My general experience teaching children with significant SEND difficulties: I am an experienced and dedicated SENDCO with 30 years of teaching experience within primary education, including Assistant Head Teacher for Inclusion and SENDCO at various schools in Barking and Dagenham, Redbridge, and Camden. Over the years, I have developed a strong passion for raising standards for children with Special Educational Needs and Disabilities (SEND) and ensuring their full inclusion in all aspects of school life.
Within my role as a SENDCO, I have worked closely with school staff, parents and other professionals when supporting children with SEND: Autism, PDA, complex needs, ADHD/ADD, specific learning difficulties (SpLD), Dyslexia, Dyscalculia, sensory needs, social emotional mental health, low confidence and low self-esteem. The knowledge and experience that I have gained over the years has helped me to assess each child’s learning difficulties where I have then planned fun, engaging, practical and hands-on activities linked to the child’s interest to support them in meeting their needs.
My career has involved a diverse range of responsibilities, including teaching across both Key Stages, specialising in SEND and English as an Additional Language (EAL), and coordinating various school initiatives. I have been an accredited Numbers Count Teacher, PSHE coordinator, Family Literacy coordinator,a Reading Recovery Link Teacher and EAL coordinator. I have also contributed and worked as part of an outstanding primary school team recognised by Ofsted in 2019.
Throughout my roles, I have been instrumental in developing and implementing SEND provisions, policies, and systems in schools. I have worked to build staff confidence in supporting children with SEND, providing training, writing Individual Education Plans (IEPs), and overseeing interventions. My work with teaching assistants and other professionals has included delivering training on effective strategies and tracking the impact of interventions. I have a proven track record of improving staff confidence in supporting children with SEND, implementing strategies for inclusion, and fostering collaborative approaches among teachers, parents, and external agencies.
Within my roles, I have been responsible for managing the SEND provision across the school, working with teachers to identify and support children with complex needs, and leading initiatives to improve classroom practice for SEND pupils. I have led various projects, such as setting up intervention spaces for children with Autism and complex needs, implementing the ‘Zone of Regulation’ system, and managing funding and audits related to SEND provisions. Additionally, I have contributed to the Educational Health Care Plan (EHCP) process, coordinating with a range of professionals to ensure appropriate support for students.
My experience of working and supporting children with Autism, ADHD, and ADD: As a highly experienced SENDCO, I have developed structured and engaging learning environments that are tailored to the unique needs of children with Autism, ADHD, and ADD. I implement a wide range of teaching strategies, adapting them to ensure each child thrives in their learning. My focus is on providing clear routines, visual supports, and individualised interventions to help students with these needs fully access the curriculum and reach their full potential.
For children with Autism, ADHD, and ADD, I utilise resources such as visual schedules, Now and Next boards, and task planners to provide structure and predictability. I also incorporate sensory-friendly spaces and sensory breaks to support emotional regulation, helping students stay calm and focused. By creating an inclusive, supportive, and safe learning environment, I ensure that every child feels comfortable and confident in their learning journey.
In addition, I use positive reinforcement to build motivation, boost self-esteem, and encourage confidence, ensuring that each child feels valued. I promote independence through strategies that support self-regulation and executive functioning, such as checklists, timers, and organisational tools. My approach is hands-on, interactive, and led by the child’s interests, making learning both fun and engaging, while meeting the individual needs of each child.
My experience of working and supporting children with Speech and Language needs: I have extensive experience supporting children with a wide range of behavioural needs, and I understand the importance of working closely with each child to identify the most effective communication methods that suit their individual needs. I am confident and experienced in supporting children who use Picture Exchange Communication System (PECS), Core Vocabulary Boards, visual cards, Choice Boards, Task Planners, Now and Next Boards, and visual schedules. I am dedicated to ensuring that these methods are consistently implemented both at home and at school, providing ongoing support to families in this process. Throughout my career, I have worked collaboratively with multidisciplinary teams, including speech and language therapists, educational psychologists, and other professionals, to offer holistic support. This team-based approach ensures that we meet the diverse needs of each child while providing a comprehensive and consistent support system for both the learner and their family.
My experience of working and supporting children with Maths and English: I have supported children with Special Educational Needs in both Maths and English by tailoring my teaching methods to meet their individual needs. In Maths, I have used a range of resources and strategies, including visual aids, manipulatives like Numicon, Dienes and concrete objects such as bead strings and straws, to help children grasp complex mathematical concepts. I use a hands-on, interactive approach, breaking down tasks into manageable steps to ensure that children with SEND can access the content and feel successful. I have also worked closely with teachers to support the creation of Individual Education Plans (IEPs) for students, setting SMART, achievable goals that target specific learning challenges.
In English, I have supported students through differentiated instruction, providing additional time, visual prompts, and structured interventions to help them build confidence in reading, writing, and communication. I have used strategies such as scaffolding, guided reading, and small-group work s well a variety of interventions like Colourful Semantics, Precision Teaching and other 5 minute-box to meet the range of needs by ensuring the children have the tools and support to progress in their literacy skills. I work collaboratively with teaching assistants and outside professionals to provide the necessary interventions and monitor progress through regular assessments, ensuring that each child is given the tools and resources they need to succeed in both subjects.
My experience of working and supporting children with anxiety: Supporting children with anxiety is a priority in my approach to teaching, as I understand the impact it can have on their learning and well-being. I create a calm and predictable environment by establishing clear routines and providing visual supports, discussions around Zones of Regulation, and Now and Next boards, which help reduce uncertainty and build confidence. I incorporate regular sensory breaks and mindfulness activities to help children manage their emotions and regulate anxiety. I also provide individualised support by using strategies like positive reinforcement and breaking tasks into smaller, manageable steps to prevent children from becoming overwhelmed. By fostering open communication and offering a safe space for children to express their feelings, I ensure they feel heard and supported, allowing them to engage fully in their learning and build resilience over time.
My experience of working and supporting children with developing their confidence and independence; Supporting children in developing their confidence and independence is central to my teaching approach. I believe in creating a positive and supportive environment where children feel valued and capable of achieving their goals. I provide opportunities for children to take ownership of their learning by setting achievable, individualised targets and celebrating their successes, no matter how small. I use strategies like clear and consistent routines, visual aids, and self-regulation tools, such as checklists and timers, to help children manage tasks independently. By encouraging a growth mindset and offering opportunities for problem-solving and decision-making, I help children build resilience and the confidence to face challenges. This approach empowers children to become more self-sufficient, take pride in their accomplishments, and develop a strong sense of autonomy in their learning journey
My experience of working and supporting children with auditory processing and memory difficulties: I use a range of tailored strategies to ensure they can access the curriculum effectively. I provide clear, concise instructions, supplemented with visual aids, to help reinforce verbal communication. I break tasks into smaller, manageable steps and provide repeated opportunities for practice to support retention. Additionally, I incorporate strategies like using visual schedules and task planners to offer structure and enhance memory recall. I also encourage active learning through hands-on activities and provide additional time for processing and responding, ensuring each child has the support they need to succeed. By creating a calm and predictable learning environment, I help children feel confident and engaged in their learning.
In addition to my professional skills, I am known for my approach ability, strong communication abilities, organisational skills, and my ability to work collaboratively with teams to achieve common goals. I bring a positive and enthusiastic attitude and am committed to helping children reach their full potential across the curriculum.
I am eager to continue by contributing towards the success and development of students in a supportive, inclusive, and creative learning environment.
