Greater Manchester

I began my teaching career in Salford where I was invited to become a Leading Maths Teacher, shortly before being invited to lead a Resourced Provision for children with a vast array of needs such as Physical and Medical needs including Down‘s Syndrome, Cerebral Palsy, Moderate learning difficulties, ASD, ADHD, dyslexia, dyscalculia, anxiety, childhood trauma etc, from Special Measures to ‘Outstanding’’ as SENCo (judged by both HMI and OFTSED inspection).

Throughout my teaching career, I have demonstrated my passion for securing the best education for all pupils on a daily basis. I consider our differences as opportunities rather than barriers and have successfully empowered individuals with diverse, complex needs such as anxiety and trauma from significant adverse childhood experiences to difficulties with executive functioning with overlapping causes to achieve their goals. I have taught whole classes, groups interventions and 1:1 targeted support regularly.

I can help with:

Supporting learners with SEN to develop trusting and meaningful relationships: Excellent progress is due to relationships based upon respect and trust; precision teaching to pupils' individual needs and interests within a culture of celebrating each and every personal ‘success’. I am very familiar with situations where individuals require greater support to form secure, positive relationships and to change the dynamic of learning, with creativity and flexibility on a daily basis to strive for success together. 

Supporting learners with complex needs: Having worked with young people with a range of complex needs including combinations of ASD, ADD, ADHD, PDA, dyslexia, dyscalculia, social, emotional, behavioural and speech and language needs, I aim to fully understand each need and how it impacts on the student’s life. Importantly, I consider how one need may affect another such as frustrations from communication difficulties or struggles with impulse control leading to challenging behaviour.

Supporting learners with executive functioning difficulties: We use executive function when we plan, organise, strategise, pay attention and remember details.  It affects impulse control, emotional control, flexible thinking, working memory, self monitoring, planning and prioritising, task initiation and organisation. Difficulties with this set of crucial skills can be a condition in its own right or present in a large number of neurodiverse conditions. I have a wide range of strategies that learners can be encouraged to implement to strengthen and overcome these difficulties.

My experience teaching young people with ADHD: When teaching students with ADHD I know how important it is to plan for clear, concise instructions with visual prompts; supports to remain on track such as timers and movement breaks, and for the lesson to be relevant, engaging and exciting. I support teaching with learning aids and regular progress updates. If appropriate, I use the zones of regulation to support the student to manage their emotions.

Supporting learners with anxiety/ SEMH needs to build confidence and self-esteem: With trust and respect at the heart of my teaching, I believe it is important to build a relaxed, pressure-free, environment where pupils feel safe, supported and heard. Allowing learners to lead their learning and taking each day/lesson as it comes without prior expectations can reduce the pressure on young people. Understanding when to provide space is an essential skill to have when working with young people with SEMH needs.

My experience teaching young people with challenging behaviour: When teaching students with behaviours that may challenge I try to understand why the behaviour is happening e.g., could it be because their needs are not being met and they are trying to communicate? I support students positively by helping them to understand their individual triggers and strategies they can use to self-regulate. I plan my teaching to reduce triggers and I remain calm and approach behaviour from a holistic strength-based perspective.I actively engage learners in setting their own positive targets and give choices which allow them to lead their own learning and plan for difficult situations, avoiding 'power struggles'. A behaviour management plan drawn up together allows for consistency, support and empowerment.

Supporting learners with PDA or ODD: Whilst a  regular structure to the day, with a multisensory approach and consistent expectations and manageable tasks, can give pupils familiarity and structure; I recognise that for some pupils with Pathological Demand Avoidance or oppositional defiant Disorder usual approaches to teaching and learning may not be appropriate or effective, for example, with PDA I have found that a different approach is needed allowing a greater sense of agency with low demand, careful choice of language and no performance pressure.

Supporting learners with autism: Being calm, patient and consistent, I am able to provide learners with ASD the support and space they need in order to build positive relationships. I foster a learning environment which promotes and celebrates success, whatever form that may take. Showing a genuine intrigue in a student’s interests can be a good starting point in forming those positive relationships. A consistent approach where routine is maintained and managed, and boundaries/expectations are explicit and fair, is essential when working with young people on the autistic spectrum.

Supporting learners with Physical and Medical Needs such as Cerebral Palsy: In my experience, when working with a child who has physical and medical needs, flexibility is essential due to the varying severity of symptoms and emotional needs. Learning that is targeted, multi-sensory, fun and interactive, delivered in manageable chunks can be planned to address associated conditions alongside main areas of need. With guidance from other health specialists, adaptive equipment such as a universal cuff to support grip, or communication boards/ assistive technology which supports language skills, or the correct form of repetitive movements etc can be practised consistently in engaging ways to promote independence.

