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Dedicated Early Years professional with extensive expertise in inclusive and special education, specialising in supporting young children with diverse and complex needs, particularly in communication and interaction. I have a strong understanding of developmental milestones and am highly skilled in developing and implementing individualised education plans, adapting curriculum, and designing nurturing, multisensory learning environments that promote independence, life skills, and academic progress.

My secure knowledge of early childhood development, SEN curriculum design, and early years systems enables me to create meaningful, accessible learning experiences for children with disabilities and additional needs across both mainstream and specialist settings, spanning a range of age groups and stages of development.

An experienced EYFS Lead, I have a proven track record of mentoring colleagues, leading provision, and delivering training for both professionals and parents to ensure consistent, high-quality practice. I work collaboratively with families, settings, and multidisciplinary teams to provide holistic, child-centred support, and I am committed to removing barriers to learning through inclusive, evidence-based approaches. I bring a collaborative mindset, confidence in representing organisations within professional forums, and an appreciation of devolved education systems, alongside the adaptability to thrive in evolving environments and contribute to agile ways of working using strong digital skills.

As a Reading and Phonics Lead, I am deeply passionate about early literacy as a foundation for communication and lifelong learning. My practice is underpinned by a robust understanding of safeguarding, particularly for children who may be less able to communicate concerns. My training is up to date, I am confident in following correct recording and reporting procedures, and I currently hold an enhanced DBS certificate.

Alongside my professional experience, I am also a parent of a child with communication and interaction needs. This gives me valuable personal insight into the experiences of families and further strengthens my commitment to ensuring every child is given the opportunities and tools they need to thrive and reach their full potential.

I am now seeking to apply my experience, leadership skills, and dedication to inclusive early years practice in an advisory role supporting improved outcomes for young children with additional needs, particularly those who are deaf or have communication needs.


As an early careers teacher, I bring an enthusiastic approach to early years education, committed to fostering young children's cognitive, social, and emotional growth. My training and experience include planning and implementing engaging, themed activities with cross-curricular links, storytelling and imaginative play, ensuring a balance between teacher-led instruction and child-initiated exploration. With a strong foundation in creating educational resources from everyday materials and adapting lessons to support diverse learning needs, I am excited to contribute to the mission of nurturing a love for learning in every child.

Dedicated primary teacher and literacy lead with 14 years’ experience supporting pupils with a wide range of additional needs, including SEMH and SEND. Skilled in assessing individual learning barriers and designing practical, tailored strategies that improve engagement, attendance, and progress.
Proven ability to work beyond the classroom, collaborating with colleagues, families, and external professionals to implement effective support plans. Known for calm, solution-focused problem-solving and for helping others translate theory into workable practice, particularly in complex or high-pressure situations.
Brings a strategic and empathetic approach to working with both children and adults, with experience delivering guidance, modelling practice, and supporting colleagues to improve outcomes for pupils with additional needs.
Demonstrates strong communication and organisational skills, coupled with solid foundation in curriculum development and student engagement. Committed to inspiring students to achieve their full potential and cultivating positive classroom atmosphere.


I began volunteering as an Applied Behavioural Analysis (ABA) tutor, a role I immediately loved. Those I worked with recognised my ability and encouraged me to support more children and families. Twenty-three years later, I am still a successful and in-demand ABA tutor.
Throughout my career I have proven to be a great communicator with colleagues and parents. I think working in collaboration achieves the best possible outcome for the children in my care.
My enthusiasm for achieving the best outcomes for children shines through and I would like to think is very infectious.
I am excited to be part of a new venture with Sutherland House and to learn from Autism East Midlands. From conversations with Gill I think that I could be a great asset to the team and I could also learn a lot from being part of such a innotive school.
Having previously set up a charity, I know the challenges that come with starting a new venture. In any way that I can drive a successful start to Sutherland House I am happy and willing to do.

Mbinkede Linjouom

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Daycare Assistant Teacher

Daycare Teacher

Education

High School Diploma -

Nursery And Primary Teacher's Grade One Certificat - Pedagogy And Child Psychology

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Daycare Assistant Teacher

Daycare Teacher

High School Diploma -

Nursery And Primary Teacher's Grade One Certificat - Pedagogy And Child Psychology

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