set achievable goals, encouraging pupils to take risks and make mistakes and proactively celebrate these. My knowledge of different teaching strategies to support pupil learning and my ability to think creatively and come up with innovative solutions to any problems, ensures pupils feel safe to challenge themselves recognising and trusting that all their efforts will be celebrated. It is important to allow pupils to make choices and give them a sense of control, whilst as the teacher / tutor retaining overall direction and control of the sessions.

   My experience in supporting young people with Autism:

My experience teaching young people with ASC has been very rewarding. I have found that by taking the time to understand each pupil’s unique needs and interests, I have been able to create an environment that is conducive to learning. I believe flexibility is key, as some concepts may take longer to grasp. Taking time to learn their interests, and communication preferences helps in creating a relationship, which I believe to be the fundamental foundation when working with children with autism. Children with autism often thrive in environments with clear routines and predictable structures, and I have found clear, concise instructions are often most effective. I have also found that by using visual cues, such as pictures and diagrams, and a wide range of manipulatives, I can help my pupils focus better and understand concepts more easily.  I am always very mindful of sensory triggers (like loud noises or bright lights) and providing sensory-friendly options can help children feel safe and focused. 

My experience supporting young people with DCD:

Over many years as a teacher and SENCO I have supported young people with Developmental Coordination Disorder (DCD), helping them overcome challenges related to motor coordination, organisation, and self-esteem. I always feel it is important to collaborate with appropriate professionals with the expertise in this area, and have worked closely with occupational therapists to create support plans that are bespoke and ensure strategies recommended are embedded across home and educational settings. My approach focuses on understanding each young person’s unique strengths and difficulties, using clear communication, scaffolding, and positive reinforcement to promote progress.

My experience working with children with SEMH:

Over many years of working in Primary Education I have gained valuable experience supporting young people with social, emotional, and mental health (SEMH) needs. I understand the importance of building trusting relationships and creating a safe, predictable environment where pupils feel valued and understood. I use a trauma-informed approach, focusing on empathy and consistency to help children regulate their emotions and engage in learning. I pride myself on getting to know the young person I am working with, and always develop tailored strategies that address each child’s individual challenges and strengths. I believe that early intervention is key in helping young people develop resilience, confidence, and a positive sense of themselves.

My experience working with young people with Speech and Language needs:

I have had the opportunity to teach pupils with a variety of speech and language difficulties. As a class teacher and SENCO I worked with Speech & Language therapists to develop and improve pupils ability to understand and use language in order to communicate effectively in their everyday lives. To do this, I used various strategies such as visual aids such as picture cards and social stories to help bridge communication gaps. Once again building strong relationships, based on patience and empathy, as communication challenges can often lead to frustration or anxiety for the child. Using clear, concise sentences ensures better understanding. Modelling speech is also key; repeating words or phrases correctly but naturally helps reinforce proper usage without direct correction. Breaking tasks into manageable steps, providing prompts or cues as needed, and gradually reducing support as the pupil gains confidence. I pride myself on creating low-pressure situations where pupils feel comfortable trying to express themselves.

My experience working with young people with PDA:

I have worked with a number of young people diagnosed with PDA on a 1:1 basis, and understand that their avoidance is anxiety-driven, and I always treat it as such. I believe again, that building a relationship based on understanding, acceptance and recognising where the avoidance is coming from is key. I would always avoid direct instructions, I have recently completed training on the PACE model and use this approach when working with young people with PDA. The use of ‘I wonder’  and providing choices and options helps the pupils to feel in control, e.g., “Would you like to start with drawing or reading?” I have also learnt that being really flexible in my approach and always being fully prepared that sometimes plans will need to change if the child feels overwhelmed.

My experience working with young people with Working memory difficulties:

Over the years I have taught many children with working memory difficulties and have seen first hand the barriers it can cause in enabling young people to reach their true potential. This has deepened my understanding of how diverse learning needs can be supported through empathy, flexibility, and creative teaching approaches.

I recognise that working memory difficulties does not reflect a lack of ability, but rather a different way of processing information. My focus has always been on identifying individual strengths — such as creativity or problem-solving — and using these as a foundation for learning. I ensure that pupils feel valued and confident, helping them to develop resilience and a positive self-image as learners.

I pride myself on using a range of multi-sensory teaching strategies — combining visual, auditory, and kinaesthetic elements. For example, I incorporate practical activities, visual aids, and digital tools that support reading and writing. Breaking instructions into manageable steps, providing extra time, and using scaffolding techniques such as word banks or sentence starters have also proved effective tools.

My experience teaching Early Years:

I am skilled in creating inclusive, nurturing environments where every child can access learning and achieve their potential, regardless of ability or need. My experience of working with children within the Early Years Foundation Stage (EYFS) framework is underpinned by a deep understanding of child development and early intervention strategies. I have experience of working 1:1 with young people working working within the Early Years framework; and pride myself on creating a stimulating, play-based environment, and use effective observation and assessment to guide learning.

My specialist experience supporting children to develop their focus and concentration skills:

I have a wide range of experience supporting children to develop their focus and concentration skills. I have worked with children of all ages and backgrounds in a variety of settings, including schools and private homes. I have used a variety of approaches to help children develop their focus and concentration skills, including mindfulness training and educational strategies. I have also worked with parents to help them create supportive home environments that promote learning and focus. Additionally, in my role as SENCO I have provided individualised strategies and recommendations to teachers and other professionals to help them work effectively with children who have difficulty concentrating.

My specialist experience working with young people with ADHD: 

My wide experience of teaching pupils with ADHD has taught me that ADHD is unique, and each pupils’ needs will vary. Being flexible, patient and having a willingness to adapt my approach to meet the individual needs is essential. I strongly believe that by providing the right support, and interventions young people with ADHD can thrive academically, socially and emotionally. Pupils with ADHD often benefit from differentiated instructions, which involve tailoring teaching strategies and resources to their individual needs. I have found that multi-sensory activities can be particularly beneficial and breaking tasks into manageable steps will help pupils to succeed. Consistency is key; as pupils with ADHD often struggle with social skills and emotional regulation; therefore creating an environment where pupils feel able to express their emotions and learn effective communication techniques is essential.

