My specialist experience working with young people with SEN to develop trusting and meaningful relationships
I have taught in a variety of settings, including a school for children with severe and complex learning difficulties, as well as learners with additional diagnoses such as autism and/or physical/sensory impairments. I create schemes of work which ensure consistent delivery of high-quality, motivating and challenging learning experiences and highest standards of care, to continually improve the achievement of all pupils. I design all teaching and learning activities with the needs and interests of the pupil at the heart to ensure all pupils enjoy a motivating, inspiring, personalised and specialised learning experience. I believe that most pupils learn best when they are practically engaged in experiential learning and as such, ensure all learning is child centred, fun, flexible and built on trusting relationships and within an inspiring and nurturing learning environment.
I have taught within an Early Years setting as a Coordinator supporting EAL and SEN pupils aged 3-6 which allowed me to deepen my knowledge and understanding of the core aspects of early child development. This experience has been invaluable in recognising how foundational these early years are in setting the stage for lifelong learning. By focusing on the social, emotional, cognitive, and physical development of young children, I was able to create a nurturing and stimulating environment that supported each child’s growth and readiness for future educational challenges. This background has shaped my approach to tutoring, ensuring that I emphasise the importance of early development in all aspects of learning.
Additionally, in my previous roles as Careers Lead, PSHE Lead, and English Lead, I have gained a broad and comprehensive understanding of student development across multiple areas. As Careers Lead, I have developed inspiring schemes of work that have helped students explore their career aspirations, develop essential employability skills, and navigate pathways to further education or work. In my role as PSHE Lead, I have developed inspiring schemes of work that have supported the holistic development of students by focusing on their personal, social, and health education, helping them build resilience, emotional intelligence, and a strong sense of self. As English Lead, I I have developed inspiring schemes of work that have nurtured students’ language and literacy skills, fostering a love of learning and improving their communication abilities. These experiences have enriched my tutoring practice, allowing me to approach student needs from a well-rounded perspective and provide a supportive environment for academic, personal, and social growth.
These experiences have given me a profound understanding of learning disabilities and how they affect student learning. My expertise in early childhood development enables me to effectively track progress, design action plans, and customise planning and provision to meet each student’s needs. I believe in taking a holistic approach that blends educational and therapeutic objectives into a highly personalised learning plan, incorporating students’ mental health, wellbeing, and aspirations when relevant.
Research shows a strong connection between positive wellbeing, good mental health, resilience, and improved outcomes for both children and adults. As such, I am dedicated to prioritising the social and emotional wellbeing of all the students I teach. Building positive, meaningful relationships with pupils is crucial for supporting their emotional health and overall development. I achieve this by being attentive, responsive, and reliable, creating a predictable environment where students feel safe, understood, and valued. I anticipate their needs and address them calmly, ensuring I am always available to help regulate their emotional and physiological state. This approach fosters trust and emotional security, which are key to their success both in and outside of the classroom.
Central to this process is the development of communication skills. I use strategies designed to empower each student to express their thoughts and preferences regarding their learning. I actively engage with them, listening to their input and understanding their aspirations to ensure their learning is inspiring, motivating, and tailored to their individual needs. Positive relationships, where pupils feel safe and supported, are essential to this approach, as is respecting the Rights of the Child (Unicef Gold award, 2021) and acknowledging and accepting the neuro-diversity of each student.
I also recognise that an individual’s emotional well-being directly impacts their behaviour, emotional regulation, engagement in learning, and their ability to participate successfully in the school and wider community. I believe that to ensure positive emotional wellbeing, carefully planned positive behaviour support strategies must be implemented as this will promote positive emotional wellbeing and support students in reaching their full potential.
My experience working with young people with PMLD
With 14 years of experience as a PMLD teacher, I specialize in creating a supportive, individualized learning environment for children with Profound and Multiple Learning Disabilities (PMLD). I am well-versed in the Engagement Model, which focuses on key stages of learning: exploration, realization, anticipation, persistence, and initiation. Using this framework, I design sensory-rich activities that are tailored to each student’s needs, ensuring lessons are engaging, accessible, and meaningful. My approach is holistic, considering the communication, health, physical, behavioral, and sensory needs of every student to foster skill development and a sense of achievement.
