Tag: Stockport

 My specialist experience working with young people with SEN to develop trusting and meaningful relationships

I have over 22 years of teaching experience across mainstream, specialist and alternative provision, including senior leadership roles such as Associate Headteacher in a specialist SEMH school and Head of Department within specialist SEND settings. Developing trusting and meaningful relationships is central to my practice, particularly for young people who have experienced trauma, school exclusion, emotionally based school avoidance (EBSA) or significant anxiety around learning.

I currently work as a specialist educational consultant supporting neurodivergent pupils, including those with autism, ADHD and PDA profiles. Many of the young people I work with are receiving EOTAS provision or have become disengaged from school. My approach is relational, trauma-informed and neurodiversity-affirming. I prioritise psychological safety, predictability and respect for the young person’s autonomy, recognising that engagement with learning can only develop once trust has been established.

My experience supporting young people with ASC
I have extensive experience supporting autistic children and young people across both mainstream and specialist settings. I established and ran a resourced provision centre for autistic pupils and have also held leadership roles within specialist schools supporting pupils with autism and complex needs.

My work focuses on understanding each young person’s sensory profile, communication style and cognitive strengths. I use structured routines, visual supports, social narratives, comic strip conversations and interest-based learning to reduce anxiety and support engagement. I also have significant experience supporting autistic pupils with co-occurring ADHD, anxiety and PDA profiles, particularly those who experience high levels of demand avoidance or school-related anxiety.

My experience supporting young people with ADHD
I have supported many pupils with ADHD across both mainstream and specialist provision. In SEMH settings where I held senior leadership roles, a significant proportion of the pupils I worked with presented with ADHD alongside other neurodevelopmental differences.

I support young people to develop an understanding of how their brain works and help them develop strategies for attention regulation, emotional regulation and organisation. My sessions are structured but flexible, incorporating movement, multi-sensory activities and highly engaging tasks. This helps pupils sustain attention, regulate energy levels and experience success within learning.

My experience teaching Early Years
I have extensive leadership experience within Early Years education. I served as Head of Early Years for approximately 226 pupils in a large primary phase and also led Early Years provision within a specialist SEND school. These roles involved supporting a wide range of developmental needs and working closely with families and multidisciplinary professionals.

My Early Years teaching focuses on early communication, language development, social interaction, play-based learning and early literacy and numeracy. I have particular experience identifying and supporting early signs of neurodevelopmental differences, including autism and ADHD, and adapting learning environments to support sensory regulation and engagement.

My experience developing confidence and self-esteem
Many of the young people I work with have experienced repeated academic difficulty, school anxiety or exclusion, which can significantly affect their confidence and self-esteem. Through my work in SEMH settings and as a specialist SEND tutor, I have supported many pupils to rebuild confidence and re-engage with learning.

I use a strengths-based approach that focuses on achievable steps and recognising each young person’s abilities and interests. By creating opportunities for success and providing consistent encouragement, I help students begin to see themselves as capable learners again.

My specialist experience providing engaging sessions to inspire a love of learning
I design highly personalised sessions that connect learning to each young person’s interests, strengths and preferred ways of learning. I frequently incorporate creative approaches such as art, drama, games and practical problem-solving to make learning engaging and meaningful.

This approach is particularly important for pupils who have experienced EBSA or negative experiences within school. By combining enjoyable activities with carefully structured learning opportunities, I help young people rediscover curiosity, motivation and enjoyment in learning.

My skills and experience supporting young people to develop their independence
Supporting young people to develop independence is a key goal of my work. I help pupils build skills in organisation, emotional regulation, problem solving and self-advocacy so that they can gradually take greater ownership of their learning.

I have supported pupils at many stages of development, from early communication and self-regulation skills in younger children through to study skills and preparation for further education in older students. I often draw on frameworks such as the Autism Education Trust Progression Framework to support the development of independence and meaningful long-term outcomes.

