Khana S

About me, my expertise, qualifications, and SEND experience

I am a dedicated, compassionate, and experienced teacher with over eight years of supporting students with autism in a specialist setting. I hold Qualified Teacher Status (QTS) and a BA (Hons) in Childhood Studies with a specialism in Special Educational Needs (SEN), and have developed a strong understanding of how to meet diverse learner needs and support meaningful outcomes.

I believe successful learning is built on positive relationships. By combining a warm, nurturing approach with clear expectations and consistent boundaries, I create an environment where students feel safe, valued, and motivated to achieve their potential. My commitment to understanding each learner as an individual enables me to build trusting, supportive relationships that nurture personal growth, and promote both academic and personal success.

I am committed to identifying and removing barriers to learning while preventing new ones from forming. My practice is informed by a strong understanding of student wellbeing and development and recognising that students learn best when their fundamental needs are met.

Reflective practice is central to my work, allowing me to continually evaluate and adapt my teaching to meet students’ evolving needs. I aim to foster a collaborative learning environment where students see their education as a partnership, helping them develop confidence, independence, and ownership of their learning.

I value the role of parents and carers in supporting progress, building positive, trusting relationships with families, offering clear communication, reassurance, and practical guidance to support learning, promote positive behaviour, and improve outcomes for students.

Students with Autism

I have extensive experience supporting students with autism and a strong understanding of the strategies that support effective communication, decision making and transition management. I use clear, concise language, visual support, and allow adequate  processing times.

I recognise that autism presents differently in every individual, with unique strengths, needs, and preferences. I therefore prioritise building strong relationships and developing a detailed understanding of each student. This enables me to tailor my approach to maximise engagement, promote independence, and support each learner to reach their potential.

My learner-centred approach ensures students feel understood, valued, and supported, creating the conditions for confidence, meaningful progress, and both academic and personal success.

Students with ADHD

When working with students with ADHD, I structure learning to promote engagement, focus, and success. I break tasks into manageable chunks, typically 10 to 20 minutes, interspersed with movement breaks. I encourage recording of distracting thoughts that arise during tasks to create opportunities for informal discussions or activities during breaks. By combining structure, flexibility, and an understanding of individual needs, I create an environment where students with ADHD can develop self-awareness, improve self-regulation, and achieve positive learning outcomes.

Students with PDA / SEMH

I have experience supporting students with PDA and SEMH profiles and have achieved positive outcomes through a patient, empathetic, and low-demand approach. I recognise that challenging behaviours are a form of communication, particularly where anxiety is a barrier to the expression of needs or feelings verbally.

I consistently use a calm, friendly, and non-confrontational style, prioritising trust and emotional safety. I aim to reduce perceived demands while supporting students in ways that maintain their sense of autonomy and control. Through collaborative problem-solving, playful negotiation, and structured choices, I encourage engagement while minimising anxiety. Offering meaningful options helps students feel empowered in decision-making and more willing to participate without pressure or coercion.

I recognise that SEMH can encompass a wide range of experiences and so prioritise understanding each student’s unique circumstances before implementing support strategies, establishing strong communication with parents and carers to gain a full understanding of the student’s background, strengths, needs, and any factors affecting their wellbeing and engagement. This collaborative approach ensures that support strategies are informed and appropriate from the outset.

How I teach Maths

I teach mathematics using a mastery approach, progressing through the concrete, pictorial, and abstract stages to ensure students develop a secure understanding of key concepts before moving to more complex learning. By strengthening foundations at each stage, I build both confidence and competence so students can apply their knowledge with increasing independence.

I recognise that mathematics can feel intimidating for some learners, particularly those with prior difficulties or anxiety. My aim is to make concepts accessible and meaningful, reducing uncertainty and helping students see mathematics as logical and predictable rather than overwhelming.

To support engagement, I design activities that connect mathematics to real-world contexts and, where appropriate, incorporate games, songs, videos, and practical tasks. These approaches help maintain motivation and foster a positive relationship with the subject.

For higher-attaining students, I provide appropriate challenge through a more traditional academic approach, supporting examination preparation and further study. By adapting my teaching to individual needs and aspirations, I ensure all students are supported to make strong progress and achieve their potential in mathematics.

How I teach English

I promote a love of reading through accessible, stimulating texts that reflect students’ interests and abilities. Through questioning, discussion, and exploration of themes, characters, and ideas, I support deeper comprehension and encourage students to share interpretations, ask questions, and develop understanding through dialogue.

To increase engagement, I use storytelling, role-play, drama, and creative responses to texts. These approaches help students connect with literature in ways that suit their strengths while building confidence in communication and expression.

In writing, I prioritise creativity and idea development, encouraging students to express themselves freely before refining spelling, grammar, and punctuation with support. This helps build confidence and reduces anxiety around technical accuracy.

I also encourage writing based on personal interests to increase motivation and authenticity. Where handwriting or fine motor skills are a barrier, I support the use of technology and assistive tools so all students can communicate their ideas effectively and succeed in English.

How I help students communicate

I have experience supporting students who use both low-tech and high-tech Augmentative and Alternative Communication (AAC) systems and understand the importance of ensuring every student has a reliable means of communication. I am confident using Grid devices, including Super Core, and can contribute as an editor, adapting and developing personalised grids to improve accessibility, navigation, and communication opportunities.

While I encourage spoken communication where appropriate, I recognise that communication takes many forms. I ensure AAC systems, visual supports, and other communication aids are readily available and integrated into daily learning, enabling students to communicate effectively at all times.

I strive to create an environment where students feel safe, respected, and confident in expressing themselves. By valuing each student’s voice and preferred method of communication, I help build confidence, strengthen social connections, and empower students to participate actively in their learning and decision-making.

