Laura J

About me, my expertise, qualifications, and SEND experience

I am a dedicated educator and SEND specialist with over 20 years of teaching and leadership experience. My career has included senior roles as Assistant Principal for Teaching and Learning and Inclusion, where I led on whole-school strategies to improve outcomes for children with additional needs. Alongside my professional practice, I hold a BA in English and Creative Writing, a PGCE with QTS, a Master’s in Expert Teaching, the NPQSL, and a nationally recognised SENDCo qualification. To strengthen my advocacy work, I have also completed IPSEA SEND Law training at Levels 2 and 3.

My expertise spans a wide range of needs, including autism, ADHD, dyslexia, dyspraxia, PDA, and EBSA. I work closely with families to provide tuition, mentoring, and consultancy, tailoring support to each child’s unique strengths and challenges. My approach is compassionate, evidence-informed, and always focused on empowering children and families to succeed.

How I teach Students:

Every child learns differently, so my first step is always to understand their strengths, challenges, and what helps them feel safe and confident. I specialise in working with children with autism, ADHD, dyslexia, dyspraxia, PDA, and EBSA, and I adapt my approach for each individual.

• For children with PDA, I use collaborative strategies that prioritise choice and autonomy, helping them feel in control. Tools like mood boards, negotiation, and visual supports allow them to manage anxiety and stay engaged.
• With autistic learners, I focus on structure and predictability, balanced with flexibility to reduce stress around change.
• For dyslexic and dyspraxic learners, I integrate multisensory strategies, typing, and scaffolding to reduce barriers and build independence.
• When supporting children with EBSA, I create a gentle, step-by-step pathway back into learning, blending academic goals with emotional safety.

Above all, I build trusting relationships so students feel valued, capable, and motivated to succeed.

How I teach Maths

I make maths practical, engaging, and accessible for every learner. Many children with SEND feel anxious about maths, so I start by breaking concepts into small, achievable steps and celebrating success at each stage. I use concrete resources, visual models, and hands-on activities to help children see and understand the patterns behind numbers.

Real-life problem solving is at the heart of my approach. Whether it’s budgeting for a meal, planning a trip, or exploring shapes through art and design, I show children how maths connects to the world around them. For learners who need extra support, I integrate rhythm, movement, and memory techniques – sometimes turning times tables into songs or games to make learning fun and memorable.

Most importantly, I build confidence first, ensuring that every child feels they can do maths and has the tools to succeed.

How I teach English

I believe English should be creative, meaningful, and accessible to every learner. I tailor my approach so that reading and writing feel achievable, especially for children with dyslexia, ADHD, or processing difficulties. I use multisensory methods, from visual story maps to sentence starters and scaffolding, to build confidence and reduce barriers.

For reading, I focus on developing both decoding skills and a love of stories. I use guided reading, phonics where needed, and interest-based texts to spark curiosity. For writing, I support children to structure their ideas with clear frameworks, breaking tasks into manageable steps. Sometimes that means co-creating stories together or using technology like typing to ease the pressure of handwriting.

Above all, I want children to see themselves as successful readers and writers, capable of expressing their thoughts and enjoying the richness of language.

How I help students communicate

Many children with SEND struggle to express themselves with confidence, so I place communication at the heart of my teaching. I use visual supports, sentence starters, and structured frameworks to give students the tools to share their ideas without feeling overwhelmed. For children with speech and language needs, I draw on my training in ELKLAN strategies and adapt activities to strengthen vocabulary, listening, and comprehension.

I also use confidence-building approaches such as role play, discussion games, and choice boards, which allow children to practise communication in safe, supported ways. With autistic and PDA learners, I focus on reducing anxiety by providing options, respecting their voice, and giving them space to process.

Above all, I aim to create an environment where every child feels listened to and respected, helping them grow into confident and capable communicators.

How I help students engage with learning

Engagement begins with safety, trust, and curiosity. Many children with SEND or EBSA have experienced barriers to learning, so I focus on creating a calm, supportive environment where they feel secure and motivated. I build lessons around each child’s interests, whether that’s gaming, art, or real-world problem solving, so learning feels relevant and exciting.

I use a play-based, interactive approach to spark curiosity and keep energy levels high. Strategies like breaking tasks into short, focused chunks, using visuals, and incorporating movement breaks help children sustain attention and avoid overwhelm. I also encourage self-reflection, giving students a voice in shaping how they learn and celebrating their progress along the way.

My goal is to nurture not only academic progress but also resilience, confidence, and a genuine enjoyment of learning that lasts beyond our sessions.

How I make lessons fun

Fun is central to learning – if children enjoy the process, they are far more likely to stay engaged and remember what they’ve learned. I weave creativity, humour, and play into every session, adapting to what each child enjoys most. This might mean turning maths into a cooking challenge, building stories around a child’s favourite characters, or using games and movement to bring concepts to life.

I also use rewards, choice, and interactive activities to keep motivation high, while balancing structure so children know what to expect. For students who may find learning stressful, I make sure our sessions feel relaxed and pressure-free, with space for laughter and small wins.

My aim is for children to look forward to learning, to feel proud of their efforts, and to build a lasting love of discovery that carries into all areas of life.

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

Many children with SEND find it difficult to sustain focus or manage strong emotions, so I prioritise strategies that build both regulation and confidence. I begin by establishing a calm, trusting relationship where children feel safe to make mistakes and try again.

I break learning into small, manageable steps, giving clear, repeated instructions and using visual prompts to reduce cognitive overload. Movement breaks, sensory tools, and mindfulness activities are woven into sessions to help children reset and refocus when needed. For children with ADHD or EBSA, I use pacing strategies and structured routines to balance focus with flexibility.

I also support children to recognise their own signals of stress or tiredness, giving them practical tools to self-regulate. My aim is to equip each learner with strategies they can use beyond our sessions, helping them feel in control of their emotions and learning.