Ceara G

About me, my expertise, qualifications, and SEND experience

I am a qualified Primary School Teacher with over a decade of experience working with children across Early Years, Key Stage 1 and Key Stage 2. Throughout my career, I have supported children with a wide range of additional needs including Autism, ADHD, SEMH and PDA profiles.

One of the most valuable parts of my experience was helping to set up and run a SEN provision within my school. This role involved creating adapted learning environments, planning personalised curriculums, and working closely with teaching assistants and outside professionals to support children with complex needs. It strengthened my understanding of how to meet children where they are emotionally as well as academically, and taught me the importance of flexibility, creativity and patience.

I am trained in Team Teach approaches and have experience using Makaton and the Zones of Regulation to support communication and emotional understanding. I have also worked closely with speech and language professionals, educational psychologists and families to ensure that learning plans are consistent and meaningful.

Alongside my professional experience, I am also a mum of three young children. This has deepened my understanding of how children grow, learn and respond to challenges. It has strengthened my patience, empathy and sense of humour, all of which I bring into my teaching.

How I teach students with Autism, ADHD, SEMH and PDA

I understand that no two children are the same, even if they share the same diagnosis. Because of this, I always take time to get to know each child before planning learning. I observe how they respond, what motivates them and what may cause anxiety or frustration.

For children with Autism or ADHD, I use clear structure, predictable routines and visual supports to make learning feel manageable and safe. I break learning into smaller steps and allow time for repetition so that children can feel successful before moving forward.

For children with SEMH needs, emotional safety comes first. When children feel overwhelmed, learning becomes much harder. I use calm communication, consistent expectations and supportive routines to help children regulate and feel secure.

For children with PDA profiles, I take a flexible and collaborative approach. I offer choices within tasks and allow children to feel a sense of control over their learning. Reducing pressure and allowing negotiation where appropriate can make a significant difference to engagement.

Across all needs, my aim is to reduce anxiety around learning and build confidence gradually so that children begin to see themselves as capable learners.

How I teach Maths

I teach Maths in a practical and supportive way that focuses on understanding rather than memorising. Many children who struggle with Maths have lost confidence, so my first aim is to rebuild belief in their ability.

I use practical resources and visual methods to help children understand how Maths works. Learning is broken into manageable steps, allowing children time to practise skills until they feel secure.

Where possible, I use real-life examples such as shopping, time and everyday problem solving to make Maths feel meaningful and connected to daily life. I celebrate small successes along the way, helping children recognise their progress and feel proud of what they can achieve.

How I teach English

English learning often begins with confidence in reading and communication. I use strong phonics knowledge to support children who need to build or rebuild reading skills.

When teaching writing, I focus on making tasks feel achievable. I break writing into smaller steps and use modelling, discussion and visual prompts to support ideas. Many children benefit from talking through ideas before writing, and I use this approach regularly.

My background in drama also plays an important role in how I teach English. I use storytelling, role play and speaking activities to help children develop vocabulary, confidence and imagination. This approach is particularly helpful for children who struggle to express their ideas or feel unsure about writing.

I encourage creativity and imagination throughout sessions, helping children see reading and writing as ways to express themselves rather than something to fear.

How I help students communicate

Communication is central to learning. I use clear language, visual supports and consistent routines to help children understand expectations and feel confident expressing themselves.

Where appropriate, I use Makaton and visual tools to support understanding. I give children time to process instructions and share their thoughts, helping to reduce frustration and build trust.

How I help students engage with learning

Engagement begins with interest. I take time to learn what motivates each child and use their interests to shape learning activities.

When children feel interested and capable, they are more willing to take risks and try new things. I create learning experiences that feel achievable while still encouraging progress, helping children build confidence through success.

How I make lessons fun

Learning should feel enjoyable as well as purposeful. I use games, creative activities and discussion to make sessions engaging and positive.

As a mum of three young children, I naturally bring humour and playfulness into sessions. I understand that laughter and enjoyment can help children relax and feel more open to learning, while still working towards clear learning goals.

How I help students with focus, attention, and emotional regulation

Many children I support find it difficult to focus or regulate their emotions. I use clear routines, short learning tasks and movement breaks to support attention.

I also use tools such as the Zones of Regulation to help children recognise their emotions and develop strategies to manage them. Above all, I focus on building strong relationships so that children feel safe enough to try again when learning feels challenging.