I have extensive experience supporting children with Autism Spectrum Condition (ASC), sensory and auditory processing needs, speech and language needs, and behaviours that challenge within mainstream schools, specialist settings, and EOTAS provision. My approach is centred on developing trusting relationships, understanding each child’s individual profile, and adapting teaching strategies to maximise engagement and progress. I use visual supports, structured routines, clear communication, sensory regulation strategies, and differentiated learning to reduce anxiety and promote independence. I work closely with speech and language therapists, occupational therapists, educational psychologists, schools, parents, and local authorities to ensure consistent, holistic support. I have successfully helped children who were unable to access education due to anxiety, emotional dysregulation, or behavioural challenges to re-engage with learning, improve communication, develop self-regulation skills, and build confidence. By identifying underlying needs rather than simply responding to behaviours, I create calm, supportive learning environments where pupils feel safe, understood, and able to achieve both academically and socially.
My specialist experience working with young people with SEN to develop trusting and meaningful relationships
My experience and skills working with students to boost their confidence and self-esteem (including those with anxiety) and to support them as they develop trusting relationships: My skills and experience support the development of meaningful and trusting relationships and listening, caring, understanding and being flexible. A common comment from students is they like the fact that I am honest – this then allows them to be the same and much progress is made based on this. I have very good relationships with all my students and this is based on a foundation of genuine care. To support children, I give clear expectations, minimise demands, and foster flexibility as well as help alleviate anxiety so that the student enjoys and participates in the sessions more. I always start where the children feel most comfortable and tailor make a curriculum for each student based on their interests, strengths and learning styles. Working with the student at their starting point and using a wide range of activities and resources enables students to see progression in every lesson. Lessons are also very visual and each question/activity supported and marked (with feedback or consolidation/challenge) so students’ confidence grows within each part of each session. Students are consistently praised for attempting or achieving. Clear simple explanations with fun learning activities support quick growth in learning, which in turn immediately develops self-esteem. Students’ ‘can-do’ attitude shows marked increase within a short time. I like to be organised and create a friendly but structured environment which helps decrease negative behaviours, lessen student anxiety, and increase a love of learning as well as improved confidence, self-esteem and independence. I am extremely empathetic and sensitive to the needs of learners. I am positive, friendly, personable, patient and approachable, which enables students to feel comfortable with me. Each child is different and so different approaches must be taken when encouraging independence.
My experience working with young people with ASC
My skills and experience teaching students with Autism, ADD and ADHD; I take time to get to know them and support them at their level as well as find strategies that work with each child (student accommodations). I use multiple interactive teaching resources to help with their short attention span, timed activities with timers to help them stay focussed. I am also careful with instructions and break problem-solving activities down to manageable pieces. I give instructions one at a time, work on the most difficult task early in the day, use visual aids such as charts, pictures as well as colour coding and create outlines to make note-taking easy for them. I have many years of experience working with students on the spectrum: initially as a class teacher within a specialist unit for pupils with language and communication difficulties, as an inclusive teacher in a range of mainstream schools and extensively as a 1:1 tutor. I have worked with a number of students with ADHD, those on the autistic spectrum/with Asperger’s syndrome, including those who have PDA.
My experience working with young people with anxiety
My experience teaching young people with anxiety: I always start where the children feel most comfortable and tailor make a curriculum for each student based on their interests, strengths and learning styles. Working with the student at their starting point and using a wide range of activities and resources enables students to see progression in every lesson. Lessons are also very visual and each question/activity supported and marked (with feedback or consolidation/challenge) so students’ confidence grows within each part of each session. Students are consistently praised for attempting or achieving. Clear, simple explanations with fun learning activities support quick growth in learning, which in turn immediately develops self-esteem. Students’ ‘can-do’ attitude shows marked increase within a short time.
My experience working with young people with SEMH/mental health needs
My experience supporting young people with SEMH/mental health needs: I am experienced, confident and empathetic supporting children with SEMH. I understand the wide range of mental health issues that people face today and how that impacts them on a minute-by-minute and day-to-day basis. I make an effort to decrease anxiety and stress. I am able to pre-empt when children may become distressed and do not allow them to become overwhelmed when transitioning from one level of learning to another or from one activity to another. I provide breaks/walks in the garden, games or other diversions if a child may benefit from them or need them.
Throughout my career I have supported children in the care system as well as those who have experienced trauma and am familiar with attachment-related behaviours, which of course are different with each child. As a trained SENCo and Safeguarding officer, I have had direct contact and had to manage children and staff related to outcomes of the needs. I have also worked in schools that solely specialise in educating children with EBD (Emotional Behavioural Difficulties).
