Tag: East Midlands

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.

Specialist experience supporting young people with SEN and building trusting relationships;
I have extensive experience supporting children and young people with special educational needs, particularly those who have experienced anxiety, disrupted education, or negative learning experiences. I prioritise building trusting, respectful relationships by creating a calm, safe, and structured environment where learners feel understood and supported. By working at the individual’s pace and listening carefully to their needs, I help learners re-engage with education, develop confidence, and experience success.

Experience supporting Autism (ASC), ADHD, PDA, Dyslexia, Dyspraxia (DCD), Dyscalculia and associated needs;
With over 20 years of teaching experience, including 13 years in specialist provisions as a teacher, SENCo, and Senior Leader, I have extensive expertise supporting learners with a wide range of neurodiverse profiles. I use highly personalised approaches, adapting my teaching through visual supports, structured routines, scaffolded and chunked learning, reduced language, and practical, multi-sensory activities. I also incorporate learners’ interests to increase engagement and motivation.
I understand how these needs can affect processing, focus, organisation, and self-esteem, and I work with learners to develop strategies that support independence, emotional regulation, and confidence. This may include movement breaks, sensory supports, clear task structures, and strategies to strengthen executive functioning skills.  I understand that each individual profile and diagnosis, comes with unique strengths and challenges.  For example, when working with young people with PDA, I understand that they need to feel in control of their activities and I’m able to provide flexibility, in a contained way, to meet their changing needs day to day.

Experience supporting sensory processing, working memory, speech, language and communication needs;
I have significant experience supporting learners with sensory and auditory processing differences, working memory difficulties, and social communication needs. I adapt teaching to reduce cognitive load, using visual aids, repetition, retrieval practice, and overlearning to strengthen understanding and retention. Where appropriate, I incorporate sensory strategies and movement breaks to support regulation and engagement. I also support expressive and receptive language development through carefully scaffolded communication, helping learners build confidence in expressing themselves and interacting with others.

Experience supporting SEMH/ mental health needs and emotional wellbeing;
I have worked extensively with learners who experience anxiety, including those who have been out of education or affected by trauma. I understand the importance of building confidence gradually through positive, predictable experiences. I support learners to develop resilience, recognise their strengths, and build self-esteem alongside academic progress. My approach focuses on helping learners feel safe and capable, enabling them to take small, meaningful steps forward in their learning.

My experience working with young people with challenging behaviour;

I have extensive experience in working with children and young people who have been unable to remain in mainstream provision due to their presenting behaviours.  I always look beyond the behaviour and aim to understand what the behaviour is communicating in terms of need.  By addressing this need and using an emotional coaching and trauma informed approach, I’m able to support the child to work towards self-regulation.  I am patient, resilient and never shame the individual for their presenting behaviours.  Over time I aim to build positive working relations with the individual, enable them to better understand themselves and to be motivated to engage in positive learning experiences.

My experience working with young people with complex and/or medical needs;

I have been based in diverse educational environments, including mainstream and specialist provisions and also within the hospital environment for young people with complex mental health diagnoses, including psychosis and schizophrenia, eating disorders, personality disorders and complex PTSD.  I believe the approach should be the same as for any learner; to build relationships and to understand what they need to feel safe and engage in meaningful learning experiences.

Experience teaching Science, Maths, English, and core curriculum subjects (KS2–KS4 and beyond)
As a Science specialist, I have over 20 years of experience teaching from Key Stage 2 through to A-Level Biology. I am highly skilled at making learning accessible through practical, hands-on approaches that make concepts meaningful and engaging. I am also confident teaching Maths up to GCSE level and supporting English, literacy, and numeracy across Key Stages 2–4.
I have taught in a range of settings, including specialist provisions, homes, and hospital environments, and I work collaboratively with schools and families to address gaps in learning. I personalise lessons to each learner’s interests and learning style, helping to increase engagement and promote deeper understanding.

Experience supporting early years development (EYFS)
As an experienced teacher, SENCo, and Thrive-trained practitioner, I have a strong understanding of early child development. I use child-led, play-based approaches to support communication, emotional development, and early learning skills. I create nurturing environments where children feel secure, allowing them to explore, develop confidence, and build strong foundations for future learning.

Experience teaching study skills, executive functioning, confidence and independence
I support learners to develop essential study skills, organisation, and executive functioning strategies, including planning, task management, and maintaining focus. I work collaboratively with learners to develop personalised approaches that make learning more manageable and less overwhelming, with the long-term aim of promoting independence and self-confidence.  For younger learners, I can support the child's development to focus on, and switch between tasks, simple problem solving, making choices and emotional regulation.

My experience teaching community support and outside activities;

As an educator in a wide variety of learning environments, I have extensive experience in considering development beyond the classroom and curriculum.  I am able to create action plans to target the holistic development of an individual, considering life skills, resilience and key stages of transition for the learner.  I am person led and can be a ‘rock and resource’ for a young person to provide support as they navigate through different stages of their education.  I am particularly enthusiastic around practical activities, for example, gardening and cooking, which I believe can be really impactful.

Experience developing motivation, engagement, and a love of learning
Many of the learners I support have experienced challenges that have affected their confidence and motivation. I specialise in re-engaging learners by creating personalised, meaningful learning experiences tailored to their interests and strengths. Through practical activities, clear structure, and positive reinforcement, I help learners rebuild their confidence, develop resilience, and rediscover enjoyment in learning.