Personal Qualities:

I consider my main areas of strength to be in my ability to form relationships through excellent communication skills, enthusiasm, approachability and flexibility. I believe that both my teaching and leadership experience have given me the necessary skills required to make a real difference to children with SEN and give them the chance to flourish and reach their individual potential. I can identify barriers to learning and create bespoke, fun and inspiring sessions to overcome these challenges. I am patient, creative in my approach and believe passionately in the power of education to transform lives.

As an experienced SENCO, I have developed and managed bespoke education programmes for children and young people within schools and over the past six years since becoming a Specilaist SEN Tutor, I have supported the families I have worked with in creating bespoke EOTAS packages for those young people unable to access mainstream school provision. My work has involved collaborating closely with local authorities, families, schools, and external agencies to ensure that each learner’s academic, social, and emotional needs are met through tailored interventions. I have extensive experience in coordinating multi-agency support, and monitoring progress to ensure high-quality, outcomes-focused education. My background in SEND support, Safeguarding and behaviour management underpins my ability to deliver effective, person-centred plans that promote wellbeing, and long-term success.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships:  

 I have a deep understanding of the importance of creating an environment of trust and acceptance for pupils with SEN to thrive. I understand the need for effective communication and collaboration between the pupil and their parents and/or caregivers to ensure the best possible outcomes for the pupil. I have worked with pupils with a range of SEN including but not limited to: Autism Spectrum Disorder, Attention Deficit Hyperactivity Disorder, Dyslexia, Dyspraxia, Anxiety, PDA and Behavioural Difficulties. I am experienced in using a range of strategies to meet the individual needs of my pupils, tailoring my approach to their individual style of learning. I am passionate about supporting pupils with SEN to reach their full potential, and firmly believe that every child has the right to an education that is both inclusive and tailored to their individual needs. 

My experience working with young people with Anxiety: 

Supporting young people with anxiety requires a compassionate and individualised approach. Sadly, anxiety is more common among children and young people and can significantly impact their daily ability to function, learn and thrive. Flexibility, empathy and patience are essential skills when supporting young people with anxiety. I am aware that there are many different types of anxiety disorder including: generalised anxiety, separation anxiety and social anxiety. In my previous role as Deputy and SENCO I worked closely with our Therapeutic Inclusion Lead and learnt the importance of gathering information about the young person’s symptoms, triggers and impact on their daily life. I believe it is the duty of professionals to work together to support pupils’ by providing appropriate interventions, fostering a safe and supportive environment in order to manage their anxiety, enabling the young person to thrive both academically and emotionally. 

 My experience teaching young people with Sensory processing needs:

I have experience of teaching pupils with sensory needs. I consider their individual needs and how to best support them. I have had to learn different strategies to help them in the classroom such as modified seating, sensory breaks, and visual supports. I have also had to create a calm and soothing environment to help reduce their anxiety.

Most importantly, I have had to focus on building positive relationships with the pupils. I believe that it is important to take the time to get to know the pupil and understand their individual needs so that I can create an environment that is safe and supportive for them.

My experience supporting young people with challenging behaviour:

Through my many years of  supporting individuals with challenging behaviour, I have developed a deep understanding of how behaviour communicates unmet needs, stress, or difficulty coping. I have learned to approach every situation with patience, empathy, and consistency, recognising that maintaining a calm presence is often the key to de-escalation. I strongly believe that behaviour is a form of communication and as teachers / tutors it is our role to identify what the young person is trying to communicate.

I pride myself on my ability to identify triggers and creating proactive strategies to reduce distress. This has included adapting communication, using clear routines, offering choices, and reinforcing positive interactions to build trust and predictability.

My experience supporting young people with Executive Functioning skills:

Through my teaching experience, I have developed a strong understanding of how to support young people in developing their executive functioning skills, such as organisation, attention, working memory, and self-regulation. I use structured routines, visual aids, and scaffolded tasks to help pupils manage their learning more independently. By breaking tasks into manageable steps, modelling, and providing consistent feedback, I help children build confidence in their ability to organise their thoughts and actions.

