Tag: Nottinghamshire

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.

 My experience of working with pupils who have dyslexia

As an English specialist, I have supported many pupils who have dyslexia and understand the challenges they face. I use structured, multisensory techniques to help them decode text, build fluency in reading and writing, and develop confidence. By breaking tasks into manageable steps and tailoring strategies to their strengths, I create a supportive environment where pupils feel capable, motivated, and increasingly successful in their learning. In addition to teaching English, I’ve also worked for many years as a GCSE and A level examiner, an experience that has equipped me with the knowledge of how to really hone in on how to achieve the best results possible.

My experience supporting pupils experiencing anxiety and wider SEMH difficulties

I have worked with many young children who experience significant anxiety and wider SEMH needs, including those who struggle with emotional regulation, confidence, or forming trusting relationships. My first priority is always to understand what your child is feeling and to acknowledge these experiences as completely real and valid, never dismissed or minimised. From this foundation of trust, I create a calm, predictable, nurturing space where your child feels truly seen and safe to engage. Sessions move gently at their pace, using co-regulation, play-based and interest-led activities, low-pressure tasks, and clear routines to reduce overwhelm. By focusing on connection first, we build resilience and coping skills step by step, ensuring learning feels achievable and empowering while confidence grows in small, meaningful ways.

My experience of working with pupils who have ASD
Throughout my tutoring and teaching career, I have worked extensively with pupils who have ASD, and over the past eight years I have developed deeper expertise through roles in alternative provisions as well as working as a 1:2:1 tutor. These experiences have strengthened my understanding that every learner with ASD has needs unique to them, and that a flexible, individualised approach is essential.

I prioritise creating a safe, predictable environment from the very first session, building strong relationships with both pupils and their families to ensure a collaborative home-school partnership. My practice focuses on reducing anxiety through strategies such as offering choice, using low-pressure tasks that appeal to the individual, incorporating interest-led activities, and supporting co-regulation. We work, in particular, on developing communication as this is both the foundation to all other learning as well as a way of giving pupils a sense of success. Sessions are dynamic and responsive so that pupils’ needs are met at every stage, while we work together to remove barriers step by step and celebrate small wins.

I also provide structured, multisensory support in reading, writing, and numeracy, carefully adapted to address processing and working-memory challenges.

My experience of working with pupils who experience ADHD and ADD
Alongside my work with pupils who have ASD, I have extensive experience supporting learners with ADHD or ADD, including many who present with a combination of ASD and ADHD. These dual diagnoses often require a highly flexible and responsive approach, as pupils may experience both sensory sensitivities and challenges with attention and impulse control.

One effective strategy I use is breaking tasks into short, manageable steps with clear visual cues, combined with movement breaks and interest-based activities. This approach helps maintain focus while reducing overwhelm, and it supports self-regulation by allowing pupils to reset before continuing. By embedding choice and predictability into sessions, I create an environment where pupils feel safe, engaged, and able to succeed.

My experience supporting pupils with Communication & Language difficulties

I have supported many EYFS children who find communication challenging, whether due to delayed speech, limited expressive language, or difficulties understanding instructions. My sessions focus on building strong foundations through play-based, interactive activities that encourage natural communication. I use visual supports, modelling, repetition, and child-led dialogue to create a pressure-free environment where your child can explore language confidently. By celebrating every attempt and giving plenty of opportunities for success, children begin to communicate with greater ease, supporting not only their learning but also their self-esteem and ability to connect with others.

My experience of working with pupils who have PDA

I have supported pupils with Pathological Demand Avoidance (PDA), where reducing anxiety and maintaining trust are central to effective learning. My approach focuses on creating a collaborative, non-confrontational environment by embedding choice and flexibility into every session. I use indirect language, low-demand tasks, and interest-led activities to reduce perceived pressure, while prioritising co-regulation and emotional safety. Building strong relationships with pupils and families is key, ensuring that strategies are consistent and supportive across home and school settings.

My experience of working with pupils who have sensory and auditory processing needs

I have supported many pupils with sensory processing challenges, often alongside ASD and ADHD. A key strategy I use is creating a low-stimulation environment and offering sensory breaks with calming tools such as weighted cushions or fidget items. This helps pupils regulate their sensory input, reducing anxiety and improving focus so they can engage more effectively in learning tasks.

