Kerry J

About me, my expertise, qualifications and SEND experience

I built my foundational expertise as a Teaching Assistant supporting students with PDA and ADHD in mainstream settings. After graduating with a BA (Hons) in Teaching and Learning, I qualified through the Graduate Teacher programme (GTP), earning my QTS. My teaching career spans both primary and secondary sectors as a specialist SEN Teacher, also teaching in alternative provision sectors including extensive work educating students out of school.  I offer extensive expertise in pre-verbal and non-verbal communication, alongside designing specialised interventions for diverse conditions including ASD, ADHD, SEMH, SPD, and PDA.

How I teach students with ADHD/ASD

I personalise learning with an individual approach. I tailor lessons to a child’s unique interests and leverage short, high-density tasks (chunking) which directly supports the executive functioning needs of learners with ADHD and ASD. I am also an advocate of visuals in learning development and use them frequently.

How I teach Maths / English

I teach maths using manipulatives and visual resources to make abstract concepts easier to understand and remember. I am trained in the Concrete–Pictorial–Abstract approach, which helps learners progress confidently from hands-on exploration to visual representation and, finally, abstract methods.

I use real-life scenarios and cross-curricular activities to make maths relevant, purposeful and enjoyable. Through careful scaffolding, repetition and a personalised approach, even reluctant learners can build confidence, achieve and thrive.

I teach English through clear modelling and carefully structured scaffolding. Before writing, learners use visuals and sequencing activities to organise their ideas. Tasks are then divided into small, achievable steps that build knowledge, confidence and independence.
I begin literacy learning with an engaging hook that sparks curiosity and imagination. For formal writing, I demonstrate the genre, share clear examples and gradually reduce support as the learner becomes more confident.

Reading is central to my approach. I use carefully chosen texts to engage learners and develop the vocabulary, comprehension and literacy skills they need to write successfully across different genres.

I also incorporate typing, helping learners develop an essential skill for modern life. This is particularly valuable as examinations and assessments increasingly use digital tools, including access arrangements for neurodivergent learners.

How I help students communicate

I am calm, positive and mindful that every child needs to work at their own pace. When appropriate, I encourage the use of sensory tools and support non-verbal communication through clear, accessible visuals.
Every day and every session can be different. I respect each child’s individual needs and work collaboratively to establish consistent routines that reduce anxiety and help them feel secure.

How I help students engage with learning

I personalise learning around each learner’s interests, strengths and needs, helping lessons feel enjoyable and relevant. By sharing my enthusiasm for the subjects I teach, I encourage curiosity and motivate learners to engage with confidence.

How I make lessons fun

I make learning meaningful and enjoyable. I use real-life contexts to spark curiosity and help learners see the purpose behind what they are studying. Lessons are vibrant, engaging and closely connected to the subject, making learning both relevant and enjoyable.

How I help students with focus, attention and emotional regulation

With more than twenty years’ experience in education, I understand that children may need instructions repeated, tasks broken into manageable steps, or an approach changed when it is not working. Learning can begin when a child feels calm and regulated. I help each child reach that point with patience, respect, understanding and compassion, adapting the session to their individual needs.