My experience working with young people with Complex Medical Needs:

Over the many years of being a SENCO of a Primary school and I have supported and worked with young people and their families with complex medical needs. I appreciate the sensitivity and collaborative approach required for working with pupils with complex medical needs. In my experience working with young people who have complex medical needs, I have learned the importance of combining high-quality teaching with compassion, flexibility, and teamwork. Every pupil’s needs are unique, and I have developed a strong commitment to ensuring that all children, regardless of their medical condition, have equal access to learning opportunities and a sense of belonging in the classroom. I always take time to understand each pupil’s medical requirements, triggers, and routines, ensuring that the learning environment is safe, inclusive, and responsive to their needs.

 Teaching Pedagogies for SEN:

I have found that by taking the time to understand each pupil’s unique needs and interests, I have been able to create an environment that is conducive to learning. I have also found that by using visual cues, such as pictures and diagrams, and a wide range of manipulatives, I can help my pupils focus better and understand concepts more easily. I have had to learn different strategies to help pupils overcome sensory difficulties in the classroom such as modified seating, sensory breaks, and visual supports. I have also had to create a calm and soothing environment to help reduce their anxiety.

Approaches to support learning:

I have a wide range of experience supporting children to develop their focus and concentration skills. I have worked with children of all ages and backgrounds in a variety of settings, including schools and private homes. I have used a variety of approaches to help children develop their focus and concentration skills, including mindfulness training and educational strategies. I have also worked with parents to help them create supportive home environments that promote learning and focus.

• Special Educational Needs (SEN) Expertise:

• • Experienced in the teaching of young people with SEN, including Profound and Multiple Learning Disabilities (PMLD), Autism, Pathological Demand Avoidance (PDA), ADHD, and Cerebral palsy.
  • Trained primary school teacher with experience across all key stages.
  • Developed and delivered engaging education sessions for 16-19-year-olds, including Level 1/Level 2 qualifications, employability, and functional skills in English and Maths.
  • Worked in different settings, this has allowed me to hone my skills and adept to any environment. These settings include, Pupil referral Units (PRU), Children’s Residential, Council run homes, Respite centres, Young people's own homes and Young offenders institutions.
• Development and Coordination:
  • Responsible for the development and coordination of subjects across the full age and ability range with reference to the national curriculum and programmes of study.
  • Identified learning objectives across the curriculum and developed policies as appropriate.
  • Sustained and embedded high-quality subject delivery, regularly monitoring, reviewing, and evaluating the delivery of the curriculum.
• Data Tracking and Transition Support:
  • Tracked pupil progress and collected and monitored data to support teaching and learning.
  • Aided the transition process alongside parents, children, and MDT professionals to help ensure smooth transitions from a PRU setting back to mainstream education.
• Dynamic Lesson Delivery:
  • Delivered and facilitated dynamic, creative, and active lessons, supporting educational activities across the curriculum.
  • Worked in partnership with a range of agencies and providers.
• SEMH Teaching:
  • Responsible for determining the most appropriate and effective support for children and young people with Social, Emotional, and Mental Health (SEMH) needs.
  • Ensured the correct provision of resources within the educational setting, removing barriers to academic performance and catering to individual and personal needs.
• AAC and AT Expertise:
  • Enabling AAC (Augmentative and Alternative Communication) users to access education, offering a range of services including direct intervention and curriculum adaptation.
  • Predominantly worked on Grid 3 and has experience with AAC and Assistive Technology (AT).

• Excellent Communication Skills:
  • Proficient in building strong relationships with students, families, and support networks.
  • Effective in fostering a collaborative and supportive learning environment.
• Outgoing and Persuasive Manner:
  • Skilled in coordinating people who hold differing beliefs or values.
  • Persuasive in promoting inclusive education and advocating for students' needs.
• Analytical and Planning Skills:
  • Wide experience in analytical and planning tasks, developing detailed and effective schemes of work.
  • Strong organizational abilities, ensuring that all students' needs are met and learning objectives are achieved.
• Conscientious and Strong Work Ethic:
  • Committed to delivering high-quality education and support to students with SEN.
  • Demonstrates a strong work ethic and dedication to continuous improvement.
• Confidence, Patience, and Self-Motivation:
  • Confident, patient, and self-motivated in addressing the unique needs of each student.
  • Resilient and adaptable, open to learning and implementing new strategies.
• Teamwork and Networking Skills:
  • Strong teamwork and networking skills.
  • Effective in coordinating and collaborating with colleagues, support staff, and external agencies.
• Creative Arts and Cultural Integration:
  • Passionate about integrating creative arts and cultural activities into the curriculum to provide valuable opportunities for self-expression and cognitive development.

Throughout my career, I have developed expertise in Special Educational Needs (SEN), particularly in ASD, sensory processing issues, emotional and behavioural challenges, global developmental delay, speech and language and social communication difficulties. I have used structured teaching methods such as TEACCH and SPELL to create a supportive learning environment. My experience includes the use of visual aids, clear communication strategies, and individualised education plans to meet the diverse needs of my students. I provide a highly-specialist autism-specific support that aims to improve receptive understanding, expressive communication, social skills and emotional regulation. I believe it’s crucial to support autistic young people firstly to be regulated and ready to learn and to provide engaging learning opportunities which support students to thrive.

I have successfully supported pupils with challenging/distress behaviours by implementing positive behavioursupport plans and focusing on proactive and empathetic support. To engage my students, I design lessons that incorporate their interests and use creative methods such as Attention Autism and multisensory activities.  My efforts to enhance emotional and social skills in my students include co-regulation and implementing strategies like the Zones of Regulation, helping pupils to recognise and manage their emotions effectively and teaching calming techniques and strategies, in addition to incorporating movement breaks and sensory activities. 

I have also worked on developing independence in my students, empowering them to take ownership of their learning through organisational strategies and study skills. In order to support students with anxiety and executive functioning challenges, I adapt my teaching methods and provide a structured approach that minimises overwhelm, by working at their pace and breaking down tasks into manageable steps that contribute to a positive learning experience.

My Specialist Experience Working with Young People with SEN to Develop Trusting and Meaningful Relationships 

Building positive and trusting relationships with the children I teach and support is at the heart of my approach. I strive to create a welcoming and inclusive environment where every child feels valued and respected. By taking the time to understand their individual interests, needs, and backgrounds, I demonstrate genuine care and empathy. I communicate with warmth and positivity, ensuring my interactions are respectful and encouraging. Consistency and reliability are central to my practice—I follow through on promises and maintain routines that provide a sense of security. I also prioritise active listening, validating their feelings, and fostering a safe space for self-expression. By celebrating their successes, supporting them through challenges, and empowering them to take ownership of their learning, I help build their confidence and trust. Through these efforts, I establish meaningful connections that enable each child to thrive. 