Supporting learners with Global Developmental Delay: A multifaceted specific learning difficulty, GDD presents differently in each individual, usually meaning children are not meeting several developmental milestones. Support will depend upon the developmental areas which have been identified as requiring additional help. A range of strategies such as interactive activities to keep students engaged, supporting learning with visual cues, breaking tasks down into manageable chunks, keeping language/instructions short and clear, allowing additional time for processing, repetition of incremental steps building up towards a larger goal.

Supporting learners with Speech and Language needs including non-verbal learners: Working alongside experienced speech and language therapists I have implemented a range of skills to help young people overcome language difficulties.  I therefore have a range of strategies which have been successful at encouraging these children to communicate. These include: a focus on non-verbal communication such as, eye gaze, assistive technology (AT), body language, eye contact, gesture and visual aids. As well as simplifying spoken language and allowing time for students to respond.

Supporting learners to improve their English including writing, phonics and reading: I am trained in Reading Intervention which is multisensory and incorporates many aspects of reading including reading fluency, comprehension, word recognition, phonological awareness, context, and vocabulary. A wider focus beyond phonics, systematically building up a bank of sight words can be more effective, allowing pupils to recognise the shape of letters and words without the need to memorise all the combinations of sounds and letters of English. Re-reading of familiar books also builds confidence and fluency. Followed by a carefully graded approach to independent reading books can be very successful at building confidence, fluency and independence for learners with additional needs.

The multiple skills involved in learning how to write can make it very challenging from coming up with ideas, spelling words, choosing vocabulary, formulating sentences and then writing them down in an organised suitable manner. I have multiple strategies to support learners throughout the process from verbal practise of sentences, physical chunking of ideas for organisation to motor control of handwriting and letter formation and beyond.

I have a range of fun activities aimed to develop:

• Fine motor skills for handwriting such as threading activities or art activities

• Spelling to build a bank of known spellings and broaden vocabulary

• Talk For Writing for language fluency to enable learners to imitate and rehearse verbally before reading, analysing and writing their own work. This method reduces pressure on the learner to create original ideas. Especially useful for story telling, this method also helps children build a repertoire of popular story structures and familiarise themselves with the language of storytelling such as traditional tales, fables, etc

Supporting learners to develop their Maths Mastery: Guided by The National Centre for Excellence in the Teaching of Mathematics, I deliver a mastery model of the National Curriculum maths which aims to develop a deep understanding of mathematical concepts using concrete and pictorial aids. This can incorporate life skills such as budgeting and money management.

Supporting learners to develop their Science skills: Having a degree in Molecular Biology and a Science specialism with my PGCE, I have a particular love of teaching science, especially sparking curiosity and designing investigations with learners. The asking of quality questions, alongside the ability to find answers and evaluate ideas are important skills in all areas of life.

Supporting and mentoring learners to develop independence, study skills, focus and attention: Developing independence is a skill that is built up over time, with careful scaffolding of support which is assessed and amended on a daily basis per the needs of the student at that time. Progress is not linear as it is task specific and dependent upon cognitive ability on the day. Therefore, it should be guided by the student on the day and the desired outcome of the task to avoid cognitive overload.

Modelling how to break seemingly difficult tasks down into manageable chunks coming from the place of ‘what do I know already that can help me?’ and ‘what do I need to find out?’ can not only help children master skills but also helps to build their confidence, as they receive praise and rewards for incremental successes.

Time management techniques may help to support individuals to focus and complete achievable tasks in short bursts with built in rest breaks, age and ability specific:

In my experience, engaging teaching relies upon several key parts. These are:

• Establishing a calm learning environment with few distractions

• Setting clear and achievable, child-led goals

• Providing manageable tasks which can be broken down

• Utilising a range of learning styles such as visual, kinaesthetic and auditory approaches

• Planning regular appropriate breaks and importantly, incorporating student’s own interests in learning tasks improves motivation and enjoyment.

I aim to create bespoke ‘Quality First Teaching’, alongside careful ongoing assessment of individual pupils' needs, to select or implement advised targeted interventions or assisted technologies to fill gaps in individual pupil’s understanding to enable their success.

Importantly, I have experience of SEN education as both a parent and a teacher. As a parent of two boys, both with varied additional needs, including anxiety, EBSA, AST, PDA, ADHD, dyslexia and ongoing CFS/ME, I can fully appreciate that school can be a challenging environment in some circumstances and that some children and young people need a different educational environment.

More recently, I have home educated my eldest son through his GCSEs. Following a CFS/ME diagnosis, my son was unable to attend High School for the whole of Year 11. He suffered from post-exertional malaise, extreme fatigue, pain, chronic digestive issues, cognition difficulties, brain fog, poor recall and retention of information. Having exceeded the school’s expectations, this experience firmly reinforced my belief that anything is possible when you understand and accommodate a person’s needs.

