My specialist experience working with young people with SEN to develop trusting and meaningful relationships
I am a fully qualified primary school teacher with over 21 years of dedicated experience in a specialist SEND setting, supporting pupils across a wide range of ages, needs, and abilities. I firmly believe in every child and young person’s right to an inclusive, meaningful education and am deeply passionate about child mental health. I have taught pupils aged 4 to 19 with a broad spectrum of conditions, including PMLD, MLD, Dyslexia, SEMH, ASC, ADHD, PDA, EBSA, Trauma, Communication difficulties, HI, VI, CP, and Down Syndrome, as well as those with complex medical needs.
Throughout my career, I have consistently used creativity, adaptability, and patience to ensure that every pupil can make progress toward their individual goals—academically, socially, and emotionally—while feeling safe, supported, and most importantly, enjoying their learning journey.
I understand how crucial a positive relationship between teacher/tutor and pupil, for meaningful learning. Such a relationship can transform a child’s educational experience, making it more enriching, supportive, and enjoyable. I believe trust is built over time through consistency, reliability, and clear expectations, alongside genuinely listening to and empathising with the challenges each child faces. By doing so, I aim to support and encourage every pupil in reaching their goals and fulfilling their potential.
· My experience working with young people with Autism
I have extensive experience working with a wide range of Autistic pupils, each with varying support needs. This includes supporting pupils with high support needs who use non-verbal communication methods such as PECS and AAC software like Grid. I am trained in and have implemented strategies such as Intensive Interaction and Attention Autism to support the development of early communication, focus, and attention skills. I have also used TEACCH approaches effectively, particularly with pupils who benefit from structured workstations and 1:1 teaching, ensuring that sessions are paced appropriately with regular breaks and respect for the pupil’s need to self-regulate—whether through stimming, movement, or seeking low-sensory environments.
I have worked closely with music therapists, occupational therapists, and speech and language therapists to understand and respond to each pupil’s sensory profile. I can confidently support sensory-seeking and sensory-avoidant behaviours by integrating tailored, sensory-friendly activities that help pupils feel comfortable, engaged, and ready to learn.
· My experience working with young people with Anxiety
I have a deep understanding and sensitive approach to supporting children with anxiety. I have worked closely with students to identify their triggers and tailor strategies that help them manage their emotions in the classroom and the wider school environment. My approach combines creating a safe environment with fostering resilience and self-regulation skills. I collaborate regularly with families, therapists, and other professionals to ensure a holistic support system, enabling these young people to build confidence, reduce anxiety-related barriers, and achieve their full potential.
· My experience working with young people with PDA
In addition, I have significant experience working with pupils who present with challenging behaviour, including those with Pathological Demand Avoidance (PDA). I know the importance of a non-hierarchical, low-pressure approach that centres the pupil’s autonomy and interests. Patience, empathy, and adaptability are at the core of my practice. My approach helps foster trust and builds a foundation for meaningful engagement and long-term progress.
· My experience working with young people with ADHD
I have extensive experience teaching pupils with ADHD, many of whom have struggled in mainstream settings and been unfairly labelled as ‘naughty’—often carrying the emotional weight of this perception, along with the frustration and avoidance it can create. I understand how vital it is to provide a sensory-friendly learning environment, incorporating regular movement breaks and a flexible, pupil-led pace. Recognising and responding to signs of disengagement, while offering just the right level of challenge, is key to maintaining focus and motivation. I’ve found that a creative, collaborative approach—such as adding music or integrating a pupil’s interests—can be especially effective in supporting pupils with ADHD and allowing them to thrive.
· My experience working with young people with Sensory and/or auditory processing needs
I have extensive knowledge of the diverse and intricate needs of children with sensory and/or auditory processing differences. I have worked closely with children who face challenges with sound processing, managing sensory input, and regulating their responses to situations that might be overwhelming. To guarantee accessibility and engagement, I have used tailored strategies such as visual aids, songs, routines, sensory-friendly classroom adaptations, and individualised communication systems. Collaboration with multidisciplinary teams is essential to my work, including families, occupational therapists, and speech and language therapists. My practice is rooted in empathy, patience, and the firm belief that with the right support, every young person can thrive and achieve meaningful progress.
· My experience working with young people with Speech and Language Needs
I have worked closely with Speech and Language therapists throughout my career as a teacher and as a music therapist. I have supported children with a wide range of communication challenges, including expressive and receptive language disorders, social communication challenges, and speech sound difficulties. I regularly adapt my communication style and use visual aids, Makaton Sign Language, and structured routines to help make learning accessible and engaging. In collaboration with therapists, I have implemented individualised targets into classroom and therapy sessions, helping students to generalise their skills across different contexts. This work has deepened my understanding of how communication needs impact learning, behaviour, and social interaction, and reinforced the importance of a consistent, supportive, and multi-disciplinary approach.