My experience supporting young people with social interaction and friendship skills: 

I have had extensive experience supporting young people in developing their social interaction and communication needs. I recognise that positive relationships are fundamental to a child’s wellbeing and success in school and beyond. I recognise that when young people are being taught outside of a school environment that developing their social skills is of the utmost importance, and wherever possible I will actively create opportunities for pupils to practise empathy, cooperation, and communication within a safe and structured environment. Through social stories and role-play, I help children understand social cues, manage conflicts, and build meaningful connections.

My experience working with young people with Dysgraphia:

Through my experience supporting young people with dysgraphia, I have developed a strong understanding of how this learning difference affects  fine-motor skills, their ability to record their ideas and their confidence. I have learned that dysgraphia is not a reflection of intelligence or motivation; rather, it is a barrier that requires patience, tailored support, and creative strategies.

I have supported young people by breaking tasks into manageable chunks, providing structured writing frames, and offering alternative methods of recording their ideas—such as typing, speech-to-text tools, mind-mapping, and oral explanations. These approaches help young people to demonstrate their understanding without being limited by handwriting difficulties.

A key part of my role has been building confidence. Many young people with dysgraphia experience frustration or avoid written tasks because they fear making mistakes. By giving consistent reassurance, celebrating small successes, and creating a low-pressure learning environment, I have seen my pupils develop greater self-belief and willingness to engage in writing activities.

My experience teaching Primary Maths & English:

 I have been a primary teacher for over 20 years, and recognise that every pupil has their own unique strengths and challenges. Adjusting my teaching style to suit their pace and learning preferences enables  pupils to experience the sense of success. In Maths, I believe laying the foundations and ensuring pupils have a good understanding of Number and place value is crucial. I believe using a multi sensory approach including  hands-on manipulatives such as counters, number lines, numicon and visual aids make abstract concepts more tangible. In English, I believe that fostering a love of reading is the most important foundation for young people and then this can then be built upon with phonics games and developing an understanding of language and making predictions in stories. I use books as my main stimulus for any writing, whether that be Early Years all the way through to Year 6. I firmly believe that when a child is immersed in stories, poems and non-fiction and they develop a love for reading and texts that the love of writing and the meaning for writing will make the next steps of text marking and developing their writing style an enjoyable and meaningful process. 

My experience developing confidence & self esteem: 

My ultimate aim as a teacher and tutor is to provide fun and inspiring sessions to help pupils engage, therefore developing their confidence and self-esteem in order to get the most from their learning. I have seen how successful tailoring sessions to pupils’ interests and specific topics can be. These activities are designed to help pupils understand the concept and to apply their knowledge in a creative and fun way, which leads to a feeling of positivity and success; which directly impacts on a pupil’s emotional well-being and self-esteem and self-worth. I have used a variety of different methods such as role-play, games, and first-hand experiences and activities. I have also used technology such as apps and online games to help pupils understand and interact with the subject. Furthermore, I have incorporated a variety of different learning styles to ensure that all pupils are engaged and able to understand the concept or topic being taught. 

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

I am driven by the passion I have to facilitate and support pupils by providing experiences which are rich and exciting. The richness comes from learning in many different ways: outdoors, through cross curricuar links or by seeing, hearing and doing. I am passionate about inspiring a love for learning, and ensuring young people are fully immersed and pro-active participants in their learning. I feel it is so important to empower young people to be actively involved in their learning.

 My skills and experience supporting young people to develop their independence: 

 As a class teacher and tutor I have extensive experience of supporting pupils to develop their independence. It is such a hugely important aspect of a child’s development and there are many strategies that I have employed over the years to support pupils to become more independent in their learning and life in general. Having the commitment to creating a safe and inclusive learning environment must come first. I set achievable goals, encouraging pupils to take risks and make mistakes and proactively celebrate these. My knowledge of different teaching strategies to support pupil learning and my ability to think creatively and come up with innovative solutions to any problems, ensures pupils feel safe to challenge themselves recognising and trusting that all their efforts will be celebrated. It is important to allow pupils to make choices and give them a sense of control, whilst as the teacher / tutor retaining overall direction and control of the sessions.

