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My experience working with students with SEN to develop safe, trusting and meaningful relationships

With 18 years of experience supporting children with special educational needs, I have learned that the foundation for any meaningful progress begins with creating a safe, trusting, and accepting environment. My priority is to ensure that your child feels secure and valued in my presence—a space where they can truly be themselves. Building such relationships often involves engaging in activities tailored to the child’s interests, such as structured games or conversations about topics they love. These moments allow us to connect on their terms, fostering trust and mutual understanding. I recognise that establishing this bond doesn’t happen overnight; it requires patience, consistency, and a gentle, empathetic approach. By taking the time to truly understand each child’s unique perspective, I create a supportive and nurturing space where they feel seen and heard. Once this sense of safety is established, it serves as a strong foundation for growth, learning, and self-confidence to flourish.

My Experience Working with Children with Anxiety

Helping children with anxiety feel secure and understood is a cornerstone of my teaching. As both a SEN tutor and a qualified cranio-sacral therapist, I take a holistic approach to easing anxiety. I create calm, predictable environments with clear routines and incorporate relaxation techniques like mindfulness and deep breathing to help children manage their stress. Cranio-sacral therapy further supports them by relieving physical tension and promoting emotional release. My gentle, supportive methods are designed to help children feel safe, regulate their emotions, and engage more confidently in learning and social activities.

My experience teaching children with ADHD

My experience supporting children with ADHD has taught me the importance of helping them organise their thoughts and manage tasks such as planning, decision-making, and following through with schoolwork or other responsibilities. To achieve this, I employ specific strategies tailored to their individual needs. For example, I use checklists to break down tasks into manageable steps or visual aids like sequenced routines (e.g., morning routines for visual learners or “first, then, next” cards). These tools help provide structure and clarity, making the process less overwhelming. Mainstream education can be particularly challenging for children with ADHD. These bright learners often require a unique blend of stimulation, frequent movement breaks, and novel activities to remain engaged. Unfortunately, the structure of mainstream classrooms may not always meet these needs. However, in a tutoring environment, I can tailor sessions to the child’s specific interests and needs, offering the flexibility to incorporate dynamic and creative approaches that foster engagement and success. With older learners, I find it crucial to explain the purpose behind learning new skills. Without understanding the rationale, tasks like planning may feel like unnecessary effort or a drain on their energy. By helping children see how these skills can benefit them, I foster motivation and willingness to participate. For instance, I might show how using a checklist can make a complex task feel more achievable or how planning can free up time for activities they enjoy.

My experience working with young people with working memory difficulties

I have extensive experience supporting young people with working memory difficulties, helping them develop strategies to retain and process information more effectively. I focus on breaking learning into manageable steps, using visual aids, repetition, and structured routines to build confidence and reduce frustration. By creating a supportive and encouraging environment, I help students strengthen their working memory skills and apply them successfully in their learning.

My Experience Teaching Young People with Sensory Processing Needs

Understanding and addressing children’s sensory needs is essential for creating a foundation for learning. I recognise that each child processes sensory input differently—some may need frequent sensory breaks, while others benefit from a grounding activity before or after a session to help them transition or relax. For children who require extra regulation, I use sensory-friendly tools such as fidget toys, weighted items, or movement-based activities. In addition to these strategies, I integrate my training as a cranio-sacral therapist to support children’s sensory processing needs. Cranio-sacral therapy can release tension in the nervous system, helping to calm the “fight or flight” response that often accompanies sensory overload. This regulation and balancing effect on the nervous system can have a profound impact on a child’s sensory processing abilities, allowing them to feel more settled and in control. By addressing both the physical and emotional aspects of sensory challenges, I create a safe, supportive environment where children can thrive and engage in learning with confidence.

My experience working with young people with dyscalculia
I have worked closely with young people with dyscalculia, providing tailored support to build their confidence and understanding in maths. I use multisensory teaching approaches, including practical activities, visual representations, and real-life applications, to make mathematical concepts more accessible. My patient and adaptive approach ensures that each student can develop at their own pace, turning challenges into achievable progress.

