Kat H

About me, my expertise, qualifications, and SEND experience

• I am a SEND Inclusion Advisor with over 15 years’ experience across mainstream, specialist and early years settings. I hold Qualified Teacher Status and have completed postgraduate study in education, alongside extensive specialist training in areas such as autism, communication and trauma-informed practice.
• In my current Local Authority role, I support early years settings, schools and families to identify and meet children’s needs effectively. This gives me a unique perspective — I understand not only how to support children directly, but also how the wider system works around them.
• I have significant experience supporting children with autism, ADHD, SEMH and speech, language and communication needs, including those who may not currently be thriving in their setting or school.

How I teach Students with SEND

• My approach is always individualised and relationship-led. I focus first on building trust, as this is the foundation for all learning.
• I look beyond behaviour to understand what a child may be communicating. Many children I work with experience anxiety, overwhelm or frustration, which can present in different ways. I adapt my approach to reduce pressure, increase predictability and help children feel safe and in control.
• I focus on what a child can do, using a strength-based approach as the foundation for all of my work.

How I teach Maths

• As a Primary Maths Specialist Teacher, I teach maths in a practical, engaging way that builds confidence and deep understanding.
• Rather than relying on memorisation, I focus on helping children truly understand the maths concept — whether through hands-on resources, visual representations or real-life examples that make abstract ideas more concrete.
• For many children, maths can feel overwhelming. My approach is centred on helping them experience success, rebuild confidence and begin to feel that they can ‘get it’.

How I teach English

• I support children with reading and writing by breaking learning into manageable steps and making it meaningful to them. I adapt my approach for children with additional needs, including those who benefit from more visual, structured or alternative ways of recording.
• I use visual supports, scaffolding and a child’s individual interests to make learning engaging. I also look for ways to give writing a real purpose — for example, writing instructions for a recipe they would like to make, or creating something linked to their own interests and experiences.
• For children who find writing difficult, I break tasks into manageable steps and provide the support they need to express their ideas with growing independence.
• I understand that for many children, particularly those with SEND, literacy can feel challenging or difficult to access. My approach focuses on reducing pressure, building confidence and helping children feel successful in their communication.

How I help students communicate

• I support children to develop their communication in a way that feels safe, understood and achievable for them.
• Drawing on my training as an Elklan Tutor and my knowledge of Makaton, I use visual supports, modelling and simple, clear language to help children understand and express themselves. I also allow time for processing, recognising that some children need longer to take in information and respond.
• I work at the child’s pace and focus on building confidence, not pressure. For some children, communication may be verbal, while for others it may include gestures, visuals or alternative ways of expressing themselves.
• My aim is to help children feel heard, understood and more confident in sharing their thoughts, ideas and needs.

How I help students engage with learning

• I support children to re-engage with learning by starting with what interests and motivates them.
• I take time to understand each child’s strengths, preferences and what helps them feel comfortable. This allows me to create learning experiences that feel enjoyable, achievable and relevant.
• I use a flexible, child-led approach, adapting sessions depending on the child’s needs and emotional state on the day. For some children, this may begin with play, exploration or conversation before moving into more structured learning.
• My aim is to rebuild a sense of curiosity, confidence and enjoyment, helping children to feel more positive about learning over time.

How I make lessons fun

• I bring warmth, creativity and flexibility into sessions, helping children feel relaxed and open to learning.
• I love making learning fun and believe the best learning happens when children are enjoying themselves so much they don’t even realise they’re learning.
• Getting to know each child — their interests and what motivates them — is key to planning sessions that feel engaging, meaningful and enjoyable.

How I help students with focus, attention, and emotional regulation

• I support children to develop focus and attention by first helping them feel calm, safe and ready to learn.
• I use clear routines, simple instructions and a structured approach to reduce uncertainty and help children know what to expect. I also build in movement, breaks and flexibility, recognising that not all children can sit and focus for long periods of time.
• I adapt sessions to each child’s needs on the day, understanding that focus is closely linked to emotional regulation. When children feel overwhelmed or unsettled, I respond by reducing demands and supporting them to regulate before continuing.
• My aim is to help children gradually build their ability to focus, while feeling understood, supported and successful.