   My experience in supporting young people with Autism:

My experience teaching young people with ASC has been very rewarding. I have found that by taking the time to understand each pupil’s unique needs and interests, I have been able to create an environment that is conducive to learning. I believe flexibility is key, as some concepts may take longer to grasp. Taking time to learn their interests, and communication preferences helps in creating a relationship, which I believe to be the fundamental foundation when working with children with autism. Children with autism often thrive in environments with clear routines and predictable structures, and I have found clear, concise instructions are often most effective. I have also found that by using visual cues, such as pictures and diagrams, and a wide range of manipulatives, I can help my pupils focus better and understand concepts more easily.  I am always very mindful of sensory triggers (like loud noises or bright lights) and providing sensory-friendly options can help children feel safe and focused. 

My experience supporting young people with DCD:

Over many years as a teacher and SENCO I have supported young people with Developmental Coordination Disorder (DCD), helping them overcome challenges related to motor coordination, organisation, and self-esteem. I always feel it is important to collaborate with appropriate professionals with the expertise in this area, and have worked closely with occupational therapists to create support plans that are bespoke and ensure strategies recommended are embedded across home and educational settings. My approach focuses on understanding each young person’s unique strengths and difficulties, using clear communication, scaffolding, and positive reinforcement to promote progress.

My experience working with children with SEMH:

Over many years of working in Primary Education I have gained valuable experience supporting young people with social, emotional, and mental health (SEMH) needs. I understand the importance of building trusting relationships and creating a safe, predictable environment where pupils feel valued and understood. I use a trauma-informed approach, focusing on empathy and consistency to help children regulate their emotions and engage in learning. I pride myself on getting to know the young person I am working with, and always develop tailored strategies that address each child’s individual challenges and strengths. I believe that early intervention is key in helping young people develop resilience, confidence, and a positive sense of themselves.

My experience working with young people with Speech and Language needs:

I have had the opportunity to teach pupils with a variety of speech and language difficulties. As a class teacher and SENCO I worked with Speech & Language therapists to develop and improve pupils ability to understand and use language in order to communicate effectively in their everyday lives. To do this, I used various strategies such as visual aids such as picture cards and social stories to help bridge communication gaps. Once again building strong relationships, based on patience and empathy, as communication challenges can often lead to frustration or anxiety for the child. Using clear, concise sentences ensures better understanding. Modelling speech is also key; repeating words or phrases correctly but naturally helps reinforce proper usage without direct correction. Breaking tasks into manageable steps, providing prompts or cues as needed, and gradually reducing support as the pupil gains confidence. I pride myself on creating low-pressure situations where pupils feel comfortable trying to express themselves.

My experience working with young people with PDA:

I have worked with a number of young people diagnosed with PDA on a 1:1 basis, and understand that their avoidance is anxiety-driven, and I always treat it as such. I believe again, that building a relationship based on understanding, acceptance and recognising where the avoidance is coming from is key. I would always avoid direct instructions, I have recently completed training on the PACE model and use this approach when working with young people with PDA. The use of ‘I wonder’  and providing choices and options helps the pupils to feel in control, e.g., “Would you like to start with drawing or reading?” I have also learnt that being really flexible in my approach and always being fully prepared that sometimes plans will need to change if the child feels overwhelmed.

My experience working with young people with Working memory difficulties:

Over the years I have taught many children with working memory difficulties and have seen first hand the barriers it can cause in enabling young people to reach their true potential. This has deepened my understanding of how diverse learning needs can be supported through empathy, flexibility, and creative teaching approaches.

I recognise that working memory difficulties does not reflect a lack of ability, but rather a different way of processing information. My focus has always been on identifying individual strengths — such as creativity or problem-solving — and using these as a foundation for learning. I ensure that pupils feel valued and confident, helping them to develop resilience and a positive self-image as learners.

