Throughout my teaching career, I have designed, planned, and delivered a wide range of enrichment experiences that extend learning beyond the classroom and deepen students’ academic, cultural, and personal development.

One of the most significant experiences I led was an international English enrichment trip to New York for 30 A-Level students, which I planned independently. This included visits to major museums, theatre performances, and specialist workshops, all designed to develop students’ contextual understanding and enhance their analytical approach to literature and language in real-world settings.

I also planned and delivered a Year 10 GCSE English trip to Chatsworth House, where students engaged in poetry writing workshops inspired by the historic setting and landscape, supporting both creativity and exam-focused skills.

Alongside educational trips, I have led and coordinated a wide range of in-school enrichment initiatives. This includes leading inter-class debates to develop oracy, confidence, and critical thinking skills, as well as acting as a Key Stage 3 and Key Stage 4 coordinator, supporting curriculum delivery, consistency, and progression across year groups.

I have served as a Book Club lead, encouraging independent reading and discussion of challenging texts, and have organised author visits to inspire creative writing and engagement with literature. I have also coordinated poetry slams, providing students with opportunities to perform, develop confidence in spoken language, and engage creatively with poetry.

In addition, I have rewritten entire schemes of work as Head of English, ensuring curriculum design is responsive to the needs of each cohort. I believe strongly that effective teaching must adapt to the students in front of you, evolving in line with their needs, context, and academic goals.

Neurodivergence, SEND & Inclusive Practice

I have extensive experience working with neurodivergent students across both mainstream and specialist-supported educational settings, including learners with autism, ADHD, dyslexia, and a range of additional learning needs. This experience has been developed over many years of classroom teaching, tutoring, and close collaboration with SEN departments, educational psychologists, occupational therapists, and pastoral teams

I am qualified and trained in supporting students with autism and ADHD, and I have consistently adapted my teaching practice to ensure that learning is accessible, structured, and effective for every learner. I understand that neurodivergent students often require not only differentiated content, but also carefully considered approaches to pacing, communication, environment, and feedback

My teaching approach is highly responsive and individualised. I use structured routines, clear instructions, and broken-down learning sequences to reduce cognitive overload and support sustained focus. I also incorporate visual scaffolding, modelling, and step-by-step guidance to help students build confidence and independence over time. Where appropriate, I use repetition and retrieval strategies to strengthen memory and retention, particularly in exam-focused contexts

I have supported students with autism who benefit from predictable lesson structures and explicit teaching of expectations, as well as students with ADHD who require more dynamic, engaging, and varied lesson pacing to maintain attention and motivation. In both cases, I adapt lessons to meet the learner’s needs while maintaining high expectations and academic challenge.

A key part of my practice involves close collaboration with SEN teams to ensure that individual education plans (IEPs), strategies, and interventions are effectively embedded in my teaching. I have worked alongside specialists to implement tailored support strategies, ensuring consistency between classroom teaching and wider school provision.

Beyond classroom practice, I bring a strong understanding of the emotional and pastoral dimensions of neurodivergence. My experience as a trained helpline volunteer has further strengthened my ability to communicate with empathy, patience, and clarity, particularly when supporting young people experiencing anxiety, overwhelm, or low confidence in learning situations.

I also prioritise building confidence and self-belief in neurodivergent learners, many of whom have experienced barriers to learning in traditional academic environments. My aim is to create a safe, structured, and encouraging learning space where students feel understood, capable, and supported to achieve their full potential

Ultimately, my approach to neurodivergent education is rooted in high expectations combined with high support. I believe that with the right strategies, structure, and understanding, every student can make meaningful academic progress and develop confidence in their abilities.

Start Today

Join our learning community and master subjects!