I prioritize consistency through repetition and consolidation, tailoring each learning opportunity to your child’s interests and motivations. By identifying what excites and engages them, I create personalized learning pathways that incorporate strategies such as sensory exploration, communication development, and community engagement. I also focus on supporting social, emotional, and mental health, integrating core skills like turn-taking, waiting, and requesting help. With an emphasis on communication and early language skills, I offer diverse opportunities for your child to interact, explore, and develop essential skills for independence.
My experience working with young people with sensory difficulties
I have experience of supporting the learning of young people with PMLD who may experience visual or hearing impairments, or a combination of both, and may also be hypersensitive or hyposensitive to touch. I always endeavour to develop a deep understanding of each individual young person’s sensory needs—whether related to vision, hearing, touch, or other senses—to develop tailored learning and communication strategies that best support their development.
To practically support the sensory needs of pupils, I ensure that lessons are sensory-rich and adaptable to each young person’s individual requirements. This may involve using visual aids, providing a variety of sensory toys, lights, and materials, and creating a classroom environment that stimulates the senses in a way that is engaging and supportive. By carefully considering these sensory needs, I can create a learning space that is both accessible and effective for every student.
My experience working with young people with communication difficulties
Developing communication skills is crucial for every young person and especially those with Special Educational Needs and Disabilities (SEND), and I am confident in using a variety of communication tools creatively to support this development. I have experience in supporting the use of Augmentative and Alternative Communication (AAC) systems, PECS (Picture Exchange Communication System), Makaton signing, visual tools, and ALD boards and they form an integral part of my approach. These tools help students express their needs, thoughts, and emotions effectively, even if they struggle with verbal communication. I also incorporate gestures, objects and visuals to reinforce and support the development of receptive communication skills. By utilising these resources in a personalised and engaging way, I ensure that each student has the means to develop core vocabulary and communicate confidently and meaningfully, fostering greater independence and social inclusion. This multi-modal approach not only enhances language skills but also helps students build stronger connections with others, contributing to their overall emotional and social development.
My experience writing schemes of work to support young people with life skills
I am committed to advancing students’ education while preparing them for adulthood and development of their life skills. I firmly believe that all students should be supported in working towards the four key outcomes of Preparation for Adulthood: health, friends and community, work experience and employment, and independence. As careers lead, I have extensive experience of devising schemes of work that support young people to develop their independence in these four areas. Additionally, I encourage students to take an active role in their learning by reflecting on their performance, setting goals, and developing individual action plans when appropriate.
When creating learning experiences for young people around this area of learning, I focus on building the eight essential employability skills outlined in ‘The Skills Builder Universal Framework.’ These skills are integrated into all aspects of learning, ensuring a consistent approach to skill development across both academic and life contexts.
I believe there are numerous motivating opportunities for young adults to develop these essential skills and gain a wide range of experiences as they prepare for their next steps into adulthood and develop their life skills.
• Environmental Studies: I guide students in developing an awareness of environmental issues and encourage them to contribute positively to their local community. I also ensure that they build essential skills that prepare them for adulthood. Educational visits within the local community are an important part of this process, providing meaningful interactions with employers.
• Hospitality and Catering: I teach students how to prepare and cook food safely, as well as how to properly use and store equipment. This knowledge can be applied in real-world work contexts, where students learn how to prepare themselves and their environment to serve food to others. Additionally, I arrange visits to local hospitality and catering businesses, offering valuable insights and direct encounters with employers.
• Enterprise: I support students in developing enterprise skills by guiding them in creating products to sell, such as wax melts, ice cream, and greeting cards. This hands-on experience provides real-life work exposure and helps students develop vital skills such as teamwork, problem-solving, and creativity, all of which are essential for their future careers.
Work Experience
I value work experience, work shadowing, and/or work visits as part of every young person’s individualised learning plan as I believe that every young person should have the opportunity to experience the world beyond the classroom, as it is a crucial part of their learning and personal growth.
