Amy R

About me, my expertise, qualifications, and SEND experience

I am a qualified teacher with QTS and have worked in specialist SEND education for almost 14 years. During this time, I have supported children and young people aged 7-19 with a wide range of additional needs, including autism, ADHD, PDA profiles, global developmental delay, cerebral palsy, Down syndrome and profound and multiple learning disabilities (PMLD).

I gained my QTS while already working as an unqualified teacher, allowing me to develop my teaching practice through both hands-on experience and formal training. Throughout my career, I have worked closely with families, therapists and other professionals to create personalised learning opportunities that help young people develop confidence, independence and meaningful skills for life.

How I teach Students with Autism

My first priority is always to build a positive relationship and get to know a young person as an individual. I believe young people learn best when they feel understood, respected and comfortable with the person supporting them. I take time to understand their interests, communication style, strengths and any barriers they may be experiencing, working at a pace that feels right for them.

I work closely with families to understand their goals, while also listening to what the young person wants to achieve themselves. I use interests, preferred activities and individual motivations to help learners engage with learning and develop confidence. Throughout my teaching, I aim to create a calm, supportive environment where young people feel safe to communicate, make mistakes, ask questions and celebrate success.

I also have a strong understanding of sensory needs and how these can impact learning, focus and emotional regulation. Where appropriate, I incorporate sensory strategies, movement breaks and other personalised supports to help learners feel regulated and ready to learn. I am a great believer in the phrase “if you’ve met one person with autism, you’ve met one person with autism” – every young person with autism is unique so their learning should be uniquely matched to them.

How I teach Maths

I teach Maths in a way that is personalised to the learner’s age, ability and goals. For some learners this may involve supporting the primary curriculum, building confidence with number, calculation, shape, measure and problem solving. For others, the focus may be on developing functional maths skills that can be applied in everyday life. I believe maths is about much more than numbers. Skills such as problem solving, following sequences, understanding instructions, recognising patterns and applying knowledge in different situations are all important foundations for learning and independence. Wherever possible, I make maths practical and meaningful by linking it to real-life situations and the learner’s interests.

For older learners, maths may involve budgeting, shopping, handling money, telling the time, planning journeys or other skills that support independence and Preparing for Adulthood outcomes. My aim is always to help learners develop mathematical understanding in ways that are relevant, useful and achievable for them.

How I teach English/how I help young people communicate

I teach English in a way that is meaningful, engaging and relevant to the individual learner. For some students, this may involve supporting the primary English curriculum, including reading, phonics, comprehension, spelling and writing. For others, the focus may be on developing communication, functional literacy and confidence using language in everyday situations. My ELKLAN training has given me a strong understanding of how communication develops and the many different ways young people communicate, whether through speech, AAC, gestures, facial expressions, vocalisations or shared attention. I believe English is about more than reading and writing. It is about understanding, communicating, expressing ideas and making sense of the world around us. I often use practical and creative activities such as storytelling, barrier games, Lego-based activities, role play, visual supports and technology to develop communication and literacy skills in an enjoyable way.

How I help students engage with learning

I believe young people are most engaged when learning feels meaningful, achievable and enjoyable. I take time to get to know each learner’s interests, strengths and motivations, using these to create activities that feel relevant and rewarding. I also involve young people in decisions about their learning wherever possible, helping them develop confidence, independence and a sense of ownership over their progress.

How I help students with attention, focus and emotional regulation

I understand that attention, focus and emotional regulation can be significant barriers to learning. My experience working with a wide range of SEND needs has given me a strong understanding of sensory processing, anxiety and behaviour as communication. I use personalised strategies such as sensory breaks, movement opportunities, visual supports and adapted activities to help learners feel regulated, confident and ready to learn. Above all, I remain calm, flexible and responsive to the individual needs of each young person.

About me, my expertise, qualifications, and SEND experience

I am a qualified teacher with QTS and have worked in specialist SEND education for almost 14 years. During this time, I have supported children and young people aged 7-19 with a wide range of additional needs, including autism, ADHD, PDA profiles, global developmental delay, cerebral palsy, Down syndrome and profound and multiple learning disabilities (PMLD).

I gained my QTS while already working as an unqualified teacher, allowing me to develop my teaching practice through both hands-on experience and formal training. Throughout my career, I have worked closely with families, therapists and other professionals to create personalised learning opportunities that help young people develop confidence, independence and meaningful skills for life.

How I teach Students with Autism

My first priority is always to build a positive relationship and get to know a young person as an individual. I believe young people learn best when they feel understood, respected and comfortable with the person supporting them. I take time to understand their interests, communication style, strengths and any barriers they may be experiencing, working at a pace that feels right for them.

I work closely with families to understand their goals, while also listening to what the young person wants to achieve themselves. I use interests, preferred activities and individual motivations to help learners engage with learning and develop confidence. Throughout my teaching, I aim to create a calm, supportive environment where young people feel safe to communicate, make mistakes, ask questions and celebrate success.

I also have a strong understanding of sensory needs and how these can impact learning, focus and emotional regulation. Where appropriate, I incorporate sensory strategies, movement breaks and other personalised supports to help learners feel regulated and ready to learn. I am a great believer in the phrase “if you’ve met one person with autism, you’ve met one person with autism” – every young person with autism is unique so their learning should be uniquely matched to them.

How I teach Maths

I teach Maths in a way that is personalised to the learner’s age, ability and goals. For some learners this may involve supporting the primary curriculum, building confidence with number, calculation, shape, measure and problem solving. For others, the focus may be on developing functional maths skills that can be applied in everyday life. I believe maths is about much more than numbers. Skills such as problem solving, following sequences, understanding instructions, recognising patterns and applying knowledge in different situations are all important foundations for learning and independence. Wherever possible, I make maths practical and meaningful by linking it to real-life situations and the learner’s interests.

For older learners, maths may involve budgeting, shopping, handling money, telling the time, planning journeys or other skills that support independence and Preparing for Adulthood outcomes. My aim is always to help learners develop mathematical understanding in ways that are relevant, useful and achievable for them.

How I teach English/how I help young people communicate

I teach English in a way that is meaningful, engaging and relevant to the individual learner. For some students, this may involve supporting the primary English curriculum, including reading, phonics, comprehension, spelling and writing. For others, the focus may be on developing communication, functional literacy and confidence using language in everyday situations. My ELKLAN training has given me a strong understanding of how communication develops and the many different ways young people communicate, whether through speech, AAC, gestures, facial expressions, vocalisations or shared attention. I believe English is about more than reading and writing. It is about understanding, communicating, expressing ideas and making sense of the world around us. I often use practical and creative activities such as storytelling, barrier games, Lego-based activities, role play, visual supports and technology to develop communication and literacy skills in an enjoyable way.

How I help students engage with learning

I believe young people are most engaged when learning feels meaningful, achievable and enjoyable. I take time to get to know each learner’s interests, strengths and motivations, using these to create activities that feel relevant and rewarding. I also involve young people in decisions about their learning wherever possible, helping them develop confidence, independence and a sense of ownership over their progress.

How I help students with attention, focus and emotional regulation

I understand that attention, focus and emotional regulation can be significant barriers to learning. My experience working with a wide range of SEND needs has given me a strong understanding of sensory processing, anxiety and behaviour as communication. I use personalised strategies such as sensory breaks, movement opportunities, visual supports and adapted activities to help learners feel regulated, confident and ready to learn. Above all, I remain calm, flexible and responsive to the individual needs of each young person.