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My specialist experience working with young people with SEN to develop trusting and meaningful relationships;  My commitment to developing strong relationships with both the students and the parents/carers within my care is a key factor of my teaching philosophy which I believe supports all students making progress; a key quote that influences my pedagogy is “You’ve got to reach them before you can teach them.” Strategies that I have used to do this include using motivating objects such as favourite characters, regular communication with parents, and celebrating successes with both students and parents. 

My experience supporting young people with ASC

Working with students with autism has been incredibly rewarding, and I am committed to creating learning environments that are predictable, supportive and tailored to individual needs. I focus on developing meaningful relationships with students by understanding their interests, communication styles and learning preferences. Through my experience I have found that calm spaces, clear routines and transparent session structures are essential for supporting both academic and social development. I have contributed Case Studies and taken part in Lesson Observations with the National Autistic Society, which supported the school in achieving Advanced status.

 My experience teaching speech and language skills;

Throughout my career I have worked with students who have a variety of different communication methods; I am trained in PECs, CVBs and Signalong. I understand the importance of working with the student to find the best possible means for them to communicate alongside supporting the family with supporting the implementation of their chosen method to support a consistent approach. I am familiar with working alongside a team of multidisciplinary professionals to support learners and their families. 

My experience working with young people to boost their confidence and self-esteem; I am a creative and experienced practitioner who prides herself on ensuring that the learning is meaningful sessions which are motivating for the student and allow them to fully immerse themself in the learning. I achieve this through planning and devising sessions which are completely individual and personalised to each student making sure to include topics that are of interest to them and to strategically increase their Zone of Knowledge of a subject so that all sessions are pitched at the right level of challenge. I also understand the importance of ensuring students learn strategies which support them to become increasingly independent with both their academic and life skills. These strategies have consistently had a positive impact on students’ confidence and self-esteem and I have a proven track record of helping students to see their own potential.

My specialist experience providing engaging sessions to inspire a love of learning; My commitment to developing strong relationships with both the students and the parents/carers within my care is a key factor of my teaching philosophy which I believe supports all students making progress; a key quote that influences my pedagogy is “You’ve got to reach them before you can teach them.” Strategies that I have used to do this include using motivating objects such as favourite characters, regular communication with parents, and celebrating successes with both students and parents.

My experience supporting young people with ADHD

I have extensive experience supporting students with ADHD and have developed a strong toolkit of strategies to help with focus, regulation and engagement. I believe in meeting students where they are, and through listening and patience I have seen a positive impact on their academic progress and confidence. Over the past five years I have worked across a range of classroom settings, supporting students to reach their potential. I prioritise building trusting relationships by taking time to understand what motivates each student and how they learn best. My sessions are structured, calm and organised, with clear expectations and achievable outcomes that help students feel secure and able to succeed.

My experience supporting young people with anxiety;

I have significant experience supporting children and young people who experience anxiety, and I am mindful of how this can impact confidence, engagement, and learning. I work gently and at the learner’s pace, prioritising emotional safety and predictability within sessions. By breaking tasks into manageable steps, offering reassurance, and adapting expectations when needed, I help students feel more in control and less overwhelmed. My approach is calm, patient, and flexible, with a strong focus on building trust and helping students develop confidence in themselves as learners.

My experience supporting young people with with a PDA profile;

I have extensive experience supporting young people with a PDA (Pathological Demand Avoidance) profile, and I take a highly flexible, child-led approach to learning. I understand that traditional expectations and direct demands can create anxiety and resistance, so I focus on building trust, reducing pressure, and working collaboratively with the student. Sessions are adapted in the moment, using curiosity, choice, humour, and shared problem-solving to support engagement and emotional regulation. My aim is to create a calm, safe learning environment where students feel understood, respected, and able to access learning at their own pace.

 My skills and experience supporting students to develop their independence; 

I firmly believe that the best skill you can teach a student is to develop their independence and confidence and this is why it is firmly embedded into my pedagogy. I am confident with working within the different levels of prompting and I am constantly aiming to reduce the level of prompting a student requires in order to complete a task as they develop the skills needed for independent study.

My experience teaching young people with sensory and/or auditory processing needs; Due to the variety of students I have worked with in my career, I am confident in supporting a variety of needs. I am experienced in writing and executing Sensory Diets and implementing appropriate sensory breaks into a students’ day to support them to be able to access their learning.

My experience teaching young people with challenging behaviour; I have experience with students who have had varying behavioural needs and I pride myself on always remaining calm and professional no matter the situation. I am committed to working with both the student and the wider multi disciplinary team and family to get to the root of challenging behaviour where possible

My experience teaching Primary/ Functional English and Maths; As a trained Primary school teacher I am confident with the National Curriculum for both English and Maths. In my previous role I was responsible for overseeing Maths on a whole school level for 400 students completing a variety of qualifications. This required consistent monitoring of data analysis, identifying and running intervention groups, supporting Teachers and Teaching Assistants with their pedagogy as well as working closely alongside SLT to ensure wider school development plans were. As a result I have a deep understanding of the skills needed for students to achieve success and a bank of strategies which are proven to ensure students’ achieve the best possible results. I am also confident in teaching the Early Years Curriculum including phonics, continuous provision and early maths skills. 

My experience supporting young people with executive functioning skills; 

I have strong experience supporting young people to develop executive functioning skills, including organisation, planning, time management and task initiation. I work collaboratively with students to break tasks into manageable steps, build realistic routines and develop strategies that reduce overwhelm and increase independence. My approach focuses on modelling practical tools, reinforcing consistency and helping students understand how they learn best. By creating structured, supportive sessions and celebrating small successes, I help students build confidence in their ability to manage academic demands and everyday responsibilities.

My specialist experience providing engaging sessions to inspire a love of learning; My commitment to developing strong relationships with both the students and the parents/carers within my care is a key factor of my teaching philosophy which I believe supports all students making progress; a key quote that influences my pedagogy is “You’ve got to reach them before you can teach them.” Strategies that I have used to do this include using motivating objects such as favourite characters, regular communication with parents, and celebrating successes with both students and parents.

My experience working with young people with Cerebral Palsy; throughout my classroom experience I have worked with several students who have Cerebral Palsy and I am confident in my understanding of their needs, I am familiar with reading and following specific care plans and working with a team of multidisciplinary professionals. I also ensure that I adapt my teaching and learning resources to ensure that they are fully accessible for the student