I always endeavour to tailor their learning to each pupil’s individual needs, interests, and aspirations, ensuring they have a meaningful and relevant experience. These opportunities could include, but are not limited to, a range of local community settings, such as garden centres, supermarkets, football stadiums, leisure centres, and family-owned shops and cafés.
I work closely with each pupil to personalise these experiences, helping them develop essential skills and gain a broader understanding of the world of work. Experiencing different workplaces and community environments plays a crucial role in building real-world skills, increasing confidence, and preparing students for adulthood. These experiences provide opportunities to develop communication, teamwork, and problem-solving abilities, ensuring students are well-equipped to transition smoothly into both the workplace and community life.
My specialist experience providing engaging sessions to inspire a love of learning.
In all my teaching practices, I prioritise creating engaging and motivating learning experiences that are focused upon the young person’s interests, ensuring that their educational journey is stimulating, motivating, and relevant to their needs. Through hands-on, sensory-rich activities, I provide opportunities for students to explore new concepts, express creativity, and develop a passion for learning. I believe there are many ways to do this including some which are outlined below.
Play
“Work and play are used to describe the same thing under different conditions.” – Mark Twain
Play plays a crucial role in my teaching, especially for pupils working at early levels of development. It forms the foundation for all subsequent learning activities and is key to becoming an effective communicator. Without mastering the basics of communication, which underpins all other learning, it becomes difficult for a learner to progress. Learning to communicate is a complex process, and much of it takes place through play or play-like activities, which is often the most effective way for this learning to occur.
While play is fundamental to my approach, I have carefully considered what “play” means in this context. I define play as an activity that promotes learning, is enjoyable and motivating, and usually involves interaction with another person. Play focuses on building upon a pupil’s strengths, with the adult guiding them forward in their learning and communication. It’s important to note that play is not the same as “stimming” or repetitive behaviours that may serve a function for the pupil but don’t contribute to their development. Additionally, play isn’t an activity where the pupil is bored or requires a reward to participate. While I may model and demonstrate behaviours to support learning, play is not controlled by me—it’s about giving pupils ownership of their learning and development.
I firmly believe that all pupils, can achieve through play. I focus on building upon the skills they already have, ensuring that play is purposeful, safe, and exciting. Play at my sessions can involve toys or objects, but it’s not always necessary. It offers a holistic approach that supports relationship-building and gives pupils the space to take control of their learning. I integrate play throughout lessons as appropriate, ensuring it is embedded in most activities. Play often involves strategies such as Intensive Interaction, with a primary focus on engagement. While objects may or may not be involved, the goal is to foster meaningful, motivating, and developmental play experiences.
Specialist approaches
Sensory Stories
A sensory story is an experience where a story is told using a combination of sensory experiences or props alongside a text. In these sessions, both the words and the sensory experiences hold equal importance in conveying the storyline. Sensory stories are simple, fun, and engaging, making them suitable for a wide range of pupils with varying learning needs—everyone enjoys them.
Sensory experiences are central to cognitive development and are not just an added extra—they are essential for each pupil’s growth. Sharing a story together is a social bonding experience, and the story provides structure to the sensory stimulation. Repetition is key to making learning effective. By having a clear structure, sensory stories allow experiences to be repeated, increasing their predictability and providing a sense of security for the pupil.
Participating in stories is a way of saying, “I am sharing this with you.” During these special story experiences, I guide pupils on a learning journey, carefully introducing a range of sensory experiences to capture their attention. This makes the story feel like a real-life experience that they can connect with and understand. I use various strategies to engage their senses, including touch, sight, sound, and even smell or taste, depending on the story.
I integrate sensory stories throughout the curriculum, carefully selecting or designing stories to meet each pupil’s individual learning needs. I use a variety of strategies to capture each pupil’s attention, creating a ‘wow’ moment that they can relate to. Sensory stories are used to help pupils interact with the curriculum in a multisensory way, bringing the learning to life.
