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My extensive experience across primary and secondary schools, post-16 education, and beyond has equipped me with a broad and deep skill set, enabling me to inspire and support young people in reaching their full potential. I am passionate about developing trusting and meaningful relationships with my students, creating a foundation that allows them to fully engage in their learning. By fostering confidence and self-esteem, I aim to ignite a lifelong love for learning, encouraging students to feel capable, valued, and enthusiastic about their own growth and achievements.

My extensive experience teaching young people with Autistic Spectrum conditions (ASC) spans both personal and professional realms. As the parent of a grown-up son with ASC, speech and language disorder, and ADHD, I deeply understand the day-to-day challenges they face. 

In my work, building trust is crucial; this foundation enables us to work through misunderstandings and explore approaches that resonate with each child. Many students bring strengths and unique perspectives that neurodivergence offers, including traits of PDA. By creating a calm, safe space and allowing ample time, I help students embrace their strengths.

My experience teaching young people with ADHD/ADD: Supporting young people with ADHD has taught me the value of structure, routine, and predictability. I use strategies like reducing distractions, offering frequent movement breaks, and incorporating personal interests into lessons to boost engagement.

My experience teaching young people with Dyslexia: As someone with dyslexia, I bring a personal understanding to my work, holding specialist teacher status in SpLD. Over 13 years leading a CReSTeD Registered learning support department, I’ve used resources like The PAT, Sounds-Write, and Microsoft’s Immersive Reader to support students effectively.

My experience with supporting young people with Sensory and Auditory Processing Needs: Over years in primary and secondary settings, I have conducted sensory audits to identify and address challenges. This includes advocating for sound-reducing modifications, using visual cues, and breaking tasks into manageable steps, allowing these students to engage meaningfully in learning. I have supported individuals with sensitivities to certain foods, textures, and tastes by adjusting environments and setting appropriate expectations. By making timetable adjustments and allowing additional time, I have helped ease anxieties around social mealtimes. I have seen the significant difference that care and consideration in these areas can make and automatically account for potential external interferences.

My experience teaching young people with Speech and Language Needs (Key Stage 1 and 2): In the past, I worked closely with children aged 4 to 8 in a special speech and language unit attached to a primary school. I used Makaton, visual aids, and cued articulation, gaining insights into the rewards and challenges of supporting children with speech and language difficulties, ASC, ADHD, and PDA. Witnessing these children’s progress was incredibly inspiring, and my experience has even benefited my grandchildren, aged 3 and 5, empowering them to communicate more confidently.

Speech and Language Needs (from Key stage 3 onwards): In a secondary speech and language provision, I taught students with EHC Plans and co-occurring difficulties, including verbal dyspraxia, ASC, PDA, and ADHD. Here, I developed a supportive approach, modifying Key Stage 3 curriculum for younger levels, allowing students to engage with age-appropriate content without fear of judgment.

Strengths of My Approach:

• Accessibility: I modify content to ensure accessibility, fostering participation and success.
• Empathy and Understanding: I create a supportive environment where students feel heard, safe, and valued.

This approach builds confidence and resilience, helping students develop skills for future success.

My experience supporting young people with Mental Health Challenges: I support young people with SEMH needs, including anxiety and OCD, with empathy and effective strategies like:

• Load Minimisation: Removing external pressures to allow space and time to recover.
• Emotional Understanding: Helping students understand their feelings through role play and humour.
• Building Resilience: Providing strategies to help bounce back from setbacks and nurture a positive outlook.

I know that mental health impacts every part of life, and I am committed to helping young people find balance and wellbeing.

My extensive experience in nurturing self esteem, confidence and independence.  I always support children who struggle with confidence by creating a calm, encouraging environment where they feel safe to take part and express themselves. I plan activities that build on their interests and strengths, helping them feel more connected to their learning. I give regular, specific praise and help them notice their own progress, however small. This builds self-belief and encourages a more positive view of themselves as learners. I encourage independence by giving children time to think, explore ideas, and make choices, always offering support when needed. My aim is to help them enjoy learning and trust in their ability to succeed.