My experience teaching Primary English and maths
My skills and experiences working with Primary and Secondary students in English, Mathematics, Geography, History and Social Studies as well as Science: Intervention activities and lessons enabling them to reach their next goals so that they can continue to excel against their own progress. I am confident supporting children in achieving their goals as well as (where appropriate) prepping for and passing exams in English, Maths and Science: using signposting and helping them develop English, Maths and Science comprehension skills and essay/problem-solving strategies alongside pre-learning of key concepts. I have taught these skills for both mainstream and non-mainstream children as well as those experiencing EOTAS. I use a wide range of online systems, apps and resources per session to ensure children access the depth and breadth of the Maths, English and Science curriculums and that they find it fun, challenging and interesting.
My experience developing confidence and self-esteem
My experience working with young people to boost their confidence and self-esteem: One of the things that helps children develop confidence and self-esteem as well as a love of learning within my sessions is my high level of patience. I get to know and understand them and support them at their level and find strategies that work with each child (student accommodations). I use multiple interactive teaching resources to help with their short attention span and (when useful for the child) timed activities with timers to help them stay focussed. I am also careful with instructions and break problem-solving activities down to manageable pieces. I give instructions one at a time, work on the most difficult task early in the day, use visual aids such as charts, pictures as well as colour coding and create outlines to make note-taking easy for them.
My specialist experience providing engaging sessions to inspire a love of learning
My experience supporting children to develop a love of learning: I use plenty of resources – most of which can be classified as gamified learning resources. I teach them lots of (what they are told are) ‘tricks’ to help them understand subjects easier and therefore it seems more fun for them. Once confident, and they see continuous steps of success, they quickly develop a greater love of learning. I hone in on their personality, learning style preferences and interests – all of which make learning more interesting for the student. I cross reference learning and help the children make sense of what they are learning within the context of other subjects – therefore helping them transfer skills which makes learning easier and more enjoyable.
My specialist experiences providing engaging sessions for children with challenging behaviour: When providing engaging sessions, I focus on creating a tailored, multisensory learning environment. I am patient and understanding as well as creative and flexible in engaging techniques. I use a combination of hands-on activities, visuals, and interactive tools to ensure lessons are accessible and stimulating. By incorporating the children’s interests into lessons, I keep them motivated and curious. I also break tasks into smaller, achievable goals, offering frequent positive reinforcement to build confidence. Patience and flexibility are key, allowing me to adjust methods in response to each child’s unique learning pace and style, ensuring they feel supported and encouraged throughout the session.
My skills and experience supporting young people to develop their independence
My skills and experiences supporting students to develop their independence: I have extensive experience supporting students in developing their independence by fostering a supportive yet challenging environment. I encourage them to take ownership of their learning by setting small, achievable goals and gradually increasing the complexity of tasks. Using clear instructions, personalised strategies, and consistent positive reinforcement, I help build their confidence in decision-making and problem-solving. I also promote self-advocacy, teaching them to communicate their needs and ask for help when necessary, which empowers them to navigate challenges more effectively.
7 Reviews on “Jane W”
Jane is giving private tuition to my two sons. Even though we have started only one month ago I can see that she made a difference already to my sons. She has a great personality and discipline and method of teaching with great tailor-made system for my sons. She has an excellent teaching ability where she can determine the needs individually and act upon them accordingly. Given the fact my two sons were hard to motivate they both seem to adapt her paste and enjoy to get a tuition from her. I would highly recommend her without any doubt.
Our daughter has been having tutoring with Jane for Maths and English. I can say that our daughter has grown in confidence over this period and that is half the battle with her. Jane is extremely knowledgable in all areas of education and has managed to pinpoint areas that our daughter has missed. Our daughter has various educational needs and Jane is very adaptable with her. I would highly recommend Jane.
Amazing teacher, very professional. My mentor and Head learnt everything from Jane. A lovely kind person who puts her students before anything. The world’s best teacher and human being.
She is the best person and holds very high qualified management skills
Jane is a very talented and dedicated teacher with a broad perspective. She has extensive experience working with different kind of kids. She is mainly working with my 7 year old son. I came to her for support with his reading problems; she prepared a plan which also included how to help him overall in school. After just 1.5 months my son has already improved and become more confident, especially in maths. Jane doesn’t finish her work during the tutoring hour, she is in contact with me whenever it is needed. She is dedicated and involved. She checks work and sends additional materials. My kids like her.
Jane is one of the best tutors who worked with our 11 year old boy . She is patient ,empathetic and sincere by nature. Our boy progressed a lot while learning with her. She also taught life skills and social skills to him alongside his academic learning . She listened to our queries regarding our child’s learning and also suggested resources for his learning. She is both friendly and professional. Our sincere thanks to Jane.
Jane was the perfect fit for our complex SEN boy as part of his EHCP provision. Jane has gone above and beyond, drawing on her extensive expertise to reengage our child in education after an 18-month gap. Her thoughtful planning and relationship-first approach have been instrumental in building trust and fostering progress. Additionally, Jane provided invaluable input to the child’s annual review through her thorough assessments and deep understanding.