I have 15 plus years of experience working with SEN children and adults who attend university both in the UK and internationally. I completed my Primary Education PGCE in 2010. Since then I have also completed training with both Dyslexia Action and the National Autistic Society. I have also undertaken TSST (teacher specialist subject training) in maths which enabled me to teach up to GCSE level Maths. In 2022 I completed another postgraduate diploma in Psychoanalytical Observational Studies. This course helped me develop skills to work with that harder-to-reach student. It was a distinctive experiential approach to training professionals such as myself to work with children, young people and their families. One of the aims of the course was to deepen the understanding and awareness of human development and interaction which helps me tremendously in my role as a SEN tutor.

I have worked with students with ASD/ASC/Autism for many years. I have taught adults studying at university study skills such as; essay writing, strategies for improving memory, organisational skills, note-taking, revision and exam techniques. I have also worked alongside Autistic adults in the workplace to support them in learning their new roles. One young man was learning an administration role for a construction company. I have taught highly functioning autistic children who have disengaged from mainstream primary education English and Maths at a level appropriate. I also taught at a specialist school for autistic children which was a very unique experience with children that were more severe in their learning difficulties. In this school, I used the PECS system.

Many of my students have presented with anxiety alongside their other conditions. I am very skilled in helping people to navigate their anxiety and/or depression. One particular student I worked with last year successfully achieved her maths GCSE and was very socially anxious for which I helped her develop coping strategies. I'm particularly skilled in making students feel at ease with my non-judgemental and calm demeanour.

I have tutored both adults and children with ADHD. For the children I taught maths and English to in the class I would vary up the activities, using a multi-sensory approach. I would help these students develop their executive functioning skills which are often lacking in students with ADHD.

I have experience working in schools attached to care homes where students presented with mainly SEMH learning needs this was as rewarding as it was challenging. It was lovely to be a part of a child's journey to help them achieve their potential.

I have a sensitivity to all my students in terms of sensory processing as it can be present in a range of conditions or as a separate condition. In class, I will always check in with the students whether the lighting is too bright/dull, the colours on the screen, the volume of my voice/audio in the room. Students are usually quite self-aware of what their needs are and I am sensitive in providing them with an appropriate environment that will enable them to achieve their best.

At the moment I have a couple of students who struggle with Ehlers-Danlos Syndrome. One of these students is also on medication for epilepsy and blackouts. They are often in pain and I am mindful to help them to comfortable positions and also to offer frequent breaks. I find these students in particular need more help with memory skills and I adapt my teaching accordingly. I also currently work with a student who has a speech impediment and he likes to use some of our time together to work on improving his speaking skills.

I have worked with many young people who present with SEMH I understand every behaviour is a form of communication. In a non-judgemental way I approach each individual and initially place emphasis on relationship building, in my experience once a trusting, positive relationship is developed, the learning flows. I have managed to turn around many young persons from being disillusioned with education to engaging with education and hope for their future academic life. My current student has gone from hating school to talking about studying photography at college after he has completed his GCSE English and Maths with me.

Before joining SENsational Tutors, I was a primary school teacher for 8 years. I worked in city schools where the prevalence of SEND pupils was much higher than the national average. I quickly came to love working with children who found the school system difficult, as I enjoyed creating specific support plans for each individual child. I realised the importance of this work and decided to become a tutor, so I can focus and dedicate my energy and expertise to one child at a time.

Specific diagnoses

I have recent and substantial experience working with students who have been diagnosed with autism spectrum conditions, ADD, ADHD, anxiety, selective mutism, communication and language delays, visual impairments, dyspraxia, dyslexia and Down's syndrome. For each child with additional needs I have taught, I have worked closely with the team around that young person: parents, therapists, SENCos. Additionally, I have read and studied more about specific conditions and research-proven ways to teach effectively.

SEMH

I have a wealth of experience teaching children and adults with SEMH needs. Especially since the pandemic, I have found that there are significant barriers to learning for some people who might not have a formal diagnosis. I have been successful in raising aspirations and outcomes of those who have a history of clashing with the traditional schooling system. I am studying for a university-level diploma titled 'Trauma Informed Schools and Communities' and will graduate in the summer of 2025.

Secondary-aged pupils

As part of my self-employed tutor role, I support teenagers around Greater Manchester to raise their grades in GCSE maths. I am able to complement their school education with weekly tailored guidance and practice in areas I identify as needing support. I keep diligent records on their learning to ensure consistent progress. I can support students work towards 11+, 13+, Functional Skills Qualifications and GCSEs.