My experience with teaching English and Maths. In my previous role, I successfully supported pupils in a secondary setting with both English and maths, many of whom faced various learning challenges. I used a flexible, individualised approach—adapting tasks, using visual supports, and building strong relationships to understand each student’s strengths and difficulties. By focusing on what works for the child rather than forcing a fixed method, I helped them access learning in a way that felt achievable and meaningful. My approach empowered students to build confidence, develop key skills, and make measurable progress in subjects that had previously felt overwhelming.

My experience developing skills in executive functioning and study skills. With extensive experience across all stages of education, I have successfully supported students in developing executive functioning and study skills, particularly those who find organisation, planning, and concentration challenging. I use clear visual supports, gentle routines, and interest-led tasks to improve working memory, task initiation, and time management. By breaking goals into manageable steps and modelling strategies such as list-making and self-monitoring, I help students become more independent and confident. My approach is always nurturing and respectful, working collaboratively to help manage feelings of stress and support a sense of control over learning. Progress is steady, supported, and always celebrated.

My experience supporting young people with Emotionally Based School Avoidance (EBSA). Over the past year, I have been supporting two primary aged children, aged six and eight, who are experiencing EBSA. Both have complex profiles including PDA, ASD, ADHD, sensory sensitivities and anxiety. I understand that pressure, unpredictability and social demands can trigger overwhelming fear responses. I prioritise emotional safety and build trust gradually through low demand interactions and shared interests such as Lego or crafts. Strategies include flexible routines, clear and predictable communication, gentle transitions, visual timetables, reduced demands and celebrating small achievements. I focus on relationship-first support, validating emotions, using indirect approaches, offering choices and preparing children carefully for any changes, always at their own pace.

My experience teaching young people with PDA, along with supporting my 3-year-old grandson, has taught me the importance of creating a safe and affirming environment that respects each child’s unique needs. I support them by prioritising trust, respect, and collaboration, fostering a relationship where they feel truly seen and understood. I have extensive 1 to 1 experience support a 6 year old with complex needs including PDA, ASD, ADHD and Sensory Processing sensitivities. I fully understand the needs to adjust and tailor my responses to align with a child struggling to comprehend the world.

Key Strategies:

• Space and Time: I allow room for processing and responding without pressure, recognising the importance of space and flexibility.
• Calm Approach: Remaining calm is essential, focusing on their long-term well-being over immediate compliance.
• Creative and Adaptive Methods: Flexibility, indirect communication, and visual prompts help reduce the stress and anxiety of demands.
• Humour and Choice: These tools foster autonomy and reduce anxiety, helping children feel respected and in control.
• Monitoring and Planning: By closely observing for overload, planning ahead, and providing notice of changes, I support stability and confidence.

These strategies create an environment where young people feel empowered, safe, and supported.

My experience in Key Stage 1 began with a rewarding six-month period in a Special Needs Unit attached to a primary school, followed by teaching a mixed Year 1 and Year 2 class of around 30 children. Working alongside a teaching assistant, I delegated tasks and collaborated effectively to create the best outcomes for our students. I recognise the importance of routine, trust, and consistency in fostering a secure learning environment. My approach is enthusiastic and adaptable, using multisensory methods to make learning accessible for all, regardless of ability. I prioritise a caring, supportive environment that encourages independence while providing the guidance students need to thrive. I thoroughly enjoyed teaching this Stage, meeting their varying needs and helping each child exceed expectations.

My experience supporting young people with Complex Medical Needs: I have taught students with conditions like chronic fatigue and cystic fibrosis, balancing academic challenges with each student’s wellbeing. I adapt lessons in real-time, ensuring success and preserving their dignity.

My experience supporting Teenagers and Young Adults: As a mother of four grown children, including one with profound learning needs, I have a strong foundation in guiding young people through transitions to independence. With over 19 years of experience, I’ve helped young people build resilience, confidence, and life skills such as travel training, personal safety and financial literacy.

My journey has allowed me to develop an approach that values individual strengths, adapts to diverse needs, and fosters the personal and academic growth of each student.