I pride myself on using a range of multi-sensory teaching strategies — combining visual, auditory, and kinaesthetic elements. For example, I incorporate practical activities, visual aids, and digital tools that support reading and writing. Breaking instructions into manageable steps, providing extra time, and using scaffolding techniques such as word banks or sentence starters have also proved effective tools.

My experience teaching Early Years:

I am skilled in creating inclusive, nurturing environments where every child can access learning and achieve their potential, regardless of ability or need. My experience of working with children within the Early Years Foundation Stage (EYFS) framework is underpinned by a deep understanding of child development and early intervention strategies. I have experience of working 1:1 with young people working working within the Early Years framework; and pride myself on creating a stimulating, play-based environment, and use effective observation and assessment to guide learning.

My specialist experience supporting children to develop their focus and concentration skills:

I have a wide range of experience supporting children to develop their focus and concentration skills. I have worked with children of all ages and backgrounds in a variety of settings, including schools and private homes. I have used a variety of approaches to help children develop their focus and concentration skills, including mindfulness training and educational strategies. I have also worked with parents to help them create supportive home environments that promote learning and focus. Additionally, in my role as SENCO I have provided individualised strategies and recommendations to teachers and other professionals to help them work effectively with children who have difficulty concentrating.

My specialist experience working with young people with ADHD: 

My wide experience of teaching pupils with ADHD has taught me that ADHD is unique, and each pupils’ needs will vary. Being flexible, patient and having a willingness to adapt my approach to meet the individual needs is essential. I strongly believe that by providing the right support, and interventions young people with ADHD can thrive academically, socially and emotionally. Pupils with ADHD often benefit from differentiated instructions, which involve tailoring teaching strategies and resources to their individual needs. I have found that multi-sensory activities can be particularly beneficial and breaking tasks into manageable steps will help pupils to succeed. Consistency is key; as pupils with ADHD often struggle with social skills and emotional regulation; therefore creating an environment where pupils feel able to express their emotions and learn effective communication techniques is essential.

My experience working with young people with Complex Medical Needs:

Over the many years of being a SENCO of a Primary school and I have supported and worked with young people and their families with complex medical needs. I appreciate the sensitivity and collaborative approach required for working with pupils with complex medical needs. In my experience working with young people who have complex medical needs, I have learned the importance of combining high-quality teaching with compassion, flexibility, and teamwork. Every pupil’s needs are unique, and I have developed a strong commitment to ensuring that all children, regardless of their medical condition, have equal access to learning opportunities and a sense of belonging in the classroom. I always take time to understand each pupil’s medical requirements, triggers, and routines, ensuring that the learning environment is safe, inclusive, and responsive to their needs.

 Teaching Pedagogies for SEN:

I have found that by taking the time to understand each pupil’s unique needs and interests, I have been able to create an environment that is conducive to learning. I have also found that by using visual cues, such as pictures and diagrams, and a wide range of manipulatives, I can help my pupils focus better and understand concepts more easily. I have had to learn different strategies to help pupils overcome sensory difficulties in the classroom such as modified seating, sensory breaks, and visual supports. I have also had to create a calm and soothing environment to help reduce their anxiety.

Approaches to support learning:

I have a wide range of experience supporting children to develop their focus and concentration skills. I have worked with children of all ages and backgrounds in a variety of settings, including schools and private homes. I have used a variety of approaches to help children develop their focus and concentration skills, including mindfulness training and educational strategies. I have also worked with parents to help them create supportive home environments that promote learning and focus.

My experience as a specialist teacher/tutor

Throughout my teaching career, I gained invaluable experience of working with children and young people with SEN from and in both mainstream and specialist settings. I have either supported or taught children from Early Years through to Key Stage 5. This includes 1:1 support in a mainstream Year 6 classroom and teaching and leading Key Stages 3 and 5 classes in a specialist provision for autistic students at an ‘Outstanding’ specialist school and college. My classroom practice has always been observed to be outstanding by senior leadership teams and OFSTED. I received the following feedback from a Director of Education: “I felt a sense of calm being in your space. I could also see the range of learning prompts and communication systems that have been put in place to ensure the students’ success. I love how you have set up the sensory integration room and how you create opportunities for community engagement.” Most of my tutoring experience is with young autistic people who find learning difficult in the school environment, are home educated or have an EOTAS package.