My Experience Working with Young People with ASC (Autism)

With extensive experience teaching and supporting children with autism, I have worked across roles such as Specialist SEN Teacher, SENDCO, Assistant Headteacher, and SEMH Outreach Lead, providing individualised support in mainstream schools, Resourced Provisions, and specialist settings. I am highly skilled in creating tailored, evidence-based interventions that support the unique needs of children with autism, fostering their academic, social, and emotional growth.

My teaching strategies prioritise structure, predictability, and flexibility. I effectively use approaches like TEACCH, which combines structured environments with visual schedules and task boards to enhance independence. Social stories, comic strip conversations, and video modelling are integral to my teaching, helping children understand social cues, routines, and expectations. To develop communication, I am proficient in implementing tools like PECS (Picture Exchange Communication System), AAC devices, and other assistive technologies, ensuring that children with delayed language skills, or pre-verbal can express themselves effectively.

I am adept at recognizing sensory processing challenges and integrating strategies such as sensory diets, calming corners/toolkits, and sensory movement breaks to support regulation and focus. I use a strengths-based approach to identify each child’s interests, incorporating these into learning activities to increase engagement and motivation. I also employ scaffolding techniques, differentiated instruction, and chunking of tasks to build skills incrementally, ensuring success at every step.

My behaviour support strategies include conducting functional behaviour assessments to understand the purpose of behaviours and implementing positive behaviour support plans that teach alternative skills. I use de-escalation techniques and visual tools like 'emotional thermometers' and Zones of Regulation to help children identify and manage their feelings.

Collaboration is central to my approach. I work closely with families, speech and language therapists, occupational therapists, and mental health professionals to ensure a holistic support plan. 

My skills in empathy, active listening, and building trusting relationships underpin my practice. I strive to create environments where children feel safe, understood, and capable of achieving their full potential. By combining structured methods with creativity and individualised care, I empower children with autism to thrive academically, socially, and emotionally.

My Specialist Experience Teaching Young People with ADHD/ADD

I adopt a dynamic, individualised approach when working with children with ADHD/ADD that leverages their strengths, while addressing their unique challenges. I create structured, predictable environments with clear expectations and routines, which help minimise distractions and provide a sense of security. My teaching strategies include breaking tasks into manageable chunks, using visual schedules, and providing frequent and immediate feedback to keep children focused and motivated. I incorporate movement breaks, sensory tools, and active learning techniques to channel their energy positively and maintain engagement.

To support executive functioning skills, I use tools such as checklists, timers, and organisational aids, helping children develop self-management strategies. Incorporating technology, like apps for time management and interactive learning platforms, also enhances focus and makes learning more engaging. I tailor interventions to suit each child’s needs, such as incorporating flexible seating options, offering frequent changes in activity, and using reward systems to reinforce positive behaviours. Social-emotional learning activities, including mindfulness exercises and self-regulation techniques like Zones of Regulation, are integrated into my teaching to help children manage emotions and impulses.

My empathetic, patient, and adaptive nature enables me to build strong relationships with children, making them feel supported and understood. I use a strengths-based approach to highlight their talents and achievements, fostering confidence and a positive self-image. My ability to balance structure with flexibility, along with my enthusiasm, creativity, and understanding of ADHD, ensures that children feel empowered to learn and succeed in a way that works best for them.

My Experience Working with Young People with Sensory and/ or Auditory Processing Needs

Teaching and supporting children with sensory processing needs requires a thoughtful, personalised approach that creates a balanced and sensory-friendly learning environment. I use personalised sensory diets, which are tailored to each child’s sensory needs, incorporating a range of activities and strategies to help them self-regulate and maintain focus. These sensory diets may include activities such as deep pressure exercises, stretching, or calming sensory tools like fidget toys or weighted blankets. By embedding these activities into the child’s daily routine, I help them manage sensory sensitivities and remain engaged in learning.

I also use low arousal approaches to reduce stress and anxiety, such as creating a calm, predictable learning environment with soft lighting, minimal noise, and clear visual schedules. These strategies help to prevent sensory overload and provide children with a sense of safety and control. Sensory circuits, which are structured physical activities designed to provide sensory input and help children focus, are incorporated into lessons to offer regulated sensory breaks. These circuits help to promote alertness, improve concentration, and manage overstimulation.

In addition, I make use of visual aids, calming techniques, and mindfulness practices to help children regulate their emotions and sensory experiences. I also adapt my teaching approaches by breaking tasks into smaller steps, offering frequent movement breaks, and providing clear instructions, ensuring that children with sensory processing challenges can engage in learning without becoming overwhelmed. Resources such as noise-cancelling ear defenders, tactile sensory tools, and wobble cushions are also used to support sensory needs during lessons.

Through careful assessment and observation, I monitor each child’s sensory triggers and responses, tailoring my strategies to meet their individual needs. I collaborate with other professionals, including occupational therapists and parents, to develop consistent and holistic support plans. 

My Experience Working with Young People with Speech and Language Needs

Teaching and supporting children with Speech, Language, and Communication Needs (SLCN) and developmental language disorder (DLD) requires a personalized, strengths-based approach. As a trained Elklan Practitioner, I have extensive experience collaborating with speech and language therapists (SLTs) to design and implement individualised therapy programs. I use evidence-based strategies such as Blank Level Questions, WellComm screenings, Talk Boost, Intensive Interaction, and Colourful Semantics to develop language comprehension, expressive skills, and social communication. These interventions are complemented by resources like visual timetables, social stories, PECs, and Makaton, ensuring communication support is accessible and engaging.

To enhance language learning, I integrate tools like barrier games, mind maps, vocabulary maps, and structured routines, tailored to children’s needs. I also foster creativity and coherence in writing through storytelling development and phonological awareness activities. Attention and listening strategies, such as visual aids and Attention Autism, further support children in maintaining focus and engaging actively in their learning.

My practice emphasises building confidence by celebrating individual achievements and creating an inclusive, nurturing environment where children feel valued and empowered. Regular assessment and progress monitoring allow me to adapt teaching strategies effectively. By working closely with professionals and families, I ensure a holistic, coordinated approach that supports children’s communication, learning, and social skills, helping them thrive in both educational and everyday contexts.

My Experience Working with Young People with Social Interaction/ Communication Needs

I have extensive experience in teaching children who have social communication and interaction needs. I create a Total Communication Environment, where a variety of communication methods—such as objects of reference, visual supports, and spoken language—are used to ensure accessibility and encourage effective communication.