My experience teaching primary English and Maths

With experience in both mainstream and SEN settings, I have developed expertise in planning and delivering differentiated English and Maths lessons tailored to meet a broad spectrum of learning needs. I have worked with children across diverse abilities and challenges, focusing on filling learning gaps to help them engage confidently with the curriculum in either a mainstream classroom or a specialised environment. My teaching approach is highly adaptable, ensuring that each lesson is paced to suit the individual learner’s needs and preferred learning style. I incorporate a mix of visual aids, hands-on activities, and structured resources to make learning interactive and experiential. Tasks are carefully broken down into manageable steps to provide clarity and prevent overwhelm. What sets my teaching apart is my dual experience in mainstream and SEN education. This enables me to deliver a holistic and inclusive learning experience, where children feel supported, empowered, and capable of achieving their academic potential. Whether it’s helping a child master foundational maths concepts or build confidence in reading and writing, I am dedicated to creating a positive and productive learning environment.

My Experience Working with Young People to Boost Their Confidence and Self-Esteem

Supporting children’s mental health and fostering their confidence and self-esteem has been a core passion of mine, which inspired me to become a certified Mindfulness teacher of the ‘PAWs B’ curriculum for primary-aged children. Mindfulness provides a versatile toolbox that encourages emotional self-regulation, enhances focus, and equips children with strategies to manage stress effectively. Through mindfulness practices, children learn to observe, name, and understand their emotions, enabling them to respond thoughtfully rather than react impulsively to situations. I often incorporate mindfulness techniques into my sessions, whether it’s to refocus, encourage concentration, or provide a moment of relaxation between tasks. Additionally, I offer standalone mindfulness lessons that delve deeper into concepts such as understanding how our brain works, staying present in the moment, managing stress, calming ourselves during difficult moments, and nurturing both self-compassion and empathy for others. To help children make sense of their feelings, I frequently use the ‘Zones of Emotional Regulation’ framework, which empowers them to identify and address their emotions constructively. This approach often leads to a noticeable improvement in behaviour, as underlying feelings that trigger challenges are acknowledged and addressed. A significant aspect of my work involves helping children believe in their ability to overcome challenges. By integrating activities that promote a Growth Mindset, I encourage children to reframe their thoughts about their abilities, embrace mistakes as opportunities to learn, and approach tasks with confidence. This gradual shift not only builds their resilience but also enhances their self-esteem, helping them to view themselves as capable and empowered learners.

My Experience Providing Engaging Sessions to Inspire a Love of Learning

Joy and engagement are the cornerstones of successful learning, and I recognise that these elements take on different forms for each child. Understanding your child’s unique interests and preferences is at the heart of my approach when planning sessions. By tailoring lessons to their individual needs, I create a learning environment that is both stimulating and enjoyable. For children who thrive on active engagement, I incorporate activities that involve movement and hands-on exploration. This might include interactive games, creative experiments, or even outdoor learning adventures—all designed to keep them physically engaged and mentally stimulated. For those who find comfort and joy in their favourite soft toys, I weave these items into our sessions, assigning roles or tasks to their toys to make learning feel like a shared, collaborative experience. Some children benefit from having a say in their environment. I encourage them to personalize their learning space—whether it’s building a cozy den, arranging soft cushions, or creating an inviting and comfortable setup. Allowing them to choose where and how they learn ensures they feel both safe and excited about the process. A key part of my approach is following the child’s lead when it comes to topics and activities. Observing what sparks their curiosity enables me to design creative, fun sessions that connect with their natural enthusiasm. Whether we dive into their favourite subject, use cherished stories as teaching tools, or integrate hobbies into lessons, my goal is always to foster a love of learning that feels authentic and inspiring.

My skills and experience supporting young people to develop their independence

Fostering independence is at the heart of my teaching approach. I support young people in developing self-confidence, problem-solving skills, and self-advocacy strategies to help them navigate both academic and everyday challenges. By encouraging structured routines, goal-setting, and decision-making, I empower students to take ownership of their learning while providing the right level of guidance to ensure success.