Adults with SEND and SEMH needs

Alongside my self-employed work, I spend half of my working week teaching Functional Skills to adults who are preparing to re-enter the workforce. I have experience teaching fast-track courses in order for my students to gain important qualifications - namely Level 2 maths and English, which is required for almost all job applications. I am trained in core therapeutic skills and my practice is fully trauma informed.

My specialist experience of engaging students with SEND in their learning and developing meaningful relationships: All children respond better and engage more effectively in their learning if they feel safe, calm and know that they are valued and being listened to.  It is my job to make sure that this is the case with every child I teach.  I will take the time to get to know your child, their needs, their interests and dislikes.  I'll plan fun, bespoke sessions and learning activities that will be based on your child's individual needs and personality.  I will treat them with kindness, patience and respect, and I always value families' input as you are the expert on your child.  Do not worry if they become disengaged or dysregulated - we will work through it together, one step at a time and at their pace.  There are many ways of calming and re-engaging children after such moments.  They all depend on the individual child, but include activities such as having a movement break, using a pictorial emotions board, setting clear goals, using praise and agreed rewards, trying a different learning style, and using adaptive and supportive resources to reduce tiredness and frustrations.

My specialist experience of working with students with autism: I have been a primary school teacher in Manchester schools for the last 20 years.  The majority of this was as a class teacher, but I moved into a more specialist SEND-based route as the years went by.  One of the most significant projects was when I was asked to help set up a specialist hub within our mainstream primary school to support around 12 pupils with complex SEND who were not able to cope and/or reach their potential in their regular classes.  Most of these children were autistic and it was my job to help develop the SEND hub itself and then plan and resource the learning activities for each child on a weekly basis.  It was my privilege to then work with the children, who were aged 4 to 11, on a 1:1, small group and larger group basis.  There were some ideas, activities and resources that were key to making the hub as effective as it was, including having clear routines for each part of the school day, using visual timetables, using visual resources such as PECs and Widgit symbols, using social stories, and providing lots of fun and practical hands-on activities that linked to the learning topic.  It was also vital to utilise and build upon their individual areas of interest, that were sometimes very intense and specific, to engage them in their learning.  One pupil loved Alphablocks (a cartoon on Cbeebies) and mobile phone network providers, and so we all became experts in these two subjects, or course!

My specialist experience of working with students with sensory processing issues: I feel that the impact that sensory processing issues can have on learning is often significantly underestimated.  They are also sometimes overshadowed by other areas of need.  However, there are lots of things we can do to support children who have sensory issues.  Sometimes the answers can be as simple as providing ear defenders, having a weighted toy, avoiding certain textures, changing the light levels in a room, or using a sensory cushion.  When my son was younger, his writing was clearer when he used a pencil that had elastic bands wrapped around it.  A specialist advised us to try it because that sensory stimulation apparently helps to remind the brain that the pencil is there, therefore he had a firmer grip and more control.

My specialist experience of working with students with anxiety and mental health struggles: It is really important to work at a pace that is appropriate for each pupil.  Pupils with anxiety and mental health needs often need more opportunities to be successful, even if that means starting with tasks that do not yet challenge their full potential.  They often need more activities that will help them to understand how they are feeling and how they can express that to others, such as through the use of emotions visuals and social stories.  If their behaviour is challenging, they will probably benefit from agreed expectations for behaviour that can be written together and displayed nearby, and clear and specific praise.  Fun cooperative games, sharing successes with others, creating a nurturing environment and opportunities to be helpful are also invaluable.

My specialist experience of working with students with ADHD: It makes me feel sad and frustrated that children with ADHD and hyperactivity are often labelled as disruptive when their behaviour is down to a need, not a choice.  Pupils with ADHD can learn much more effectively and have a much more positive experience of learning if teachers are prepared to try a range of  strategies that have frequently been found to help.  These include:

• giving them lots of shorter tasks to do
• using clear instructions
• removing distractions
• making it fun
• giving them 'special challenges' to complete
• using a wider variety of learning styles
• incorporating frequent movement breaks
• using graphic organisers
• pictorial vocabulary support

It is also important to use different ways of recording their learning and successes.  Learning and progress can be recorded through photographs, drawings, artwork, a presentation, mind maps, songs, speech bubbles, recorded observations by the teacher...  It all depends on the needs of the child and the level they are working at, but all are valuable and should be valued by educators.

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.

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 teaching autistic students:

My experience teaching autistic pupils 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. Additionally, I have learned that providing plenty of positive reinforcement can help autistic pupils stay motivated and engaged throughout their lessons. 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. Progress might be gradual, but every small achievement is significant and I would always celebrate these moments, which in turn boosts confidence and motivation.

 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 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 teaching 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 working with young people to boost their 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 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 students 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 and celebrate their successes, 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 teaching 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 specialist experience teaching 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 teaching students with sensory 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 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.

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.