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A qualified teacher and SENCO, with the National Award for Special Educational Needs, as well as a Designed Safeguarding Lead, I have 18 years of experience working with children and young people, supporting their education and wellbeing. Focusing on the individuals’ strengths and areas of interest, I pride myself on building trusted and meaningful relationships which allow child to develop both educationally and emotionally. Having previously working in a variety of different settings with diverse cohorts of young people, I have experience engaging even the most reluctant learner.

I have extensive experience supporting children and young people with Autism, ADHD, PDA, and Sensory Processing Disorder, as well as Dyslexia and other special educational needs. I have worked individually with these children to support them improving their concentration skills as well as developing their focus and willingness to engage in education. I also have a significant amount of experience supporting children and young people with Social, Emotional and Mental Health needs, gaining further experience in this when I completed additional training to support this further in 2020.

Supporting Autism, I use a structured approach which works with children to understand their own emotions where possible. I use a practical teaching style, showing how we learn and completing tasks together. Empathy and understanding to individual needs are essential when supporting learners with autism and a child-centred approach means plans are as individual as the young person with whom I am working. The use of task ladders and next step cards mean children can follow the sessions and anxiety levels are reduced. Where learners are overwhelmed, lessons are quickly adapted, and alternatives offered to ensure learning opportunities remain. Where children and young people are overwhelmed by sensory difficulties, I work hard to help families support these and have used sensory audits to find solutions and strategies.

A specialist in supporting Dyslexia through the teaching of English, I have experience using multiple strategies to engage learners in reading for pleasure, as well as developing writing and spelling skills through games and creative activities. Focusing on verbal tasks that reduce pressure we are still able to improve handwriting skills and build confidence while making the learning experience enjoyable.

Supporting ADHD, I use movement breaks to support learning, as well as offering opportunities for the young person if needed to regulate themselves. Using simple language and repetition tasks, I focus on building concentration levels through the use of games and activities. Prompting learners, as well as task modelling, I often get the best from learners when adapting lessons to suit their interests and hobbies.

For children with PDA I ensure a calm and consistent approach is used, with clear expectations. I offer choices but with limited options and use goal setting as a motivational tool. Ensuring a positive relationship, both with the learner and also their support is essential to success, and I work hard to achieve this. My previous experience with PDA children has been down to my friendly, kind and good-humoured nature which is well received by learners who I show a genuine interest in getting to know.

I believe all children and young people have the right to be heard and I strive to be an advocate for all those who I work with. Developing confidence, well-being and resilience are as integral as improving education and setting aspirational targets, and I endeavour to weave these into the sessions I provide. Hardworking, creative, and always willing to accept a challenge, I look forward to working alongside young people and improving their outcomes.