Suneetha works closely with pupils who have Special Educational Needs (SEN), helping them access learning in ways that meet their individual needs. Her day-to-day role includes providing one-to-one and small-group support, adapting resources, using visual and sensory aids, and encouraging independence. She plays a key part in creating a calm, inclusive, and supportive environment where every child can succeed at their own pace.

Q: Tell us about your role, Suneetha.
A: In my day-to-day role as a Teaching Assistant supporting SEN pupils, I work closely to help children access learning in a way that meets their individual needs. This includes providing one-to-one and small-group support, adapting learning materials, using visual or sensory aids, and encouraging independence and confidence. I also help with behaviour support plans, communication strategies, and emotional regulation. My goal is to ensure every child feels valued, included, and able to succeed at their own pace.

Q: You were nominated for Team Talks for your work supporting pupils with additional needs. Please tell us about that.
A: I was recognised for my work supporting pupils with additional needs, particularly in helping create a calm and inclusive classroom environment. I have worked with the team to develop strategies such as sensory breaks, visual timetables, and positive reinforcement systems that help children feel safe and focused. This work means a lot to me because I believe every child deserves to feel confident and capable at school, with the support they need. Seeing small steps of progress — a child managing transitions, communicating more, engaging with their peers — is incredibly rewarding.

“Every child deserves to feel confident and capable at school, with the support they need.”

Q: What motivates you to keep pushing this work forward?
A: I am motivated by the children themselves. Watching them grow, gain confidence, and achieve things they once found difficult inspires me every day. I believe that inclusion benefits everyone — when we support children with different needs, we create a more understanding and compassionate school community. For students, it creates a supportive environment where they can thrive both academically and emotionally. For the team, it encourages collaboration and shared responsibility for inclusion. Personally, it has helped me grow in patience, creativity, and resilience — I have learned to celebrate progress in all its forms.

“When we support children with different needs, we create a more understanding and compassionate school community.”

Q: What have you learned along the way?
A: Strong teamwork and communication have been key. Working closely with staff and parents has helped ensure consistent support for each child. Flexibility and a willingness to learn from colleagues have also helped me adapt my approach to meet different needs effectively. I have learned that no single strategy works for every child — flexibility is essential. I have adapted my communication style, used new tools like visual supports and sensory resources, and become more confident in using positive behaviour techniques. I have also learned the importance of self-reflection and celebrating small successes.

Q: Which MET value connects most strongly to your work?
A: All MET values connect strongly to my work. Aim High – I set high but achievable expectations for every pupil, helping them reach their full potential. Be Inclusive – Inclusion is at the heart of everything I do; I ensure every child feels valued and supported. Work Together – Collaboration with colleagues, parents, and external professionals ensures we meet each child’s needs in the best possible way.

Q: What advice would you give to colleagues?
A: My advice would be to be patient, flexible, and compassionate. Take time to understand each child’s strengths and challenges, and celebrate every bit of progress. Do not be afraid to ask for help or share ideas — collaboration makes a big difference. And most importantly, remember that even small actions can have a big impact on a child’s confidence and sense of belonging.

Q: What’s next for your work at Great Hollands Primary School?
A: I would like to continue developing new strategies to support emotional regulation and independence for SEN pupils. I am planning to introduce more sensory-friendly learning spaces and visual tools to help children manage transitions and stay focused. I also hope to work with colleagues to share best practice across classes, so that every pupil, regardless of need, feels supported and able to thrive. I feel very grateful to work with such a supportive team who share the same passion for inclusion and child-centred learning. Every day brings new challenges and rewards, and I am proud to be part of a community that always puts children first.

Thank you Suneetha Maddala for taking the time to Team Talk with us.

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