James C

About me, my expertise, qualifications and SEND experience

I’m a friendly, dedicated SEND teacher with over seven years’ experience supporting pupils aged 4–19 with complex needs, including autism, epilepsy, Down syndrome and global developmental delay. Over the years I’ve gained a wide range of training, including Elklan Speech & Language Support for SLD, Hertfordshire Steps (Step On and Step Up) and Sign Along.

I’m also trained extensively in the Thrive Approach and am a Licensed Childhood and Adolescence Practitioner and Family Thrive Course Leader. Through Thrive, I’ve developed and shared mindfulness practices—such as breathing exercises, body scans and creative art activities—with pupils, staff and families.

Much of my experience is with learners aged 14–19, helping them build independence, work and life skills, and preparing them confidently for adulthood.

I specialise in PSHE, especially RSHE for students with severe and complex needs, and I’ve created resources to support emotional regulation and social development for pupils aged 4–19.

Music is a big part of my teaching. I’ve written a music curriculum for students with severe learning difficulties and directed five adapted Shakespeare for Schools productions, creating fun, accessible performances with young people who have profound learning needs.

How I teach students with SEND

I’ve taught a wide range of SEND learners, including pupils with autism, Down syndrome, global developmental delay, epilepsy, Williams syndrome and complex behavioural needs. I believe every child deserves a personalised, interest-led approach built on trust, creativity and strong relationships. Working closely with parents and carers is central to my practice, ensuring education feels like a shared, supportive partnership.

I’m confident in adapting teaching for a variety of needs, from sensory-based curricula for pupils with PMLD, epilepsy or severe autism—using anticipation, sensory materials, switches, AAC devices, eye-gaze and adapted tools—to highly stimulating, structured approaches for autistic learners, pupils with ADHD or those showing challenging behaviour. Techniques I use include Attention Autism sessions, sensory circuits, sensory breaks and awe-and-wonder literacy activities.

Above all, I know that no single method suits every learner; each student needs their own creative blend of strategies to help them thrive.

How I teach Maths / English

I root learning in students’ interests and set targets that genuinely matter to their development. Whenever possible, I focus on functional skills that build confidence, independence and readiness for adult life.

How I help students communicate

I use a total communication approach, blending strategies such as Sign Along, symbol-based communication, PECS, SALT techniques and AAC devices like tablets and smartphones. Strong, trusting relationships are key to helping students feel comfortable expressing themselves.

How I help students engage with learning and regulate emotionally

I make learning engaging by connecting it to pupils’ interests and presenting activities in a fun, motivating way. Many pupils need support to regulate before learning, so I use a range of strategies including sensory breaks, sensory circuits and mindfulness.

I provide a structured, predictable environment where expectations and routines are clear. Lessons are meaningful, motivating and adapted to meet sensory needs. Emotional regulation is a central part of my teaching—students learn to recognise their feelings and develop personal strategies to manage them.

When pupils become dis-regulated, I see it as a chance to learn. I respond calmly with therapeutic, de-escalatory approaches to help them feel safe again. Above all, I want students to feel safe, supported and happy, and I approach any barriers to learning with creativity and problem-solving to help them thrive. It is important to me that students look forward to their sessions, my aim is to have a positive impact on the education and life of any young person I tutor.