Darren T

About me, my expertise, qualifications and SEND experience

I am a fully qualified primary teacher and SENCo, with over 25 years of experience working in mainstream and specialist settings. I hold advanced qualifications in supporting learners with Dyslexia, Autism, and ADHD, and have completed extensive postgraduate training to support university students with SEND through study skills and mentoring.

My work spans early years to university level, and I have successfully taught students with a wide range of needs, including Autism, ADHD, SEMH, Dyslexia, Down Syndrome, Speech and Language difficulties, and Global Developmental Delay. My teaching is grounded in empathy, adaptability, and evidence-based strategies.

I tailor each lesson to suit the individual learning profile, strengths, and interests of every student. I build a positive, trusting relationship and create a calm, structured environment where students feel safe to take risks and celebrate success.

For students diagnosed with Autism or PDA, I adapt sessions to incorporate their interests (e.g., animals, sports, favourite topics), ensuring engagement and motivation. I adopt a child-centred approach, using strategies such as visual aids, clear routines, and choice-making to foster autonomy and reduce anxiety.

How I teach students with Dyslexia and Literacy Difficulties

I use a structured, cumulative, and multi-sensory approach to support literacy development. For students diagnosed with Dyslexia, lessons include overlearning, phonics, visual aids, and tactile activities to reinforce understanding. I prioritise confidence-building, providing praise for every milestone, whether it is for writing a first word, sentence, or a full story. Writing activities are always meaningful and linked to the students’ interests, such as creating fact files on their favourite football team or animals.

How I teach Maths

My maths lessons are practical, engaging, and tailored to the learner’s level and interests. I focus on developing number sense, using manipulatives like Dienes blocks, and applying concepts to real-life contexts. I emphasise mastery of foundational skills before moving on to more complex tasks. Praise and encouragement are essential to building confidence and overcoming maths anxiety.

How I help students communicate

I have successfully supported non-verbal and minimally verbal children, including those with Down syndrome, Autism, and speech delays. I use visual prompts, interactive tools, and I am not afraid to step outside the box – including learning basic Makaton myself from watching Mr Tumble episodes! I liaise closely with families and professionals, sharing strategies that can be used across settings. I have taught speech and language online internationally, adapting phonics and early language development strategies effectively.

How I help students engage with learning

My sessions are hands-on, interactive, and highly individualised. I use technology, real-life examples, and games to keep learning exciting and purposeful. Giving students some ownership over their learning, I have found, helps to build up confidence; engagement and improves motivation, especially for those with ADHD or/and Autism. I establish clear routines and adjust pacing and content dynamically to sustain engagement.

How I make lessons fun

Learning should be joyful. I bring creativity and enthusiasm to every session – whether we are learning phonics through play, building maths skills with Lego, or writing stories about monkeys! I strive to connect with each learner’s personality and ensure every child feels a sense of achievement.

How I help students with focus, attention and emotional regulation

I create structured, predictable sessions with visual timetables and sensory breaks as needed. I teach calming strategies when appropriate, provide choice within boundaries, and use clear, step-by-step instructions. For students with SEMH or ADHD, my approach includes regular movement breaks, positive reinforcement, and emotional coaching. Small wins are celebrated to help students recognise their growth and build resilience.