Suzanne B

How I teach students with SEND 

Every child I work with is unique, and I take time to understand their strengths, needs, and interests. I believe that trust and connection come first—so my priority is to build a positive, respectful relationship where the child feels safe and valued. 

My sessions are structured but flexible, with a calm, consistent tone. I use visual prompts, step-by-step modelling, and gentle encouragement, adapting my teaching style to each learner. Whether a child has social communication needs, difficulties with attention, or challenges with memory and processing, I meet them where they are and scaffold their progress in manageable steps. I use humour, warmth, and encouragement to boost confidence and reduce anxiety. 

How I teach Maths 

I teach maths in a hands-on, practical way using a Concrete–Pictorial–Abstract (CPA) approach. We begin with real objects—counters, cubes, money, or everyday items—to explore number and calculation. From there, we move to drawings or diagrams, and finally, to written methods. 

I regularly link maths to the child’s own interests—whether that’s pets, football, shopping, or cooking—to make learning meaningful and memorable. I also use visual aids, repetition, retrieval practice, and apps like DoodleMaths or Times Tables Rock Stars to help children consolidate learning and enjoy their progress. 

For anxious or reluctant mathematicians, I keep tasks short, achievable, and varied. I celebrate small wins and help them develop a growth mindset around maths. 

How I teach English 

I teach English using a structured, scaffolded approach rooted in phonics, vocabulary development, and meaningful texts. I choose books that reflect the child’s interests and build literacy skills through rich language and visual support. 

For reading, I use a mix of phonics, sight recognition, and comprehension strategies, reinforced with repetition and games. For writing, I break tasks into manageable chunks and use sentence starters, writing frames, and visual prompts. I encourage the use of technology—such as typing or speech-to-text tools—especially for pupils with dyslexia, dyspraxia, or fine motor difficulties. 

Apps like Nessy, Reading Eggs, and Clicker can help support learners, alongside creative tasks like story building, comic strips, and role-play. 

How I help students communicate 

I support communication by creating a calm, predictable environment with lots of visual and verbal support. I use simple, clear language and give children time to process and respond. 

For children with speech, language, or social communication needs, I incorporate visual timetables, now-and-next boards, sentence starters, and opportunities for role play or structured dialogue. I encourage turn-taking games, use of objects of reference, and storytelling to build expressive language. Above all, I listen carefully and ensure children feel heard, respected, and understood. 

How I help students engage with learning 

Engagement is all about connection and relevance. I start by identifying the child’s interests and tailoring the lesson around them. Whether that’s using their favourite animal in a story, turning maths into a treasure hunt, or basing a topic around football, I make learning fun and meaningful. 

I always aim to make lessons interactive, varied, and success-oriented, helping children develop confidence and resilience. I use praise, small challenges, and a clear routine to keep pupils motivated and focused, with built-in movement or sensory breaks where needed. 

How I make lessons fun 

Fun is central to how I teach. I bring energy and creativity to each session, using games, challenges, humour, storytelling, music, and apps to make learning enjoyable. 

Even with targeted academic work, I look for playful ways to engage the child—whether that’s building sentences with word cards, using toys or characters to act out problems, or making a quiz out of revision. If children look forward to their sessions, they’re more likely to learn—and that’s always my goal. 

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

Supporting focus and regulation begins with a calm, trusting relationship. I use consistent routines, clear expectations, and a gentle tone to help children feel grounded. I break learning into short chunks, include movement breaks, and use timers, visuals, and now-and-next prompts to support attention. 

For emotional regulation, I use simple co-regulation strategies like breathing exercises, sensory tools, and quiet time when needed. I always have a Plan B (and often a Plan C!) to reduce pressure and keep the child engaged in a way that works for them. 

My approach is always flexible, child-led, and grounded in respect. I work closely with families and other professionals where appropriate, ensuring that the child’s needs remain central at all times. 

How I teach students with SEND 

Every child I work with is unique, and I take time to understand their strengths, needs, and interests. I believe that trust and connection come first—so my priority is to build a positive, respectful relationship where the child feels safe and valued. 

My sessions are structured but flexible, with a calm, consistent tone. I use visual prompts, step-by-step modelling, and gentle encouragement, adapting my teaching style to each learner. Whether a child has social communication needs, difficulties with attention, or challenges with memory and processing, I meet them where they are and scaffold their progress in manageable steps. I use humour, warmth, and encouragement to boost confidence and reduce anxiety. 

How I teach Maths 

I teach maths in a hands-on, practical way using a Concrete–Pictorial–Abstract (CPA) approach. We begin with real objects—counters, cubes, money, or everyday items—to explore number and calculation. From there, we move to drawings or diagrams, and finally, to written methods. 

I regularly link maths to the child’s own interests—whether that’s pets, football, shopping, or cooking—to make learning meaningful and memorable. I also use visual aids, repetition, retrieval practice, and apps like DoodleMaths or Times Tables Rock Stars to help children consolidate learning and enjoy their progress. 

For anxious or reluctant mathematicians, I keep tasks short, achievable, and varied. I celebrate small wins and help them develop a growth mindset around maths. 

How I teach English 

I teach English using a structured, scaffolded approach rooted in phonics, vocabulary development, and meaningful texts. I choose books that reflect the child’s interests and build literacy skills through rich language and visual support. 

For reading, I use a mix of phonics, sight recognition, and comprehension strategies, reinforced with repetition and games. For writing, I break tasks into manageable chunks and use sentence starters, writing frames, and visual prompts. I encourage the use of technology—such as typing or speech-to-text tools—especially for pupils with dyslexia, dyspraxia, or fine motor difficulties. 

Apps like Nessy, Reading Eggs, and Clicker can help support learners, alongside creative tasks like story building, comic strips, and role-play. 

How I help students communicate 

I support communication by creating a calm, predictable environment with lots of visual and verbal support. I use simple, clear language and give children time to process and respond. 

For children with speech, language, or social communication needs, I incorporate visual timetables, now-and-next boards, sentence starters, and opportunities for role play or structured dialogue. I encourage turn-taking games, use of objects of reference, and storytelling to build expressive language. Above all, I listen carefully and ensure children feel heard, respected, and understood. 

How I help students engage with learning 

Engagement is all about connection and relevance. I start by identifying the child’s interests and tailoring the lesson around them. Whether that’s using their favourite animal in a story, turning maths into a treasure hunt, or basing a topic around football, I make learning fun and meaningful. 

I always aim to make lessons interactive, varied, and success-oriented, helping children develop confidence and resilience. I use praise, small challenges, and a clear routine to keep pupils motivated and focused, with built-in movement or sensory breaks where needed. 

How I make lessons fun 

Fun is central to how I teach. I bring energy and creativity to each session, using games, challenges, humour, storytelling, music, and apps to make learning enjoyable. 

Even with targeted academic work, I look for playful ways to engage the child—whether that’s building sentences with word cards, using toys or characters to act out problems, or making a quiz out of revision. If children look forward to their sessions, they’re more likely to learn—and that’s always my goal. 

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

Supporting focus and regulation begins with a calm, trusting relationship. I use consistent routines, clear expectations, and a gentle tone to help children feel grounded. I break learning into short chunks, include movement breaks, and use timers, visuals, and now-and-next prompts to support attention. 

For emotional regulation, I use simple co-regulation strategies like breathing exercises, sensory tools, and quiet time when needed. I always have a Plan B (and often a Plan C!) to reduce pressure and keep the child engaged in a way that works for them. 

My approach is always flexible, child-led, and grounded in respect. I work closely with families and other professionals where appropriate, ensuring that the child’s needs remain central at all times.