Hannah S

About me, my expertise, qualifications, and SEND experience
I am a Senior SEND Advisor and experienced primary school teacher, SENCo and Senior EHC Co-ordinator. I have recently completed my Master’s in Special and Inclusive Education and have conducted research into maths and life skills education. I have worked with students with a broad range of SEND, including ASC, ADHD, dyslexia, DCD/dyspraxia, dyscalculia, DLD and physical disabilities. I keep abreast of research in SEND strategies and pedagogical approaches and adapt my approaches to the needs of the student I am working with. In addition, I have a strong understanding of SEND law and processes, including EHC Needs Assessment and Reviews, and the SEND tribunal.

How I teach neurodivergent students
Every child learns differently, so I adapt my approach to match their unique strengths, needs, and interests. I use clear structure, visual supports, and step-by-step guidance to make learning accessible, while also building in opportunities for choice and independence. I focus on creating a positive, safe environment where children feel valued and confident to take risks in their learning. By combining evidence-based strategies with creativity and empathy, I aim to reduce barriers, nurture resilience, and empower every child to progress at their own pace.

How I teach Maths
I use a maths for mastery approach and prioritise each student truly understanding mathematical concepts, whatever stage of education they are at. I break down concepts into manageable steps and link them to real-life examples so that learning feels relevant and achievable. I use a combination of visual aids, practical activities, and clear explanations to make abstract ideas more concrete. My lessons are paced to match each learner’s confidence, with plenty of opportunities to practise and revisit skills in different ways. I recognise the barrier that maths anxiety can create to progress and, therefore, I make maths engaging with a focus on problem-solving, so that every student believes they can be a mathematician.

How I teach English
Whether a student is at the stage of reading and writing individual letters, sentences or complex narratives, I inspire a passion for the English language by relating it to the child’s interest. I break down tasks into manageable chunks with clear visuals and signposting so students feel that tasks are achievable and enjoyable. Through this approach, they build on their skills and are encouraged by their own progress. I use strategies such as Shape Coding and Colourful Semantics to support students to build sentences and multi-sensory approaches to support the building of phonological awareness and vocabulary.

How I help students communicate
Valuing children’s voices is crucial to ensuring that their needs are met. I adopt a patient approach and recognise all behaviour as an attempt to communicate. I have significant experience in working with students at all levels of communication, including those who are non- and minimally-speaking, and those who are fluent conversationalists. I also have experience in social communication interventions, including Intensive Interaction, Attention Autism, social stories Comic-Strip conversations.

How I help students engage with learning
I recognise that many students with SEND have had negative experiences of school and that this has impacted their engagement with learning – I want their experience with me to be different. Therefore, I ensure that my students repeatedly experience success and enjoyment to restore their love of learning. I prioritise building positive relationships with my students and creating a safe space in which they can learn and make mistakes, while building their knowledge and study skills.

How I make lessons fun
Through identifying the child’s areas of interest and approach to learning, I quickly develop an understanding of their character and the things that bring them joy. I ensure that students recognise the relevance of the learning use games and short, fun activities to grab attention and build enthusiasm.

How I help students with focus, attention, and emotional regulation
I support attention, concentration, and emotional regulation by creating a calm, structured environment with clear goals and manageable steps. Lessons include visual prompts, movement breaks, and interactive tasks to sustain focus. I encourage students to build self-awareness, helping them recognise when to pause, refocus, or use calming strategies. Through consistency, patience, and encouragement, I guide learners to strengthen concentration, manage emotions, and gain confidence, fostering both academic progress and personal growth in a supportive and positive way.

About me, my expertise, qualifications, and SEND experience
I am a Senior SEND Advisor and experienced primary school teacher, SENCo and Senior EHC Co-ordinator. I have recently completed my Master’s in Special and Inclusive Education and have conducted research into maths and life skills education. I have worked with students with a broad range of SEND, including ASC, ADHD, dyslexia, DCD/dyspraxia, dyscalculia, DLD and physical disabilities. I keep abreast of research in SEND strategies and pedagogical approaches and adapt my approaches to the needs of the student I am working with. In addition, I have a strong understanding of SEND law and processes, including EHC Needs Assessment and Reviews, and the SEND tribunal.

How I teach neurodivergent students
Every child learns differently, so I adapt my approach to match their unique strengths, needs, and interests. I use clear structure, visual supports, and step-by-step guidance to make learning accessible, while also building in opportunities for choice and independence. I focus on creating a positive, safe environment where children feel valued and confident to take risks in their learning. By combining evidence-based strategies with creativity and empathy, I aim to reduce barriers, nurture resilience, and empower every child to progress at their own pace.

How I teach Maths
I use a maths for mastery approach and prioritise each student truly understanding mathematical concepts, whatever stage of education they are at. I break down concepts into manageable steps and link them to real-life examples so that learning feels relevant and achievable. I use a combination of visual aids, practical activities, and clear explanations to make abstract ideas more concrete. My lessons are paced to match each learner’s confidence, with plenty of opportunities to practise and revisit skills in different ways. I recognise the barrier that maths anxiety can create to progress and, therefore, I make maths engaging with a focus on problem-solving, so that every student believes they can be a mathematician.

How I teach English
Whether a student is at the stage of reading and writing individual letters, sentences or complex narratives, I inspire a passion for the English language by relating it to the child’s interest. I break down tasks into manageable chunks with clear visuals and signposting so students feel that tasks are achievable and enjoyable. Through this approach, they build on their skills and are encouraged by their own progress. I use strategies such as Shape Coding and Colourful Semantics to support students to build sentences and multi-sensory approaches to support the building of phonological awareness and vocabulary.

How I help students communicate
Valuing children’s voices is crucial to ensuring that their needs are met. I adopt a patient approach and recognise all behaviour as an attempt to communicate. I have significant experience in working with students at all levels of communication, including those who are non- and minimally-speaking, and those who are fluent conversationalists. I also have experience in social communication interventions, including Intensive Interaction, Attention Autism, social stories Comic-Strip conversations.

How I help students engage with learning
I recognise that many students with SEND have had negative experiences of school and that this has impacted their engagement with learning – I want their experience with me to be different. Therefore, I ensure that my students repeatedly experience success and enjoyment to restore their love of learning. I prioritise building positive relationships with my students and creating a safe space in which they can learn and make mistakes, while building their knowledge and study skills.

How I make lessons fun
Through identifying the child’s areas of interest and approach to learning, I quickly develop an understanding of their character and the things that bring them joy. I ensure that students recognise the relevance of the learning use games and short, fun activities to grab attention and build enthusiasm.

How I help students with focus, attention, and emotional regulation
I support attention, concentration, and emotional regulation by creating a calm, structured environment with clear goals and manageable steps. Lessons include visual prompts, movement breaks, and interactive tasks to sustain focus. I encourage students to build self-awareness, helping them recognise when to pause, refocus, or use calming strategies. Through consistency, patience, and encouragement, I guide learners to strengthen concentration, manage emotions, and gain confidence, fostering both academic progress and personal growth in a supportive and positive way.