Attention Autism
Attention Autism is a program that focuses on developing joint or shared attention, meaning the shared focus of two individuals on an object. It teaches essential skills for verbal communication, such as body language, eye contact, focused attention, and shared attention. The program progresses through various stages, promoting skills like turn-taking and completing tasks independently. The goal is to foster natural and spontaneous communication through visually-based and highly motivating activities.
I believe that the ability to attend is a fundamental skill for learning. Within my tutoring lessons, I focus on developing this ability to help pupils engage fully in all aspects of learning and communication. While the strategy is specifically designed for individuals with autism, its benefits extend to those who may not have an autism diagnosis but struggle with areas like concentration, shared attention, turn-taking, or independence skills.
Lego therapy
Lego Therapy is an effective and engaging approach I use within tutoring sessions to support young people with Special Educational Needs and Disabilities (SEND). This therapeutic technique encourages social interaction, communication, and teamwork through collaborative play with Lego blocks. By working together to build specific models, students practice important social skills such as turn-taking, problem-solving, and following instructions. Lego Therapy is particularly beneficial for students with autism, as it provides a structured yet creative way to enhance their communication abilities and emotional regulation in a safe and supportive environment. It also fosters a sense of accomplishment and boosts confidence, making it a valuable tool in helping young people with SEND develop both cognitive and social-emotional skills.
Colourful Semantics
Colourful Semantics is a powerful tool I incorporate into tutoring sessions to support young people with Special Educational Needs and Disabilities (SEND), particularly those with language and communication challenges. This approach uses colour-coded sentence structures to help students understand and produce sentences more effectively. By associating specific colours with different parts of speech—such as who, what, where, and when—students can visualise and organise their thoughts more clearly. This method supports the development of both receptive and expressive language skills, enabling students to form more complex and grammatically correct sentences. Colourful Semantics is particularly beneficial for students with autism, speech and language delays, or learning difficulties, as it provides a visual framework that makes abstract language concepts more tangible and easier to grasp. It also enhances their confidence in communication and encourages greater engagement in learning.
Arts
I believe that the Arts are essential for promoting positive emotional and physical well-being, particularly for children with SEND and PMLD. Engaging in drama, dance, art, and music allows pupils to make meaningful connections to real-life experiences, form lasting memories, and develop a strong sense of self. The creative nature of the Arts offers students a unique opportunity to experiment with their own creativity, build confidence, and foster independence, all within a safe and supportive environment. These activities not only enhance their emotional expression and communication skills but also provide a valuable outlet for self-discovery, helping them to engage with the world around them in a more meaningful way.
My skills and experience supporting young people to develop their independence.
As one of the four key outcomes of Preparation for Adulthood, I am dedicated to fostering independence in all the students I work with. By setting clear goals and providing consistent support, I help students develop essential life skills, from personal care to problem-solving. I incorporate opportunities for decision-making and self-expression in my sessions, empowering students to take ownership of their learning and feel confident in their ability to succeed. Encouraging independence is key to building self-esteem and preparing students for adulthood.
Although there are many different priority areas with regards to independence which differ for each young person, I believe communication plays a key role in developing a young person’s independence. Through the development of expressive and receptive language skills, pupils are able to make choices, express their emotions, develop their social skills and support their behavioural needs all of which contribute to the young person’s emotional wellbeing.
Assistive Technology
I have extensive experience teaching both children and adults to use assistive technologies to support their learning as I believe these tools are crucial in empowering students to overcome barriers and achieve their full potential. In my tutoring practice, I integrate assistive technology to support children with Profound and Multiple Learning Disabilities (PMLD), ensuring that each student has the tools and resources they need to engage with their learning in meaningful ways. By incorporating speech-to-text software, eye-gaze technology, and tailored communication devices, I provide students with alternative means of expression and interaction, promoting independence and active participation in lessons. I also use interactive apps and sensory-responsive tools to create engaging, multisensory learning experiences that cater to each child’s unique needs. These technologies not only support communication and learning but also foster a sense of achievement, helping students build confidence and self-esteem as they interact with their environment in a way that feels accessible and empowering, fostering greater confidence and independence in their academic journey.