During tutoring, I focus on developing social communication skills through a range of personalised strategies. I use social stories and comic strip conversations to help children understand social situations, manage interactions, and develop social skills. Social skills and friendship interventions are also integrated into my sessions to support the development of relationships and peer interactions. Additionally, I employ structured interventions like Identiplay to improve play skills, using motivating activities (e.g., role play, pretend scenarios, and sensory elements) to encourage communication and language development. I offer children regular opportunities to engage in play, including the introduction of new objects and themes to spark creativity and language modelling.

Building on child-led play is central to my approach. I follow the child’s lead, extending ideas and modelling actions to encourage independence and social interaction. I also provide regular opportunities for turn-taking games, supported by visual aids like turn-taking boards to help children understand and participate in the activity.

In addition, I integrate sensory activities into the sessions to help regulate emotional and sensory needs. This includes visual, tactile, and proprioceptive activities, as well as a sensory diet tailored to the child's needs. I ensure that there are regular opportunities to experience these activities, which help to regulate arousal levels and support focus during sessions.

I emphasise the use of a minimal language approach, using simple instructions and key words along with visual supports like Now-Next boards and visual timetables to aid understanding. I allow sufficient processing time and model new language through frequent repetition. Additionally, I use programmes such as Talk Boost, WellComm, and Time to Talk to support the development of expressive and receptive language skills.

Overall, my approach is flexible and tailored to the needs of each child, ensuring that they have the opportunity to build essential social, communication, and play skills in a supportive, home-based environment. I work closely with families to ensure the support is consistent and holistic, fostering a positive learning experience that enhances the child's development.

My Experience Working with Young People to Boost Their Confidence and Self-Esteem

Promoting children’s self-esteem and confidence is central to my teaching, as these qualities are foundational to their development and success. I create a nurturing environment where children feel valued, respected, and safe to take risks in their learning. By celebrating each child’s unique strengths and achievements, I help them develop a positive sense of self. I use purposeful praise, focusing on effort and growth, to foster a mindset where challenges become opportunities for learning.

My strategies include setting achievable, personalised goals to build a sense of accomplishment and scaffolding tasks to ensure success. I encourage autonomy by involving children in decision-making and offering choices, empowering them to take ownership of their learning. Social-emotional learning activities, such as mindfulness exercises and positive affirmations, help children build resilience and self-awareness. A strengths-based approach, focusing on what children can do rather than limitations, further supports confidence and motivation.

Building trusting and empathetic relationships is key to my practice. I create a positive, inclusive culture where mistakes are normalised as part of learning and every child feels seen and heard. Through encouragement, active listening, and adapting to individual needs, I help children recognise their worth and develop lasting confidence to thrive both in and beyond the classroom.

 My Specialist Experience Providing Engaging Sessions to Inspire a Love of Learning

I am passionate about developing a love of learning in the children I teach by creating a positive, engaging, and nurturing environment where curiosity and exploration are encouraged. I recognise that every child is unique, so I tailor my approach to meet their individual interests, strengths, and learning styles. By incorporating hands-on, interactive activities, real-life connections, and multi-sensory resources, I make learning feel exciting, relevant, and meaningful. I also use celebration of achievements, no matter how small, to build confidence and self-esteem, helping children recognise their own progress and fostering a growth mindset.

I actively encourage student choice and autonomy, allowing children to take ownership of their learning. Whether it’s through selecting topics for projects or offering different ways to demonstrate understanding, I empower children to be active participants in their education.

To cultivate a love of learning, I ensure lessons are dynamic and flexible, often incorporating games, stories, and creative problem-solving challenges. This approach encourages critical thinking and helps children see learning as an enjoyable and exciting process rather than a task to be completed. Through positive reinforcement, praise, and encouragement, I create an atmosphere where mistakes are viewed as a natural part of learning, helping children feel safe to take risks and explore new concepts with confidence. Ultimately, I strive to inspire curiosity, foster resilience, and help children develop a lifelong love of learning that extends beyond the classroom.

My Skills and Experience Supporting Young People to Develop Their Independence 

Promoting independence in the children I work with is a core aspect of my teaching approach, and I achieve this by fostering a supportive environment that encourages autonomy while providing the necessary structure and guidance. A strategy I use is the TEACCH approach, which involves creating structured workstations where tasks are broken down into clear, manageable steps. This approach allows children to work independently at their own pace, with visual cues, labels, and clear instructions to guide them through each task. These workstations are set up with specific visual supports, such as visual schedules, task cards, and colour-coded instructions, to help children understand what is expected and give them the tools to complete tasks with minimal adult intervention.

In addition to the TEACCH approach, I use visual supports like first/then boards, choice boards, and social stories to help children understand transitions, routines, and expectations, which supports their ability to work independently. These strategies are designed to reduce anxiety and increase confidence, enabling children to feel secure in completing tasks on their own.

My general ethos centres on creating an environment where children are empowered to take ownership of their learning and behaviour. I encourage problem-solving, self-regulation, and decision-making through consistent routines, positive reinforcement, and opportunities for children to make choices in their learning. By gradually increasing the level of independence expected, while ensuring that each child receives the right level of support when needed, I help them build the skills and confidence to work autonomously, develop resilience, and take pride in their own achievements. Ultimately, my approach is rooted in the belief that all children have the potential to be independent learners, and my role is to guide, scaffold, and celebrate their journey toward self-sufficiency.

My Experience Teaching Maths and English

I have extensive experience in designing and delivering personalised, multisensory maths programmes tailored to meet each child’s unique learning needs. By integrating a variety of strategies that appeal to different learning styles, I ensure maths is accessible, engaging, and meaningful. I use visual aids such as number lines, ten frames, and colour-coded charts alongside tactile resources like base-ten blocks, counters, and manipulatives to help children develop a concrete understanding of abstract concepts. Kinaesthetic activities, including physical movement exercises and interactive games, further reinforce learning through hands-on experiences.

To support deeper understanding, I incorporate digital tools and educational apps that cater to visual, auditory, and kinaesthetic learners, providing dynamic ways for children to practise and consolidate their skills. I also make maths relevant by embedding real-life applications, such as budgeting, measuring, and cooking, to show its practical significance. My approach includes breaking tasks into manageable steps, using scaffolding techniques, and providing positive reinforcement to build confidence and motivation. Through targeted interventions focusing on number sense, arithmetic, and problem-solving, I ensure children develop a strong foundation in maths while fostering a positive attitude towards the subject.

