Holding a PGCE with QTS and a Master’s in Education, I have dedicated my career to supporting students with diverse learning needs, particularly those with special educational needs (SEN). My journey in education has seen me take on various leadership roles, including serving as a Head of Science and curriculum lead, where I’ve spearheaded initiatives to enhance educational provision for students with SEN.
Throughout my extensive career in education, I’ve had the privilege of guiding learners with diverse needs, including autism, dyslexia, dyspraxia, ADHD, and various mental health challenges. This journey has been immensely fulfilling, shaping my teaching philosophy and approach to student support, and also extending into my worldview. Central to my methodology is getting a full picture of the student I am supporting, understanding their motivators and their triggers and creating a bespoke and tailor-made learning plan to reach their desired outcome.
Fostering strong relationships with my students is paramount to my teaching approach. I will provide unwavering patience, active listening, empathy, and regular feedback, I cultivate a supportive learning environment where students feel valued and empowered to succeed. I hold high expectations for student achievement and thrive in dynamic educational settings where challenges are embraced.
There is never a one-size fits all approach to education, and sometimes what works for one student will not work for another. With that in mind, after creating an open dialogue with the parents and carers in a young person’s life, there are some over-arching ways to support their needs, below are a few examples of what my sessions will bring!
Experience teaching Science: With over seven years of experience as a middle leader in schools and alternative educational provisions, my expertise in teaching science spans various educational contexts. Holding roles such as Head of Science and KS5 Coordinator, I have taught Biology, Chemistry and Physics to A-Level for many years, with seasoned understanding of examiner expectations and required practical’s, as well as delivering, marking and moderating applied science coursework, BTEC science coursework and entry level science qualifications. I have been instrumental in designing and implementing tailored science curricula, tracking student progress, and providing personalised support to students with diverse learning needs through the lens of inclusive strategies.
Specialist support for anxiety
Supporting students with anxiety in the classroom requires a multi-faceted approach rooted in evidence-based strategies. It is of the utmost importance to create a supportive and empathetic classroom environment, where my students feel safe to express their feelings and concerns without judgment, this means I am extremely mindful of my language and will modify lessons and resource to ensure that my student in comfortable. Implementing relaxation techniques, such as deep breathing exercises or mindfulness practices, can help students manage anxiety symptoms effectively. Prior to my lessons, I provide an itinerary of what the lesson will contain and ensure predictable routines, along with structured tasks and assignments, which can reduce uncertainty and alleviate anxiety levels. Additionally, offering flexible seating arrangements, allowing movement breaks when needed, and providing access to quiet spaces can empower students to regulate their emotions and maintain focus. Collaborating with mental health professionals and incorporating cognitive-behavioral strategies, such as challenging negative thoughts and promoting positive self-talk, can further enhance students’ coping mechanisms. Ultimately, fostering a supportive and understanding classroom culture, combined with evidence-based interventions, can significantly mitigate the impact of anxiety on students’ academic performance and well-being.
Specialist support for ASD
Supporting students with Autism Spectrum Disorder (ASD) in the classroom necessitates a tailored approach that accommodates their unique needs. My lessons will follow a structured and predictable routine with the aims of fostering a sense of security and aid in reducing anxiety. I have found that providing visual aids, such as schedules, charts, and diagrams, can enhance understanding and facilitate communication for students with ASD. I utilise clear and concise language, breaking tasks into manageable steps, and offering regular breaks to help keep my students stay focused and engaged. Additionally, I offer opportunities for sensory regulation, such as providing sensory tools or a designated quiet space which can assist students in managing sensory sensitivities. My priority with my students with ASD is collaborating with parents, caregivers, and specialists to develop individualised education plans and employing evidence-based interventions to help my students achieve academic success and social integration within the classroom.
Specialist support for dyslexia
Supporting students with dyslexia in the classroom involves implementing strategies that accommodate their specific learning needs. I provide a multisensory learning experience, such as incorporating tactile, auditory, and visual elements into lessons, to enhance comprehension and retention. Utilizing dyslexia-friendly fonts and formatting materials to improve readability, which I have found can also facilitate access to written content. I ensure there is frequent opportunities for repetition, reinforcement, and explicit instruction in phonics and decoding skills which can help strengthen reading proficiency. I provide ample time for reading and writing tasks, along with alternative assessment methods and frequently leverage technology in the classroom which can alleviate time pressure and reduce anxiety.
Specialist support for ADHD
I provide structured routines and clear expectations to promote organisation and minimize distractions. Incorporating active learning strategies, such as movement breaks and hands-on activities, can help channel excess energy and enhance engagement ensuring that there are often practical elements to my teaching. I provide frequent opportunities for feedback and positive reinforcement which can motivate students and reinforce desired behaviours. Offering freedom of movement and minimising environmental stimuli can create a conducive learning space.
