We’re delighted to welcome Olivia as a Teach Us Too Ambassador. As a teacher currently working with pupils with complex needs, Liv brings invaluable insight from the classroom — seeing first-hand the barriers many pupils still face in accessing literacy, and the difference that inclusive, communication-rich practice can make.

Her work in supporting pupils who communicate differently, and her commitment to total communication approaches, reflect the core belief that underpins Teach Us Too: that literacy should be possible for every child. Having ambassadors who are working directly with pupils in specialist settings helps keep our work grounded in classroom reality, strengthening the collective effort to ensure that no learner is written out of literacy.

I am a qualified teacher, currently working within a specialist setting supporting pupils with moderate, severe complex needs. I strongly believe that every child deserves the opportunity to learn, communicate and have their achievements recognised and celebrated, regardless of their starting point. My experience spans both classrooms and community settings, working with children and young people who are non-speaking and/or have complex needs.

My work, as a specialist teacher, centres on supporting pupils who communicate differently, and I am deeply committed to total communication approaches. I regularly use Makaton (Level 1 and 2), Story Massage, and a wide range of alternative and augmentative communication (AAC) strategies, including symbols, signs, objects of reference, sensory approaches, eye gaze, and assistive technology.

For me, literacy - reading, writing, and meaningful access to communication - is not an optional extra: it is a fundamental right. Literacy is the foundation of autonomy, expression, and participation in the world. Being able to read opens doors to knowledge, imagination, and independence, while writing allows individuals to communicate their ideas, advocate for themselves, and have their voices heard.

I have seen how, when literacy is assumed to be beyond a pupil’s reach, expectations narrow and opportunities diminish. Equally, I have witnessed the powerful difference that high‑quality, accessible literacy teaching can make for children and young people who are too often underestimated. This belief sits at the heart of my role as an ambassador: literacy must be possible for every child, and no learner should ever be written out of that opportunity.

I aim to ensure everyone accesses learning and their interests in a meaningful, and inclusive way. Through my volunteering experience with All Stars Youth & Seniors, and the Diana Award, I have seen first-hand the impact that passionate, well-informed advocacy can have in improving access, opportunity and inclusion for children and young people with additional needs. These experiences have strengthened my belief in the importance of amplifying the voices of those who are often unheard and ensuring they are represented.