Ulla M

About me, my expertise, qualifications and SEND experience

I am a qualified teacher, learning coach and mentor with over 30 years of experience supporting children and young people across mainstream education, behaviour support, alternative provision and one-to-one settings.

My work has focused particularly on young people with SEND, SEMH needs, autism, ADHD, anxiety, EBSNA, low self-esteem and emotional regulation difficulties. I have extensive experience supporting learners who may feel misunderstood, overwhelmed by school, or disengaged from education.

I believe that children learn best when they feel safe, understood and valued. My approach is calm, nurturing and relationship-based, while still maintaining high expectations. I take time to understand each young person’s strengths, interests and barriers to learning so that support feels personal, meaningful and achievable.

I hold Qualified Teacher Status and bring both professional expertise and genuine empathy to my work with children and families.

How I teach students with EBSA and SEMH.

I understand that for many young people with EBSNA and SEMH needs, learning cannot begin until they feel emotionally safe. Many students I work with have experienced anxiety, low confidence, school-related stress, or feelings of failure. My first priority is therefore to build trust and establish a positive relationship where the young person feels understood and respected.

I take a flexible, personalised approach that meets students where they are emotionally and academically. Sessions are paced according to the individual child’s needs, with achievable goals that help rebuild confidence and create a sense of success.

I use a trauma-informed, strengths-based approach that focuses on what a young person can do rather than what they find difficult. By creating a calm, supportive environment, I help students develop resilience, self-belief and a more positive relationship with learning. Over time, this often leads to increased engagement, improved confidence and a greater willingness to take on new challenges.

How I teach  English How I teach Maths

I specialise in supporting Upper KS2, KS3 and GCSE students with English Language and English Literature. I understand that many young people, particularly those with SEND, can find English overwhelming due to difficulties with reading, writing, processing information, confidence or communication.

My approach is to break learning into manageable steps and teach in a way that is accessible, engaging and tailored to the individual learner. I use a range of strategies, including visual supports, discussion, modelling and structured scaffolding, to help students develop their understanding and confidence.

Whether a student needs support with reading comprehension, vocabulary, essay writing, exam preparation or developing a love of reading, I adapt lessons to meet their needs and learning style. My aim is not only to improve academic outcomes but also to help young people find their voice, express their ideas confidently and experience success in English.

How I teach Maths

I primarily support students working towards Functional Skills Maths and those who may have lost confidence in their mathematical abilities. Many of the young people I work with have previously found maths challenging or overwhelming, so my focus is on building understanding, confidence and practical problem-solving skills.

I break concepts down into manageable steps and use clear explanations, visual aids and real-life examples to make learning meaningful and accessible. By relating maths to everyday situations such as budgeting, shopping, time management and practical problem solving, I help students see the relevance of what they are learning.

My approach is patient, supportive and personalised to each learner’s needs. I celebrate progress, encourage a growth mindset and help students develop the confidence to tackle challenges independently. My goal is to help young people feel more capable, reduce maths anxiety and achieve success at a pace that works for them.

How I help students communicate

Communication is at the heart of successful learning. Many of the young people I work with have experienced anxiety, low self-confidence, difficulties expressing their feelings, or challenges communicating their needs. I believe that when children feel listened to and understood, they are more likely to engage positively with learning.

To deepen my understanding of how to support young people emotionally, I completed Place2Be Counselling Skills for Children training. This has enhanced my ability to build trusting relationships, listen effectively and create a safe, supportive environment where young people feel comfortable expressing themselves.

I encourage students to develop their confidence in communicating their thoughts, ideas and feelings, helping them become more self-aware, resilient and able to advocate for their own needs both in education and beyond.

How I help students engage with learning

Many of the young people I support have experienced difficulties in education and may have lost confidence in their ability to learn. I understand that engagement cannot be forced; it develops when students feel safe, understood and successful.

I take time to get to know each young person’s interests, strengths and aspirations, using these to make learning relevant and meaningful. By building positive relationships, setting achievable goals and celebrating progress, I help students develop confidence in themselves and their abilities.

My aim is to help young people rediscover their curiosity, develop a sense of achievement and build a more positive relationship with learning.

How I make lessons fun

Learning should be engaging, enjoyable and accessible. I adapt lessons to reflect each student’s interests, learning style and individual needs, making sessions both purposeful and motivating.

I use discussion, real-life examples, interactive activities and creative approaches to help bring learning to life. Where appropriate, I incorporate topics that interest the student, helping them make connections between their learning and the world around them.

By reducing pressure and creating opportunities for success, I help students feel more relaxed, confident and willing to take part in learning.

How I help students with focus, attention and emotional regulation

Many students with SEND experience challenges with concentration, attention, anxiety or emotional regulation. I use a calm, structured and flexible approach that helps students feel secure whilst reducing overwhelm.

Sessions are broken down into manageable steps, with clear expectations, regular encouragement and appropriate breaks where needed. I recognise that behaviour is often a form of communication and work to understand the underlying needs that may be affecting a student’s ability to learn.

Drawing on my extensive experience supporting young people with SEND and SEMH needs, I help students develop strategies that improve focus, build resilience and increase their confidence in managing emotions. My goal is to create an environment where students feel safe, supported and ready to learn.