In English, I have significant expertise in teaching both reading and writing, with a particular focus on phonics and comprehension. I have led the implementation of the Read Write Inc. programme across a school, ensuring its success through staff training, progress monitoring, and strategic adaptations to meet diverse learner needs. My ability to create personalised phonics programmes has enabled me to support individual children effectively, addressing specific gaps in knowledge and providing targeted interventions. My in-depth understanding of the National Curriculum ensures high-quality, structured teaching that promotes continuity and progression in reading skills.

Beyond phonics, I employ a variety of strategies to enhance reading comprehension, including guided reading, shared reading to model fluency, and activities that build inference, prediction, and summarisation skills. To support sight word recognition, I use interactive games that reinforce high-frequency words in a fun and engaging way, helping children develop automaticity and confidence in their reading. I also incorporate vocabulary maps, visual aids, and multi-sensory techniques to support vocabulary acquisition and deeper understanding. Additionally, I work closely with parents to create a supportive reading environment, ensuring sustained progress and engagement.

In writing, I am trained in Talk for Writing, a structured approach that develops children’s confidence and skills through imitation, innovation, and independent application. I use strategies such as Colourful Semantics to support children with additional needs, helping them construct grammatically accurate sentences in a structured way. Mind maps, story planners, graphic organisers, and assistive technology further aid idea development, spelling, and grammar. By blending evidence-based methodologies with targeted SEND interventions, I ensure that all children, regardless of ability, feel supported in their writing journey, building confidence, creativity, and a love for storytelling.

 My Specialist Experience Teaching Young People with Anxiety

I have extensive experience supporting children with anxiety across a range of settings (Mainstream schools, Resourced Provisions, LA  Specialist Advisory Teacher). I have also supported  children and families as part of Local Authority EBSA (Emotionally Based School Avoidance) teams. As a trauma and attachment-informed practitioner and mental health lead, I implement a variety of evidence-based approaches tailored to each child's needs. These include co-regulation techniques, mindfulness practices, solution-focused coaching, and the Zones of Regulation framework to support emotional awareness and control.

I prioritise creating a safe, nurturing, and predictable environment that reduces anxiety triggers while fostering trust and connection. My strategies include the use of visual supports, structured routines, and graduated exposure to help children manage challenges at their own pace. I also integrate cognitive-behavioural principles into my teaching, encouraging positive thought patterns and coping strategies. My skills in restorative practices and therapeutic play enable me to build strong relationships and address underlying anxieties effectively.

 My ability to differentiate and adapt teaching, promote social-emotional learning, and scaffold activities ensures that all children feel supported and capable. I am highly skilled in behaviour analysis, de-escalation techniques, and proactive problem-solving, which help children build resilience and confidence. By combining empathy, adaptability, and a holistic understanding of SEND, SEMH, and mental health needs, I empower children with anxiety to overcome barriers and achieve their potential. 

My Experience Working with Young People with PDA

Teaching and supporting children with Pathological Demand Avoidance (PDA) requires a highly nuanced, relationship-centred approach tailored to their need for autonomy and control. I prioritise building trust and reducing anxiety, which often underpins demand avoidance, by fostering a calm, predictable environment. My strategies are rooted in collaboration and flexibility, focusing on minimising perceived demands and empowering the child through choice and shared decision-making. I use indirect communication techniques, such as presenting tasks as invitations, using humour, and embedding learning into everyday, interest-led activities to reduce the pressure to comply.

To support children with PDA, I implement low-arousal approaches to create a sense of safety and avoid escalating anxiety. I employ scaffolding techniques, breaking tasks into smaller, manageable steps and using tools like 'learning menus' to offer options without overtly demanding participation. Role reversal strategies, where the child takes the lead or “teaches” me, are also effective in engaging them while maintaining their sense of control. Sensory tools, calming activities like mindfulness or art, and flexible routines further support self-regulation and reduce stress.

When introducing new concepts or activities, I use graduated exposure, starting with non-threatening, familiar elements and gradually building complexity as the child’s confidence grows. Positive reinforcement is used carefully, ensuring praise feels genuine and pressure-free. Visual supports, timers, choice boards, and unobtrusive prompts help provide gentle structure without triggering avoidance.

My skills in empathy, adaptability, and creative problem-solving enable me to respond dynamically to a child’s evolving needs. I focus on building trust through active listening, validating their feelings, and maintaining a calm, supportive demeanour. By fostering autonomy, respecting their need for control, and focusing on strengths, I create an environment where children with PDA feel safe, understood, and empowered to learn and grow.

My Specialist Experience Teaching Young People with SEMH 

With extensive experience in supporting children who have experienced trauma, are Looked After Children (LAC), or have SEMH needs, I bring a deep understanding of the challenges these children face and the strategies necessary to support their emotional and academic development. As a SEMH Outreach Lead Teacher for Salford LA, I worked closely with schools to develop tailored support systems for children facing significant emotional challenges. I have also served as a Designated LAC Teacher, ensuring that children in care received the specific support they needed to succeed both academically and emotionally. In addition, I led SEMH projects across schools, creating frameworks that promote positive mental health and resilience, and I have set up and run nurture groups and SEMH provisions to provide children with a safe, supportive environment that fosters their emotional and social development.

My approach is deeply informed by trauma-sensitive, attachment-based relational practices, understanding that children who have faced trauma or instability often struggle to form trusting relationships and regulate their emotions. I use a trauma-informed approach to ensure that my interactions with children are calm, consistent, and nurturing, helping to build a sense of safety and security. I focus on creating predictable routines, offering clear and compassionate communication, and providing opportunities for children to express their emotions in a safe space. By embedding attachment theory in my teaching, I help children form secure relationships with both adults and peers, which in turn promotes emotional regulation and positive social interactions.

I employ a range of strategies and interventions tailored to each child's individual needs. These include nurture group activities that focus on building emotional literacy, self-regulation strategies such as mindfulness or calming techniques, and therapeutic approaches like attachment play therapy to help children process and express difficult emotions. I also implement restorative justice practices to support conflict resolution and repair relationships, encouraging children to reflect on their actions and understand the impact on others. Through the use of positive behaviour reinforcement, I aim to build resilience and confidence in children, helping them develop coping strategies for managing their emotions and behaviours.

I interact with children in a way that is empathetic, non-judgmental, and patient, always seeking to understand the root causes of their behaviours and emotions. I offer consistent, clear boundaries while providing the emotional support and encouragement needed for them to feel valued and understood. My ability to remain calm under pressure, coupled with my dedication to building trust and fostering positive relationships, enables me to support children with trauma, LAC, and SEMH needs effectively, helping them develop the skills and confidence to thrive in both their academic and personal lives.

