Leanne B

About me, my expertise, qualifications and SEND experience

My last permanent teaching position was a Social Communication Needs Teacher and Head of KS3 in an all-through special school. Prior to this, I have been a KS2 teacher, SENDCo, SLCN teacher, Complex Needs teacher, KS3 form tutor in special and mainstream settings. Prior to my PGCE, I worked as support staff in special and mainstream schools.  

I have a PGCE in Primary Education and obtained QTS in June 2006. I have taught many pupils with differing complex needs, including: non-verbal, pre-verbal, receptive and expressive language needs, social interaction issues, cerebral palsy, ASC, GDD, SEMH, trauma, PMLD, DCD, Dyslexia, Dyscalculia and sensory processing issues. I always work closely with external professionals to ensure pupil needs are met. I am trained at Enhancement Level in Makaton (Level 4). I use Widgit/InPrint to support total communication.  

I have a Post Graduate Diploma in The Sociology of Childhood and Children’s Rights (2013).  I recently got a Level 2 Certificate in Understanding Coding (2025). After Easter, I am starting the IPSEA Level 1 SEND Law course.  

How I teach students with SLCN

I have worked in two Speech and Language provisions. I have used Cued Articulation to support learners with speech sound articulation difficulties. I use ‘Language for Thinking’ which supports verbal reasoning and thinking skills and ‘Think it, Say it’ which helps to develop language organisation and reasoning skills. I also use ‘Getting the Picture’ which is an inference and narrative intervention for people with communication difficulties. I use other activities that support listening skills and help to improve working memory.  

How I teach students with ASC

Clear and consistent approach. Lots of repetition and over-learning of concepts. TEACCH approach to work. ‘First…Then…’ strips. Highly motivating activities after finished work. Factual, concrete tasks. Social stories. Clear expectations of work and behaviour by using positive directions. Visual representations of learning.  

How I teach Maths

I like to use Numicon, Dienes blocks, sandpaper numbers- anything concrete and tactile that pupils can manipulate and touch. It is best to keep maths activities functional and practical to ensure that SEND pupils can transfer these skills outside of the classroom.  

How I teach English

I use InPrint to symbolise the text I am using. I always endeavour have a visual representation of the learning taking place. Where possible, sensory items to explore. I teach Phonics, decoding and comprehension skills. I use Colourful Semantics. Word Aware for word building and more abstract concepts. Sensory stories... Sensory items for drawing in (foam, sand, rice, etc). OT activities to support fine motor control and tripod grip. Sandpaper letters to trace over for letter formation.  

How I help students communicate

I always meet the children where they’re at. I pace activities depending on the mood of that session. I say the pupil’s name and give appropriate eye contact when talking to them. Pupils may need proprioceptive support such as weighted blankets, lap pads, etc. Attention Autism; such as Bucket Time and Intensive Interaction. PECS and Grid on iPad/devices or low-tech on paper. I always use Makaton to reinforce communication and interaction.  I am currently researching Gestalt Language Processors in order to fully understand and support these learners. 

How I help students engage with learning

I always meet the children where they’re at. I pace activities depending on the mood of that session. ‘First…Then..’ strips. Attention Autism- Bucket Time, Intensive Interaction. Tasks that are of specific and personal interest. Movement/sensory breaks.  

How I make lessons fun

I use pupil’s own interests to develop motivation to learn. I use songs linked to learning/pupil interests. I use play-based activities where possible. I always incorporate sensory/movement opportunities between tasks. I love being outdoors and learning through nature and will use this where appropriate. 

How I help students with focus, attention and emotional regulation

Attention Autism- Bucket Time. Intensive Interaction. Zones of Regulation. ‘Exploring Feelings: Cognitive Behaviour Therapy to Manage Anxiety and Anger’. Superflex. Yoga and mindfulness- breathing exercises and yoga exercises to support proprioceptive and vestibular regulation. Being clear with language and using positive directions to ensure pupils know expectations.