My Experience Teaching Social Skills and Navigating Friendships

Navigating friendships and social skills can be overwhelming for children with autism or social anxiety. I use structured yet gentle techniques, such as social stories and comic-strip conversations, to break down social interactions into simple, visual steps. By representing emotions and interactions with symbols and drawings, I make it easier for children to understand social cues and navigate real-life situations with greater confidence. These tools, combined with consistent practice and encouragement, help children feel more at ease in social environments and build the skills they need to form positive relationships.

My experience teaching children with Autism

Supporting children with Autism Spectrum Condition has been one of the most rewarding aspects of my teaching career. Every child with autism is unique, and my approach is always tailored to their individual strengths, challenges, and interests. Building a trusting relationship is the first step in creating a safe and productive learning environment. I prioritize clear communication, consistency, and a calm, structured atmosphere to reduce anxiety and help them feel secure. One of the most effective techniques I use is visual support. Visual timetables, step-by-step instructions, and pictorial task cards help children understand and anticipate what’s coming next, which can reduce feelings of overwhelm or frustration. Breaking tasks into manageable steps ensures clarity and gives children a sense of accomplishment as they complete each stage. For children who benefit from routine, I design sessions with predictable structures while incorporating their personal interests to keep learning engaging. If a child is fascinated by a specific topic, such as trains or animals, I weave these interests into lessons to capture their attention and make the content relatable. Sensory sensitivities are also a significant consideration in my sessions. I adapt the learning environment to meet each child’s needs, whether by minimizing sensory distractions or introducing calming sensory tools like fidget toys, weighted items, or soft lighting. Movement breaks are another vital strategy, allowing children to release energy, refocus, and return to tasks with renewed concentration. I also focus on developing social communication skills through role-playing, structured games, and interactive activities. For instance, using social stories to model and practice real-life situations helps children understand and navigate social interactions more confidently. Additionally, I employ emotion-mapping techniques, such as the Zones of Regulation, to help children identify and manage their feelings effectively. My ultimate aim is to create a learning environment that is not only structured and supportive but also inspires curiosity and a sense of achievement. By embracing each child’s individuality and focusing on their potential, I ensure that their learning experience is both positive and meaningful.

My Experience with Pathological Demand Avoidance (PDA)

Working with children who have a PDA profile has taught me the value of flexibility, empathy, and patience. I invest time in building trust and understanding the child’s perspective, recognising that their behaviour often reflects heightened anxiety and a strong need for control. My approach is always child-led, focusing on reducing perceived demands and using collaborative techniques. For example, I might use playful role-play with favourite characters or carefully reframe instructions to feel less direct. I prioritise creating safe spaces and moments of connection, helping the child feel respected and supported. My ultimate goal is to help children build resilience and coping strategies in a way that feels empowering, not overwhelming.

My experience working with children with challenging behaviour 

Throughout my career as a special needs tutor, I have worked extensively with children who demonstrate challenging behaviour, and I’ve learned that understanding and empathy are essential to making progress. Challenging behaviour often stems from frustration, anxiety, or difficulties in processing and communicating emotions. My approach involves taking the time to understand each child’s unique triggers and needs, looking beyond the behaviour to see the individual and their potential. Building trust is my first priority, as it lays the foundation for meaningful progress. I’ve found that maintaining a calm and consistent presence helps children feel safe and supported, even in moments of heightened emotion. Flexibility is key; I adapt my teaching methods and strategies to align with the child’s emotional state and capacity for engagement in that moment. Over the years, I have seen how patience, persistence, and a focus on strengths can transform challenging behaviour into opportunities for growth. While the path may be difficult at times, the sense of accomplishment when a child feels understood, builds self-regulation skills, or achieves a goal makes the effort deeply fulfilling.

My Experience Teaching Young People with Speech and Language Needs

Supporting children with communication challenges is one of my key strengths. I often use tools like Colourful Semantics, which use colour coding and visuals to support sentence building, vocabulary development, and comprehension. This technique is incredibly versatile and works well for children developing their first words, those with limited vocabulary, and even confident talkers who need help structuring sentences or creating narratives. It’s also highly effective for children learning English as an additional language (EAL). I enjoy making language learning a fun, visual, and interactive experience, giving children the confidence to express themselves clearly and effectively.