My experience teaching Primary English/Literacy
I bring creativity and adaptability to teaching the English/ Literacy curriculum, ensuring that children can access and enjoy learning. I use storytelling as a powerful tool to spark imagination and deepen understanding, often incorporating props such as puppets and sensory materials to create interactive, multi-sensory experiences. These approaches support active learning and help students engage with language in meaningful ways. I integrate phonics teaching through structured, repetitive activities that reinforce sound-letter recognition, blending, and segmenting, meeting to individual learning styles. By combining imaginative play with targeted literacy strategies, I foster a love of language while building essential reading and communication skills.
· My experience teaching Primary Maths
I take a practical, multi-sensory approach to teaching the maths curriculum, ensuring it is accessible, engaging, and suited to individual learning needs. I use a wide range of concrete objects—such as counting blocks, number lines, numicon and everyday items—to help students grasp fundamental mathematical concepts through hands-on exploration. Number recognition and basic skills like counting, sorting, and simple operations are reinforced through interactive games and fun, structured activities that promote participation and confidence. By embedding learning in meaningful, playful contexts, students can build their mathematical understanding at their own pace.
· My experience teaching Social Communication and language skills
My music therapy skills lend themselves perfectly when teaching children Social Communication and Interaction skills. Through the use of rhythm, melody, and improvisation, I create engaging, non-verbal opportunities for students to express themselves, take turns, and develop joint attention. Music provides a safe and motivating environment where children feel encouraged to practice listening, responding, and initiating interactions. By integrating therapeutic techniques with my teaching practice, this holistic approach not only supports their educational development but also promotes meaningful connections that extend beyond the classroom.
· My experience developing confidence and self-esteem
I understand how vital confidence and self-esteem are in enabling children and young people to truly flourish. I am deeply passionate about helping young people discover and celebrate their unique strengths and skills. By supporting them in overcoming barriers that may cause them to feel ‘less than,’ I aim to build their confidence and sense of self-worth, acknowledging and celebrating every achievement—however that may look for them. I acknowledge the importance of making learning fun and engaging, to inspire and spark a passion within themselves. I also embrace the use of music in developing self-esteem and confidence, through encouraging decision making, turn-taking, leadership and celebrations of musical success!
· My specialist experience providing engaging sessions to inspire a love of learning
A love for learning is central to my approach to education. I am passionate about creating inclusive, fun, and meaningful learning experiences that are adapted to each pupil’s unique needs and abilities. I use creative, student-centred methods to foster curiosity, build confidence, and encourage self-expression. I believe that every child has the potential to grow and thrive when provided with the right support, encouragement, and opportunities.
· My skills and experience supporting young people to develop their independence
I am skilled in supporting children to develop their independence. Through a combination of structured routines, individualised learning strategies, and therapeutic interventions, I empower each child to build confidence, make choices, and take ownership of their learning. I look for small moments for each child to develop their autonomy, noticing and praising each step in their own journey towards independence.
My experience working with young people with SEMH
As a SEND teacher and music therapist, I have worked closely with children presenting Social, Emotional, and Mental Health (SEMH) needs, using creative and therapeutic approaches to support their unique challenges. I have cultivated a deep understanding of the complex factors influencing their behaviour and emotional well-being, by employing a compassionate, patient, and consistent approach to build trust and resilience. As a music therapist, I am skilled at creating safe and nurturing environments, to lay the foundations for learning.
My experience working with young people with challenging behaviour
In my extensive career as a SEND teacher, I have worked with many students who present with challenging behaviour. I always look for the reason behind the behaviour, and know that very often, the challenging behaviour represents a stress reaction. I aim to implement strategies that address the underlying causes of these stress reactions, fostering a safe and supportive environment where each student feels understood and valued. By combining consistency, clear boundaries, and positive reinforcement, I have successfully helped students build self-regulation skills and improve their social interactions.
My experience working with young people with Social Interaction and friendship needs
As an experienced SEND teacher and music therapist, I have worked extensively with children who have social interaction and friendship needs. My role has involved creating supportive, inclusive environments where students feel safe to express themselves and develop meaningful relationships.
Through tailored music therapy sessions, I have used improvisation, group singing, and collaborative musical activities to encourage communication, turn-taking, and social engagement. Music offers a non-verbal medium that helps reduce anxiety and build trust, making it easier for students with social challenges to connect with peers.
In the classroom, I integrate social skills development into everyday learning by facilitating structured group activities and guided peer interactions. My combined expertise in education and music therapy enables me to address social interaction and friendship needs creatively and effectively, helping young people build confidence, empathy, and lasting friendships.
