Anita Sharma

A little about me

I work with primary pupils who need a different kind of support to participate and make progress. I judge a plan by whether it helps a teacher do something useful in the classroom. If the wording reassures adults but does not change what happens in practice, it needs another look.

I describe what is difficult and what helps in observable terms. That makes the plan easier to use and keeps attention on the support rather than a label. I do not include diagnostic information in material that leaves the appropriate professional context. The teacher needs a clear action they can try and a way to notice whether it is helping.

I value resources that turn a discussion into a manageable next step. A short plan can help the adults agree what to do, but it should remain connected to the pupil’s experience and be reviewed rather than filed away. I want support to be practical, respectful and useful in the ordinary routines of the school day.