Ernest C

About me, my expertise, qualifications and SEND experience

My earliest professional experiences centred on nurturing and supporting diverse young minds to reach their full potential. I began working with children as a sports coach, having achieved high-level success in sport myself. My pedagogical philosophy is grounded in inclusion; as a former refugee with English as an Additional Language, I deeply valued the support I received as a student. This led me to teach across diverse and often conflicted communities in Northern Ireland, The Gambia, and South Korea.

I later worked in a KS3–KS4 setting within a disadvantaged area of South London, undertaking roles including Pastoral Welfare Lead, Designated Safeguarding Lead, Head of House, Teacher, and Licensed Thrive Practitioner. Alongside delivering the National Curriculum (KS2–KS4), I have taught a personalised SEN curriculum focused on functional life skills, emotional regulation, and experiential learning, including home cooking, Zones of Regulation, and Forest School approaches. Over the past three years, I have specialised in primary education as a Year 3 teacher, with experience across Early Years and KS1. I have extensive expertise supporting pupils with Dyslexia, Dyscalculia, Hearing Impairment, ASD, ADHD, SEMH, and GDD/MLD/SLD.

How I teach students with Autism

When teaching autistic children, I begin by understanding each child’s strengths, interests, and sensory profile. Many autistic learners experience anxiety when learning feels unpredictable, so I prioritise clear routines, visual timetables, and explicit expectations to help them feel safe and secure. Learning is broken into small, achievable steps, with visual supports and concrete examples used to reduce cognitive overload.

I use pupils’ interests as a gateway to engagement, shaping reading, writing, and problem-solving tasks around topics they find motivating. For children with additional needs such as ADHD, I incorporate movement breaks, flexible seating, and chunked tasks to support attention and self-regulation. Emotional regulation strategies, choice within tasks, and consistent adult support help pupils develop confidence, independence, and a positive relationship with learning.

How I teach Maths

My approach to teaching Maths is rooted in a mastery curriculum. I believe all children can be successful in mathematics when provided with high-quality instruction, purposeful support, and opportunities to reason and explain their thinking. Lessons are carefully sequenced and broken down into small, manageable steps, ensuring that each new concept builds securely on prior learning. Prerequisite knowledge is explicitly taught, and regular assessment is used to identify gaps and inform next steps.

I use evidence-based approaches such as the “I do, we do, you do” model to support novice learners, build confidence, reduce task-related anxiety, and develop independence. Learning is further scaffolded through the Concrete–Pictorial–Abstract (CPA) approach, which strengthens conceptual understanding, supports working memory, and enables pupils to make meaningful connections between representations.

Manipulatives, visual models, reasoning, and problem-solving are embedded in every lesson, enabling children to articulate their understanding and apply mathematics in a range of contexts. Through this structured, inclusive approach, I equip pupils with the mathematical knowledge, confidence, and life skills needed for secondary education and beyond.

How I teach English

My approach to teaching English is inclusive, structured, and grounded in cognitive science, particularly an understanding of working memory and long term memory. I recognise that pupils are more likely to retain and apply learning when content connects to their interests and is taught in clear, manageable steps.

I teach reading and writing through a structured, dyslexia informed approach, embedding phonics, decoding, and fluency so that pupils read with accuracy, smoothness, and expression. Formative assessment is used regularly to identify gaps and adapt teaching accordingly. New writing units begin with practical hook lessons that are often creative, outdoor, or art based, designed to engage pupils and provide concrete experiences that support later abstract thinking.

Writing is explicitly modelled using the I do, we do, you do approach, with clear steps to success, sentence starters, word mats, and key vocabulary, including Tier 3 language, provided to scaffold learning. Visual representations, structured planning, and purposeful scaffolding support pupils with SEND learners. Where appropriate, I introduce typing to reduce cognitive and physical load, enabling pupils to focus on composition, confidence, and independence.

How I help students engage with learning

I create engaging, meaningful lessons that spark curiosity and enjoyment in learning. Through hands on activities, creativity, and practical experiences, I help children connect emotionally with what they are learning. I use pupils’ interests, movement, and exploration to keep lessons motivating and accessible, ensuring children feel confident to take risks, stay engaged, and develop a genuine love of learning.

How I help students with focus, attention and emotional regulation

I support children with focus, attention, and emotional regulation by building strong, trusting relationships and creating a calm, predictable learning environment. I take time to understand each child’s needs, strengths, and learning profile so that support is always tailored to them. Clear routines, gentle structure, and consistent expectations help children feel safe, which is essential for confidence and learning.

To support focus and attention, I break learning into small steps, repeat and simplify instructions, and use visual supports to make expectations clear. I help children understand and manage their emotions using simple emotional language, Zones of Regulation strategies, and Thrive informed approaches. Positive reassurance, choice within tasks, and flexible support help reduce anxiety and build motivation.

I regularly check in with children and adapt my support as needed, ensuring they feel listened to and understood. Through consistency, empathy, and encouragement, I help children develop emotional awareness, self-regulation, and the confidence to engage happily and successfully with learning.