Jacqui C

About me, my expertise, qualifications and SEND experience

I’m a qualified primary school teacher with over 15 years of experience, including several years in senior leadership as an Assistant Headteacher. My qualifications include an NPQSL (Distinction) in Senior Leadership, a PGCE in Primary Education, and a Master’s in Sociology, Health and Healthcare. I’ve held roles as Designated Safeguarding Lead, Behaviour Lead,  PSHE, English and Early Reading and Phonics Leaders, as examples. I was also Head of a specialist Communication and Interaction (COIN) Centre, where I led provision for 21 children with EHCPs. I have direct, hands-on experience teaching children with Autism Spectrum Disorder (ASD/ASC), ADHD, Speech, Language and Communication Needs (SLCN), Pathological Demand Avoidance (PDA), and mild to moderate learning disabilities.

How I teach students with ASD, ADHD, SLCN and PDA

My approach is entirely child-centred, there’s no one-size-fits-all method. I take time to understand each child’s individual needs, interests and communication style and build lessons around them. For children with PDA, I use a low-demand, collaborative approach that reduces anxiety and builds trust. I also take a trauma-informed approach where needed, prioritising emotional safety alongside learning.

How I teach Maths and English

I make Maths and English as practical and hands-on as possible, using concrete resources children can touch and manipulate rather than abstract instruction alone. I use colourful semantics to support sentence building and language structure and I break tasks down into small, manageable chunks so instructions feel achievable rather than overwhelming.

How I help students communicate

I use a range of visual supports,  including visual timetables, now-and-next boards, and colourful semantics, to help children process language and express themselves with confidence. These tools reduce anxiety around communication and give children a reliable way to understand what’s expected of them.

How I help students engage with learning

Because I know each child is different, I adapt my teaching to what genuinely interests them. I draw on my creative and artistic background, weaving art, music and creativity into lessons wherever it helps a concept land. When learning connects to something a child cares about, engagement follows naturally.

How I make lessons fun

Learning through creativity is at the heart of what I do. I regularly bring in art, music and sensory, hands-on activities, from creative crafts to sensory play, so that lessons feel like play rather than pressure, while still building core skills.

How I help students with focus, attention and emotional regulation

As a former school-wide Behaviour Lead, I am trained in Paul Dix’s Ready, Respectful, Safe approach and have extensive experience supporting children with very challenging behaviour, not just working directly with the child, but supporting the staff and family around them too. I believe all behaviour is a form of communication, and every child deserves to be treated with respect and positivity, with no raised voices or negative communication. When expectations aren’t met, I give children the chance to talk it through, understand why and put things right, rather than simply being told off. I put bespoke behaviour support plans in place where needed and I use tools like now-and-next boards and clear, chunked instructions to help children stay oriented and focused. My trauma-informed approach means I’m always attentive to a child’s emotional state, adjusting pace and demand in the moment to keep them feeling safe, regulated and ready to learn.