My Specialist Experience Teaching Young People with Dysgraphia (DCD) 

Supporting children with dyspraxia requires a tailored, patient, and multi-sensory approach to help them develop motor skills, coordination, and confidence in their learning. With my extensive experience, I use a combination of teaching strategies and interventions designed to address the unique challenges these children face. I employ task-breaking techniques, simplifying complex tasks into smaller, manageable steps, which makes it easier for children with dyspraxia to process and complete activities. I also provide clear, consistent instructions and visual aids, such as step-by-step diagrams, to support their understanding and reduce any anxiety or frustration associated with the task at hand.

I incorporate fine and gross motor activities into the learning routine, offering exercises to improve hand-eye coordination, balance, and spatial awareness. For instance, I use handwriting programs specifically designed for children with dyspraxia, such as Write from the Start or Handwriting Without Tears, which focus on strengthening hand muscles and improving letter formation. I also encourage the use of specialised equipment, such as pencil grips, slant boards, and weighted tools, to help improve motor control and ease of writing. To support gross motor skills, I provide activities like obstacle courses or ball games, which promote balance and coordination in a fun, low-pressure setting.

In addition to physical skills, I support executive functioning by teaching strategies for organisation, time management, and sequencing tasks. Children with dyspraxia often struggle with these areas, so I use visual timetables, checklists, and colour-coded materials to help them stay organised and on track. I also utilise assistive technology when necessary, such as speech-to-text programs or typing software, to help them with written tasks and reduce the impact of motor difficulties.

I regularly assess progress through informal observations, motor skill assessments, and feedback from parents and specialists, such as occupational therapists, to ensure that interventions are effective and that the child is progressing. This allows me to adjust my teaching strategies as needed and provide ongoing support tailored to each child’s needs.

 My Specialist Experience Teaching Young People with Working Memory and Processing Needs

Supporting children with working memory and processing difficulties requires a structured, individualised,  approach to help them process, retain, and recall information effectively. My strategies include breaking tasks into smaller, manageable steps to reduce cognitive overload and allow children to focus on one element at a time. I incorporate visual aids, such as mind maps, graphic organizers, and checklists, to externalise information and provide clear frameworks for understanding.

For retention and recall, I utilise techniques such as repetition, active recall, and chunking—grouping information into smaller, digestible units. Mnemonic devices, task boards, and visual reminders further support memory retention, while tools like written instructions, audio recordings, and interactive digital apps scaffold cognitive abilities.

To address processing challenges, I offer explicit instruction, pace activities to align with children’s processing speeds, and integrate multisensory learning approaches to strengthen comprehension. Importantly, I also employ metacognitive strategies to help children understand and manage their own learning processes. These include teaching children to think about how they learn best, set goals, monitor their progress, and adjust strategies when needed. Reflection activities and self-assessment tools empower children to take ownership of their learning, building their capacity for independent problem-solving.

Creating a calm, supportive, and organised environment is key. Positive reinforcement and regular assessments ensure interventions remain effective and tailored to individual needs.

My Specialist Experience Teaching Young People with Dyslexia 

With extensive experience in supporting children with dyslexia, I specialise in creating personalised multisensory literacy programs that cater to each child’s unique learning needs. I utilise structured literacy programs like Kelly & Phillips Multi-Sensory Dyslexia Programme, Beat Dyslexia, Lexia, Hegarty Reading, and Word Shark, which emphasise systematic phonics to build strong skills in reading, writing, and spelling. Currently completing a postgraduate certificate to become a Dyslexia Specialist Teacher and Assessor, I’ve gained expertise in creating multisensory programs engaging visual, auditory, and kinaesthetic pathways for improved retention and understanding.

I employ strategies such as breaking tasks into smaller steps, using color-coded text, and incorporating visual aids like phonics charts and mind maps to improve organisation and comprehension. Repetition and overlearning reinforce skills, while assistive technologies, including text-to-speech tools and audiobooks, provide alternative ways to access content. I scaffold tasks, use templates, and teach metacognitive strategies to help children self-monitor and structure their work effectively.

My postgraduate training has deepened my ability to screen and assess dyslexia and design personalised interventions, focusing on strengths and challenges. By fostering a growth mindset and creating a supportive environment, I help children build confidence and resilience, ensuring they feel empowered in their learning journey.

EHCPs/SEN Support Plans Experience

I have in-depth experience in writing and securing Education, Health, and Care Plans (EHCPs) for children with a wide range of needs. This process involves conducting detailed assessments, collaborating with parents, carers, and professionals such as educational psychologists and speech and language therapists, and ensuring that the child’s strengths, needs, and aspirations are thoroughly represented. I am adept at translating this information into clear, targeted outcomes that align with the child’s developmental and educational goals.

In my teaching, I consistently incorporate EHCP targets and outcomes into personalised learning plans to ensure that my approach is fully aligned with each child’s specific needs. I also integrate SEN Support Plans, tailoring my teaching strategies, interventions, and resources to deliver the support outlined in these documents. By regularly reviewing progress against these targets, I adapt my teaching to remain responsive and effective.

My bespoke teaching approaches often include multi-sensory strategies, structured routines, and evidence-based interventions to address areas such as communication, social interaction, and academic skills. Through close collaboration with families, school staff, and external professionals, where appropriate, I ensure that children’s 

Passion for Teaching and Leadership

With over a decade of experience supporting and teaching children and young people with special educational needs, I have worked across both primary and secondary settings, including SEMH schools and specialist provisions. My teaching spans a wide age range—from younger learners building foundational skills to teenagers developing independence and preparing for life beyond school.

Currently, I teach young people aged 16–19 with special educational needs, supporting them in English, Maths, Functional Skills, Science and History, while helping them build the confidence and practical skills needed for further education or employment. This role has deepened my ability to scaffold learning for students who may have gaps in their education or a history of disengagement.

In addition to teaching, I have led whole-school SEND initiatives as a Primary Lead—training staff, mentoring colleagues, and designing inclusive, accessible curricula. This experience has shaped my ability to create structured, nurturing learning environments where every student feels understood, valued, and capable of success.

I am committed to ongoing professional development, particularly in multi-sensory learning, trauma-informed practice, and emotional regulation strategies. By continually evolving my skills, I not only enhance student outcomes but also support colleagues in delivering effective, inclusive teaching across settings.

Tailored Support for a Range of Needs

Throughout my career, I have supported children and young people with a wide range of needs, including autism, PDA, ADHD/ADD, dyslexia, dyspraxia, global developmental delay, anxiety, sensory processing differences, SEMH challenges, and low self-esteem.