About me, my expertise, qualifications, and SEND experience

I am a dedicated, compassionate, and experienced teacher with over eight years of supporting students with autism in a specialist setting. I hold Qualified Teacher Status (QTS) and a BA (Hons) in Childhood Studies with a specialism in Special Educational Needs (SEN), and have developed a strong understanding of how to meet diverse learner needs and support meaningful outcomes.

I believe successful learning is built on positive relationships. By combining a warm, nurturing approach with clear expectations and consistent boundaries, I create an environment where students feel safe, valued, and motivated to achieve their potential. My commitment to understanding each learner as an individual enables me to build trusting, supportive relationships that nurture personal growth, and promote both academic and personal success.

I am committed to identifying and removing barriers to learning while preventing new ones from forming. My practice is informed by a strong understanding of student wellbeing and development and recognising that students learn best when their fundamental needs are met.

Reflective practice is central to my work, allowing me to continually evaluate and adapt my teaching to meet students’ evolving needs. I aim to foster a collaborative learning environment where students see their education as a partnership, helping them develop confidence, independence, and ownership of their learning.

I value the role of parents and carers in supporting progress, building positive, trusting relationships with families, offering clear communication, reassurance, and practical guidance to support learning, promote positive behaviour, and improve outcomes for students.

Students with Autism

I have extensive experience supporting students with autism and a strong understanding of the strategies that support effective communication, decision making and transition management. I use clear, concise language, visual support, and allow adequate  processing times.

I recognise that autism presents differently in every individual, with unique strengths, needs, and preferences. I therefore prioritise building strong relationships and developing a detailed understanding of each student. This enables me to tailor my approach to maximise engagement, promote independence, and support each learner to reach their potential.

My learner-centred approach ensures students feel understood, valued, and supported, creating the conditions for confidence, meaningful progress, and both academic and personal success.

Students with ADHD

When working with students with ADHD, I structure learning to promote engagement, focus, and success. I break tasks into manageable chunks, typically 10 to 20 minutes, interspersed with movement breaks. I encourage recording of distracting thoughts that arise during tasks to create opportunities for informal discussions or activities during breaks. By combining structure, flexibility, and an understanding of individual needs, I create an environment where students with ADHD can develop self-awareness, improve self-regulation, and achieve positive learning outcomes.

Students with PDA / SEMH

I have experience supporting students with PDA and SEMH profiles and have achieved positive outcomes through a patient, empathetic, and low-demand approach. I recognise that challenging behaviours are a form of communication, particularly where anxiety is a barrier to the expression of needs or feelings verbally.

I consistently use a calm, friendly, and non-confrontational style, prioritising trust and emotional safety. I aim to reduce perceived demands while supporting students in ways that maintain their sense of autonomy and control. Through collaborative problem-solving, playful negotiation, and structured choices, I encourage engagement while minimising anxiety. Offering meaningful options helps students feel empowered in decision-making and more willing to participate without pressure or coercion.

I recognise that SEMH can encompass a wide range of experiences and so prioritise understanding each student’s unique circumstances before implementing support strategies, establishing strong communication with parents and carers to gain a full understanding of the student’s background, strengths, needs, and any factors affecting their wellbeing and engagement. This collaborative approach ensures that support strategies are informed and appropriate from the outset.

How I teach Maths

I teach mathematics using a mastery approach, progressing through the concrete, pictorial, and abstract stages to ensure students develop a secure understanding of key concepts before moving to more complex learning. By strengthening foundations at each stage, I build both confidence and competence so students can apply their knowledge with increasing independence.

I recognise that mathematics can feel intimidating for some learners, particularly those with prior difficulties or anxiety. My aim is to make concepts accessible and meaningful, reducing uncertainty and helping students see mathematics as logical and predictable rather than overwhelming.

To support engagement, I design activities that connect mathematics to real-world contexts and, where appropriate, incorporate games, songs, videos, and practical tasks. These approaches help maintain motivation and foster a positive relationship with the subject.

For higher-attaining students, I provide appropriate challenge through a more traditional academic approach, supporting examination preparation and further study. By adapting my teaching to individual needs and aspirations, I ensure all students are supported to make strong progress and achieve their potential in mathematics.

How I teach English

I promote a love of reading through accessible, stimulating texts that reflect students’ interests and abilities. Through questioning, discussion, and exploration of themes, characters, and ideas, I support deeper comprehension and encourage students to share interpretations, ask questions, and develop understanding through dialogue.

To increase engagement, I use storytelling, role-play, drama, and creative responses to texts. These approaches help students connect with literature in ways that suit their strengths while building confidence in communication and expression.

In writing, I prioritise creativity and idea development, encouraging students to express themselves freely before refining spelling, grammar, and punctuation with support. This helps build confidence and reduces anxiety around technical accuracy.

I also encourage writing based on personal interests to increase motivation and authenticity. Where handwriting or fine motor skills are a barrier, I support the use of technology and assistive tools so all students can communicate their ideas effectively and succeed in English.

How I help students communicate

I have experience supporting students who use both low-tech and high-tech Augmentative and Alternative Communication (AAC) systems and understand the importance of ensuring every student has a reliable means of communication. I am confident using Grid devices, including Super Core, and can contribute as an editor, adapting and developing personalised grids to improve accessibility, navigation, and communication opportunities.

While I encourage spoken communication where appropriate, I recognise that communication takes many forms. I ensure AAC systems, visual supports, and other communication aids are readily available and integrated into daily learning, enabling students to communicate effectively at all times.

I strive to create an environment where students feel safe, respected, and confident in expressing themselves. By valuing each student’s voice and preferred method of communication, I help build confidence, strengthen social connections, and empower students to participate actively in their learning and decision-making.