My experience of working with pupils who have GDD

I have extensive experience supporting children with Global Developmental Delay, and my approach is grounded in patience, gentle encouragement, and a genuine belief in every child’s potential. I focus on what can be achieved rather than what can’t, taking time to understand each learner’s strengths so that we can build on them together. Progress for pupils with GDD is often steady and gradual, so I create a calm, reassuring learning environment where they feel safe to take risks and practise new skills at their own pace. I break tasks down into small, achievable steps and offer consistent praise to nurture confidence and motivation. My sessions are flexible, responsive, and shaped around the child’s individual abilities, ensuring that every moment feels manageable, positive, and meaningful as we work towards secure, lasting progress.

My experience supporting pupils with sensory seeking and sensory avoidance needs

Many of the children I work with experience sensory sensitivities or sensory-seeking behaviours, and my approach is shaped around helping them feel regulated and comfortable before any learning begins. I carefully adapt activities using a multisensory, child-led approach, offering movement breaks, tactile resources, and a low‑pressure environment where your child’s needs guide each moment. By reducing sensory overload and building predictable routines, children are better able to focus, participate, and enjoy learning. My aim is always to help your child feel safe in their body so they can thrive emotionally and academically.

My experience of working with pupils who have complex needs, including medical needs
I have worked with pupils whose learning is impacted by complex needs, including medical conditions requiring tailored care and planning. I understand the need to follow all medical advice and procedures, and my experience has strengthened my ability to adapt sessions around health requirements, fatigue, and sensory sensitivities, while maintaining a calm, predictable environment. I collaborate closely with families and professionals to ensure safety and continuity, and I use highly individualised strategies to balance academic progress with wellbeing. My practice is rooted in flexibility, empathy, and clear communication, so pupils feel secure and supported at every stage.

 In Summary

My experience to date has taught me the need to ensure tailored support is provided for each learner so that they can achieve to the best of their ability. I build strong relationships not just with children, but with their families, and I prioritise safety, predictability and genuine care from the first session. I’m skilled at reducing anxiety by using choice, low-pressure tasks, interest-led activities, and co-regulation, and my sessions are dynamic to ensure that my learner’s needs are met every step of the way. In collaboration with learners, I remove barriers step by step and celebrate small wins. I also provide structured, multisensory reading, writing and numeracy support, adapted for processing and working-memory needs.

Typically, I will use a range of strategies and pedagogies, such as:-

• Numeracy and Literacy: use of kinaesthetic materials as well as visual activities, such as art and drawing
• GCSE English (Language or Literature): anxiety-aware pacing, guided annotation of set texts, scaffolded paragraph building, and practice papers with calm coaching
• Reading and Writing Support: multisensory phonics, sentence construction vocabulary games, dictation-to-composition bridges, and interest-led prompts
• Executive Function Boost: visual schedules, chunked tasks, movement breaks, and co-created checklists that learners can reuse independently
• Life Skills, PHSE and Communication Skills: practical based sessions, with use of PECs and Social Stories to support

Please note that all sessions, whilst prepared in advance, are dynamic to suit the specific needs of each individual learner during that particular session. I have found that my dynamic, flexible approach to sessions enables the building of positive relationships and builds self-esteem.

I am an experienced and compassionate SEN tutor with over fifteen years of experience supporting young people with a wide range of additional needs. I have worked with learners in home settings, outreach provision, and further education, and I currently support students who access Education Other Than at School (EOTAS) packages. My work focuses on helping children feel safe, understood, and confident so they can begin to enjoy learning again while working towards the outcomes set in their EHCP.

I have extensive experience supporting children with Autism Spectrum Condition (ASC), ADHD, sensory and auditory processing needs, speech and language difficulties, anxiety, and Social, Emotional and Mental Health (SEMH) needs. I understand that every child learns differently, so I take time to build trusting relationships and carefully adapt my approach to suit each child’s individual needs, interests, and learning style.

For children with autism, I use a nurturing and structured approach that provides clear routines and consistency. This helps reduce anxiety and allows children to feel secure enough to engage in learning. When supporting children with ADHD, I use calm and structured sessions with clear boundaries, while also allowing opportunities for movement breaks and self-regulation so they can refocus and manage their attention more effectively. I often use visual supports and practical activities to help children understand tasks and stay engaged.

I also have strong experience supporting children with speech and language needs. I use a whole-communication approach, which may include visual timetables, Makaton, body signing, and PECS (Picture Exchange Communication System). I have also worked with communication passports to ensure consistency between home, tutors, and other professionals involved in the child’s support.