I understand that no two learners are the same. I take time to get to know each individual, adapting my teaching to suit their needs—whether through structured multi-sensory techniques, breaking tasks into manageable steps, or using interactive activities to boost engagement and retention. These personalised strategies drive academic progress while also developing confidence, independence, and emotional resilience.

Much of my work has focused on supporting students who have struggled in traditional school settings, particularly those with SEMH needs. I create calm, structured environments—whether in person or online—where learners feel safe, respected, and empowered to re-engage with education.

Positive relationships are at the heart of my practice. By building trust and responding to emotional needs with patience and empathy, I help students develop emotional regulation, self-esteem, and a renewed sense of belief in their ability to succeed.

Collaboration and Holistic Learning Approaches

I work closely with families, SENCos, social workers, therapists, and external agencies to provide coordinated, holistic support. Through strong partnerships and regular communication, I help ensure each student’s academic, emotional, and social development is supported in a well-rounded, coordinated way.

I contribute to EHCP reviews and suggest tailored interventions that align with each learner’s profile. I also guide families toward relevant resources and services to ensure ongoing support.

To promote focus and emotional regulation—especially for students with autism, sensory needs, or SEMH—I incorporate holistic activities such as peer massage, yoga, and mindfulness. These practices help students feel calm, centred, and ready to learn.

Dedicated to Making a Difference
I am driven by the belief that every child can thrive with the right support. My goal is to help each student become a confident, independent learner who enjoys their education and feels proud of their progress.

The heartfelt feedback I receive from families reflects not just the academic growth of the children I work with, but also the trust, confidence, and positive relationships we build along the way. I am committed to making a lasting, meaningful difference in the lives of the young people I teach.

Over the last twenty years, I have taught children with many different special educational needs, including ADHD/ADD, autism, and dyslexia, creating Individual Education Plans, setting academic targets, and adapting work and teaching methods accordingly. I am a qualified Specialist Dyslexia Teacher accredited by the British Dyslexia Association. I have delivered I: I dyslexia specialist intervention lessons and I: I learning sessions to children with a range of special educational needs.

I have developed trusting and meaningful relationships with children with special educational needs by prioritising open communication and creating a safe, supportive environment. I take the time to get to know each child individually, understanding their interests, strengths, and challenges, which helps me to connect with them. I strive to consistently demonstrate patience and empathy, allowing children to express themselves freely without fear of judgment. I actively listen to their thoughts and feelings and let them know their opinions are valued.

As a specialist teacher, I have supported and worked with children with Autism Spectrum Condition (ASC) in whole class, small group and I:I settings. I begin by creating a structured learning environment that reduces sensory overload and supports individual needs. I use visual aids, such as visual timetables, to help learners understand expectations and transitions between activities and social stories to understand a range of situations and how others think and feel. Incorporating the learner’s interests into the lesson helps to engage and motivate the learner. From my experience, I understand the importance of providing sensory breaks to enhance engagement, reduce anxiety, and allow the learner to reset, focus, and self-regulate. I work closely with learners to develop individualised communication and social interaction strategies, ensuring they have the tools needed to thrive academically and socially. I understand the importance of the learner feeling successful and praised for their efforts and progress and ensure that sessions are positive from beginning to end.

As a specialist teacher, I have extensive experience supporting children with speech and language needs. In previous roles, I have worked closely with speech and language therapists to design and implement individualised support plans tailored to each child's unique needs. I have provided targeted interventions to develop communication skills, such as phonological awareness, articulation, and language comprehension. Through a combination of structured activities, multi-sensory learning techniques, and consistent encouragement, I have helped children build confidence in their ability to communicate effectively.

As a specialist teacher, I have supported children with Global Developmental Delay (GDD) by providing tailored, multi-sensory learning experiences that meet their unique developmental needs. I have worked closely with parents to develop individualised learning plans, breaking tasks into manageable steps to ensure steady progress. By incorporating visual aids, structured routines, and play-based learning, I’ve helped children build essential communication, motor, and cognitive skills.

As a specialist teacher, I have supported young people with social communication and language needs by implementing targeted interventions to address specific challenges, such as understanding non-verbal cues, improving conversational skills, and developing emotional awareness. Through structured activities, using social stories, and group discussions, I have helped young people gain confidence in their ability to navigate social situations and build meaningful connections with peers.

Throughout my career as a teacher, I have developed ways to prioritise the emotional needs of students and have worked with young learners with a range of needs, as well as those who have experienced trauma. I have worked with children experiencing social and emotional challenges in a I:I setting and in small group settings. I foster a supportive and inclusive environment where students feel safe first and foremost, and their feelings are respected and valued. This sense of safety and respect is the foundation of our learning environment, providing a solid ground for learners to build their confidence and skills. I have worked with children using Lego-based therapy to promote social interaction, turn-taking and sharing and to create opportunities for peer interaction through cooperative learning projects. Through picture books, social stories, and games, I have helped learners develop resilience and a positive self-image. I have taught learners how to have a growth mindset to overcome challenges and build confidence and self-esteem. I have also led small sessions on mindfulness to help children better understand their feelings and thoughts and to develop ways to reduce anxiety.

I am an experienced teacher, and Primary English is my specialist subject area. I have worked with many dyslexic children and have developed a range of strategies to support them. When teaching children with dyslexia, I focus on implementing individualised, evidence-based strategies tailored to their unique learning needs. This includes using multi-sensory approaches and incorporating visual, auditory, and tactile elements into lessons to make the learning more memorable and engaging. I provide structured, cumulative literacy sessions that incorporate phonics and memory training activities as well as a focus on reading, writing and spelling. I also understand the importance of helping learners develop organisational skills to independently manage their homework/ assignments. I always break tasks into smaller steps and set achievable goals. I have had significant training in a range of phonics programmes. I have implemented phonics schemes in several schools and delivered phonics sessions to whole classes, small groups and on a I: I basis.

I have extensive experience teaching primary Maths and also working with children who are dyscalculic or struggle to understand mathematical concepts. These learners benefit from using concrete materials and visual aids in maths teaching. I find it important to use manipulatives such as counting cubes, counters, number lines, Numicon, Base Ten sets, and diagrams to support learners in understanding mathematical operations. I always break down complex mathematical problems into smaller, more manageable steps and work with the learner to develop step-by-step instructions for working through word problems methodically and systematically so that they can become independent. Multi-sensory learning works well in Maths; for example, moving physical objects, such as counting beads or number tiles, while verbalising number facts and sequences. I provide hands-on activities and interactive tools that cater to various learning styles, allowing students to explore mathematical concepts in a tangible way. Frequent, focused practice can help to reinforce mathematical concepts. As such, I always build in a review of key concepts from previous lessons and link this knowledge to new learning in small, achievable steps.