My experience working with the autistic community

I have extensive experience supporting autistic children and young people with a wide range of profiles, communication styles and sensory needs. My teaching practice is firmly rooted in autistic‑informed approaches: I prioritise predictability, clarity and genuine respect for everyone’s individual way of experiencing the world. I find that my most successful sessions as a specialist tutor are those that follow a TEACCH structure and incorporate a young person’s monotropic interests.

Over the years, I’ve worked with pupils who are verbal, non‑verbal, gestalt language processors, selectively speaking, highly anxious, experiencing autistic burnout and/or disengaged from education. I adapt my teaching to meet each learner exactly where they are and to support their sensory processing differences. My focus is always on reducing anxiety, building trust, promoting regulation and creating learning experiences that feel safe, achievable and meaningful.

My experience working with PDA

I’ve worked with many pupils with a PDA profile and what I’ve learned is that connection and collaboration make all the difference. I take a gentle, low‑demand approach that helps pupils feel safe, in control and genuinely listened to. Instead of pushing through tasks, I focus on building trust, offering choices and finding creative ways to weave learning into things they already enjoy. I use indirect language, humour and lots of adaptability so pupils feel empowered and in control. When the pressure comes down, their confidence comes up and that’s when real progress starts to happen!

My experience working with ADHD

My experience of supporting young people with ADHD has focused on helping them build the skills, confidence and routines they need to thrive academically and emotionally. My approach is highly structured yet flexible; using clear expectations, visual scaffolds and engaging, interest‑led tasks to maintain focus and reduce overwhelm.

My experience supporting young people with SEMH

My work with young people with Social, Emotional and Mental Health needs is grounded in patience, relational practice and a deep understanding of trauma‑informed approaches. During my teaching career, I led a Pastoral Team who oversaw an SEMH department and I was part of the team who created and quality assured the ‘Well-being Curriculum’ that was delivered to students with SEMH to develop their emotional literacy, relationships and general emotional and physical well-being. I always prioritise creating a safe, predictable learning environment where young people feel heard, respected and able to take risks without fear of failure. Through consistent boundaries, reflective conversations and carefully adapted learning activities, I help pupils rebuild trust in education, develop emotional literacy and experience success at a pace that feels achievable for them.

My experience teaching Maths and English

I have taught Maths and English in line with the National Curriculum for Early Years, Key Stages 1 and 2. I have also taught functional Maths and English during my time working a specialist college. I specialise in breaking down concepts into clear, manageable steps and using visual, multisensory methods to support memory and comprehension. I am skilled at adapting the curriculum to each child’s pace and learning style whilst incorporating interest-based activities and play.

My experience of delivering engaging sessions

I’m known for creating sessions that are structured, purposeful and genuinely enjoyable. I design bespoke resources - from sorting tasks to visual supports - that make learning accessible and memorable. I weave pupils’ interests into lessons to boost motivation and I use a mix of games, visuals, movement and hands‑on tasks to keep engagement high. My sessions are predictable enough to feel safe but flexible enough to respond to each young person’s energy, focus and emotional needs on the day. Above all, I aim to create an environment where pupils feel relaxed, curious and ready to learn.

My experience supporting young people to develop independence and confidence

I support young people to build their independence and confidence through a strengths‑based approach that recognises individual abilities and aspirations. I break learning and life‑skills tasks into achievable steps, offering just the right level of scaffolding so pupils can experience genuine success and gradually take ownership of their progress. Through consistent encouragement and opportunities to make choices, I help learners develop self‑belief and the resilience needed to navigate challenges both in and beyond education. My aim is always to empower young people to recognise their own capability with increasing autonomy.