Academically, I teach primary-level Maths and English, typically at Key Stage 1 and Key Stage 2 levels. I adapt learning so it is accessible, engaging, and confidence-building, particularly for children who may be working below age-related expectations or who have had negative experiences with education.

Many of my sessions also take place in the community, particularly for children accessing EOTAS packages. Learning outside of a traditional classroom can often feel more comfortable and meaningful for some children. I regularly deliver sessions in places such as parks, libraries, garden centres, gyms, sports venues, and other local places of interest. These sessions allow children to develop important life skills, confidence, and independence through real-life experiences such as ordering food, shopping, using community facilities, and interacting with others.

A key part of my work is helping children rebuild confidence and self-esteem. I create engaging, personalised sessions that incorporate a child’s interests so learning feels enjoyable rather than overwhelming. My aim is always to help children feel proud of their achievements, develop independence, and rediscover a positive relationship with learning.

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 working with young people with SEN to develop trusting and meaningful relationships

I have extensive experience supporting children and young people with a wide range of special educational needs, including autism, ADHD, anxiety, and complex communication profiles. I prioritise building trust and creating a calm, safe learning environment where each student feels valued and understood. My approach combines patience, empathy, and flexibility to help students re-engage with learning at their own pace, forming strong, meaningful relationships along the way.

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My experience supporting young people with ASC

I have worked with many autistic learners in both mainstream and specialist settings. I understand the importance of structure, routine, and predictability, and I adapt lessons to accommodate sensory preferences and individual interests. I use visual supports, clear communication, and gentle transitions to promote confidence and consistency, helping autistic students feel secure and motivated to learn.

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My experience supporting young people with anxiety

Many of the young people I support experience high anxiety related to education. I take a calm, trauma-informed approach, reducing pressure and focusing on positive reinforcement. I help students manage anxiety through predictable routines, co-regulation, and achievable goals. My aim is to create a low-stress environment that encourages self-belief and enjoyment in learning.

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My experience supporting young people with PDA

I have significant experience working with students who display demand-avoidant profiles. I use collaborative, choice-based approaches that foster autonomy and reduce perceived pressure. By embedding learning within enjoyable and meaningful activities, I help students feel in control and more willing to engage. My focus is always on building trust, flexibility, and intrinsic motivation.

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My experience supporting young people with executive function skills and study skills

Supporting executive function development is central to my practice. I help students with planning, organisation, working memory, and task initiation through small, structured steps. Using visual supports, scaffolding, and personalised strategies, I empower learners to understand their own strengths and develop independence in their studies and everyday routines.

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My experience supporting young people with SEMH needs

I have supported students with a wide range of social, emotional, and mental health needs. I promote emotional literacy and resilience through a calm, empathetic approach that helps learners identify and manage their emotions. By combining encouragement with reflective conversation, I support students to build confidence and develop healthy coping strategies.

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My experience teaching secondary maths

As a qualified secondary maths teacher, I have taught across Key Stages 3 and 4, including GCSE preparation. I break down complex concepts into clear, manageable steps and use a variety of creative methods to make maths engaging and accessible. My teaching helps students overcome maths anxiety, gain confidence, and see the subject as both practical and enjoyable.

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My experience teaching secondary English

I have successfully supported students in developing reading comprehension, writing, and communication skills. I encourage creativity and self-expression through engaging topics and personalised learning materials. My English sessions often focus on rebuilding confidence, improving fluency, and developing a genuine enjoyment of language.

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My experience developing confidence and self-esteem

Helping students develop confidence is a key priority in my sessions. I celebrate effort, perseverance, and progress, not just outcomes. I create a supportive environment where students feel safe to take risks, learn from mistakes, and recognise their own achievements. This approach helps build resilience and self-belief both academically and personally.

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

My sessions are interactive, creative, and tailored to each student’s interests. I use multisensory and project-based approaches to make learning meaningful and enjoyable. Whether through games, problem-solving, or real-world applications, I aim to ignite curiosity and help students rediscover the joy of learning.

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My skills and experience supporting young people to develop their independence

I support students to become more independent by gradually increasing responsibility for their learning in a supportive way. I teach planning, self-monitoring, and reflection skills, using visuals and step-by-step strategies to encourage confidence. Over time, students learn to take pride in their ability to work independently and make positive choices for their own progress.