I am an experienced primary teacher and school leader with extensive knowledge of the National Curriculum, particularly in Key Stage 1 and Key Stage 2. I have taught a range of year groups, from Year 1 through to Year 6, delivering lessons in all core subjects, including English, Maths, Science, and all the foundation subjects. As a school curriculum lead, I have designed and updated Programmes of Study and Medium-Term Plans, ensuring appropriate scope and sequence in subjects such as phonics, reading, writing, and mathematics. I’ve also ensured that the curriculum is engaging, inclusive, and responsive to the diverse needs of learners.

In Key Stage 1, I’ve focused on developing early literacy skills, using phonics and language-rich environments to foster reading and writing confidence. For Key Stage 2, I have built upon these foundations, guiding children through more complex literacy and numeracy skills, while ensuring a broad and balanced curriculum. I have mentored staff, led INSET days, and trained colleagues on best practices in curriculum delivery, particularly in integrating technology to enhance learning outcomes. My experience in both mainstream and independent settings has equipped me with a robust understanding of how to meet the needs of all learners, including those with specific learning difficulties.

My teaching is engaging for children; I focus on creating experiences that respond to their unique learning styles and needs. I incorporate multi-sensory techniques to ensure my lessons are accessible and stimulating, using visual aids, hands-on activities, and auditory prompts to maintain their interest. I help children feel secure and supported through a structured and predictable environment. I use clear, simple communication and positive reinforcement to foster their confidence and encourage participation. Additionally, my patience and ability to adapt to each child’s pace ensure they can engage with the material in a way that suits them best, making learning a positive experience.

Over the last 20 years, I have taught many children with ADHD/ADD as a class teacher and in small groups and I: I settings. In doing so, I have developed various teaching methods to maximise learning, such as creating an environment that minimises distractions and provides consistent routines. I use visual timetables and organisational tools to help learners stay focused and manage their time effectively. I incorporate short breaks into sessions to allow learners to return to tasks with renewed attention. I also include activities that will enable the learner to move around the space safely whilst learning and employ a range of learning styles while chunking the learning into a series of small and interesting tasks. I use positive reinforcement to motivate and engage learners, setting achievable goals and providing immediate feedback.

My specialist experience of engaging students with SEND in their learning and developing meaningful relationships: All children respond better and engage more effectively in their learning if they feel safe, calm and know that they are valued and being listened to.  It is my job to make sure that this is the case with every child I teach.  I will take the time to get to know your child, their needs, their interests and dislikes.  I'll plan fun, bespoke sessions and learning activities that will be based on your child's individual needs and personality.  I will treat them with kindness, patience and respect, and I always value families' input as you are the expert on your child.  Do not worry if they become disengaged or dysregulated - we will work through it together, one step at a time and at their pace.  There are many ways of calming and re-engaging children after such moments.  They all depend on the individual child, but include activities such as having a movement break, using a pictorial emotions board, setting clear goals, using praise and agreed rewards, trying a different learning style, and using adaptive and supportive resources to reduce tiredness and frustrations.

My specialist experience of working with students with autism: I have been a primary school teacher in Manchester schools for the last 20 years.  The majority of this was as a class teacher, but I moved into a more specialist SEND-based route as the years went by.  One of the most significant projects was when I was asked to help set up a specialist hub within our mainstream primary school to support around 12 pupils with complex SEND who were not able to cope and/or reach their potential in their regular classes.  Most of these children were autistic and it was my job to help develop the SEND hub itself and then plan and resource the learning activities for each child on a weekly basis.  It was my privilege to then work with the children, who were aged 4 to 11, on a 1:1, small group and larger group basis.  There were some ideas, activities and resources that were key to making the hub as effective as it was, including having clear routines for each part of the school day, using visual timetables, using visual resources such as PECs and Widgit symbols, using social stories, and providing lots of fun and practical hands-on activities that linked to the learning topic.  It was also vital to utilise and build upon their individual areas of interest, that were sometimes very intense and specific, to engage them in their learning.  One pupil loved Alphablocks (a cartoon on Cbeebies) and mobile phone network providers, and so we all became experts in these two subjects, or course!

My specialist experience of working with students with sensory processing issues: I feel that the impact that sensory processing issues can have on learning is often significantly underestimated.  They are also sometimes overshadowed by other areas of need.  However, there are lots of things we can do to support children who have sensory issues.  Sometimes the answers can be as simple as providing ear defenders, having a weighted toy, avoiding certain textures, changing the light levels in a room, or using a sensory cushion.  When my son was younger, his writing was clearer when he used a pencil that had elastic bands wrapped around it.  A specialist advised us to try it because that sensory stimulation apparently helps to remind the brain that the pencil is there, therefore he had a firmer grip and more control.

My specialist experience of working with students with anxiety and mental health struggles: It is really important to work at a pace that is appropriate for each pupil.  Pupils with anxiety and mental health needs often need more opportunities to be successful, even if that means starting with tasks that do not yet challenge their full potential.  They often need more activities that will help them to understand how they are feeling and how they can express that to others, such as through the use of emotions visuals and social stories.  If their behaviour is challenging, they will probably benefit from agreed expectations for behaviour that can be written together and displayed nearby, and clear and specific praise.  Fun cooperative games, sharing successes with others, creating a nurturing environment and opportunities to be helpful are also invaluable.

My specialist experience of working with students with ADHD: It makes me feel sad and frustrated that children with ADHD and hyperactivity are often labelled as disruptive when their behaviour is down to a need, not a choice.  Pupils with ADHD can learn much more effectively and have a much more positive experience of learning if teachers are prepared to try a range of  strategies that have frequently been found to help.  These include:

• giving them lots of shorter tasks to do
• using clear instructions
• removing distractions
• making it fun
• giving them 'special challenges' to complete
• using a wider variety of learning styles
• incorporating frequent movement breaks
• using graphic organisers
• pictorial vocabulary support

It is also important to use different ways of recording their learning and successes.  Learning and progress can be recorded through photographs, drawings, artwork, a presentation, mind maps, songs, speech bubbles, recorded observations by the teacher...  It all depends on the needs of the child and the level they are working at, but all are valuable and should be valued by educators.