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My experience and skills

My experience of working with children of all ages and abilities is extensive and diverse. Below are just a few examples of my work with children and young people that I have helped over the years. I truly hope the accounts resonate with you as you read and gives you the hope that every child has the ability and capacity to thrive, be happy and realise their full potential.

My Specialist Experience Working with Young People with SEN to Develop Trusting and Meaningful Relationships

Building strong, trusting relationships with young people with SEN is the foundation of my teaching approach. I understand that trust is earned over time, and I take great care to create a learning environment where young people feel safe, respected, and valued.  I believe it is crucial to build the self-esteem and confidence of children and young people by developing trust, which forms the foundation for positive outcomes—both in relationships and academically. I achieve this by taking the time to get to know the individuals I work with. We play games, talk about their interests, bake, cook and garden together, anything that promotes positive relationships, communication and engagement.

As the relationship develops, I gradually introduce tailor-made lessons that are initially centred around the child’s interests. One boy I worked with loved pirates; one girl was passionate about anime—I had no prior knowledge of anime but quickly learned! Once engagement and trust are established, I introduce curriculum content aligned with their level of development while still tailoring it to their interests. It’s amazing how the national curriculum can be adapted with a little imagination. With this approach I have seen remarkable transformations in confidence and engagement. Whether it’s through shared interests, creative activities, or simply taking the time to listen, I prioritise building meaningful relationships that allow young people to thrive.

My experience working with young people with ASC (autism)

I have extensive experience working with young people with autism in both primary and secondary education. One particular student stands out—she had mastered the skill of masking her autism and behaviour at school, until one day, she reached breaking point. After being excluded from school, she went through three tutors before me, none of whom were able to engage her. By listening to her outbursts of anger and frustration, I was able to draw out her strengths, interests, and fantastic sense of humour. As our working relationship developed, her confidence grew, and, crucially, she felt heard. With my support, she progressed from permanent exclusion to being placed in set 1 English back in mainstream education. It was an absolute joy to be part of her journey.

My experience working with young people with SEMH (social, emotional, and mental health needs)

Many of the young people I work with have mental health needs, and I support them by understanding their struggles at a deeper level, showing empathy, and providing practical coping strategies.

I am currently working with a Year 8 student who suffers from depression. In our first three sessions, she was unable to leave her bedroom for more than 15 minutes at a time. Gradually, we built a trusting relationship, and recently, she engaged for a full session! I recognised that her depression was debilitating, preventing her ability to engage. One key strategy was allowing her to walk away without explanation. This helped build trust and reinforced that her voice was heard and respected. We have now had 5 full consecutive sessions with her fully engaging and making progress.

I also use distraction techniques with students struggling with SEMH, such as naming five things in the room that relate to the five senses. Another helpful tool is a ‘special box’—personalised with familiar scents, a photo of a pet, or a comforting texture to help regulate emotions. Every child is different, so my approach to mental health support is always bespoke.

My experience teaching science

I have taught science at both primary and secondary levels. I love hands-on science—lava lamps, wormeries, and erupting volcanoes are just a few experiments that come to mind!

Currently, I am teaching a KS3 student about living organisms, including cells and the skeleton. It’s fascinating—I genuinely love learning alongside the young people I work with!

My experience teaching history

Having specialised in history at university, I have taught the subject across both primary and secondary levels.

Most recently, I worked with an autistic Year 7 student who had a keen interest in pirates. Together, we created a giant world map, plotting character descriptions, ‘wanted’ posters, and newspaper reports of criminal trials. Once engagement and trust were established, we moved on to the GCSE history curriculum, starting with the American West.

My experience supporting the teaching of functional skills in English and maths

I have taught functional skills English for two years to a student with anxiety, ADHD, and autism. To personalise her learning, I tailored the curriculum around her special interest—horses. We wrote persuasive letters to the local authority, arguing against a proposed development on her equestrian centre. We practised speaking and listening skills by debating the pros and cons of new housing on equestrian land, and we read War Horse together.

I have little experience teaching functional skills maths, and it is not my area of strength, but I am happy to give it a go! I have successfully taught KS1 and KS2 maths.

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

I believe learning should be exciting, engaging, and tailored to each young person’s interests. Over the years, I have created personalised learning experiences—from sensory-based storytelling sessions to hands-on science experiments—to spark curiosity and enjoyment.

One of my most memorable moments was transforming a student’s living room into an interactive learning space filled with themed activities based on his favourite characters. By incorporating play, creativity, and real-world connections, I help young people develop a love of learning that extends beyond the classroom.

My skills and experience supporting young people to develop their independence

Supporting young people to become as independent as possible is a key focus of my teaching. Independence looks different for every individual—whether it’s developing personal care routines, using communication aids to make choices, or practising problem-solving skills in a safe environment. I celebrate every step towards self-sufficiency, no matter how small.

For one young person, independence meant learning to press a button on a voice-output device to request a snack. For another, it was developing the confidence to take public transport with support. My approach is always person-centred, ensuring that independence is nurtured in a way that is meaningful and empowering for each young person`

My Experience Working with Young People with Sensory Difficulties

Young people with sensory difficulties experience the world in unique ways, and I tailor my teaching to accommodate their individual sensory needs. Whether a student is sensory-seeking or sensory-avoidant, I create activities that regulate and engage, using textured materials, soundscapes, movement, and visual stimulation. I have used everything from feely bags filled with objects of different textures to calming light displays and deep-pressure activities to support focus and comfort. Understanding sensory triggers and preferences is crucial, and I take great care to observe and adapt in real time, ensuring learning is both accessible and enjoyable.

My Experience Working with Young People with Communication Difficulties

I am passionate about finding ways to unlock communication for young people who struggle to express themselves. I have worked with students who use PECS (Picture Exchange Communication System), Makaton, AAC (Augmentative and Alternative Communication) devices, and those who are developing verbal skills at their own pace. I adapt my approach to meet each young person’s preferred method of communication, using a combination of visual supports, gestures, and verbal modelling. One of my most rewarding experiences was supporting a young person to use a switch device to participate in shared storytelling, allowing them to engage in a way they never had before. Communication is more than just words—it’s about connection, and I always strive to create opportunities for my students to express themselves in meaningful ways.