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Carl Brown

Carl Brown

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Sheffield

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*Minimum 1.5 hours per session in person
Contact Me

Sheffield

Show on map

Carl Brown

No Reviews
Minimum 1.5 hours per session in person

About Me

I am a qualified secondary teacher (QTS) with 15 years’ experience, specialising in SEND. I support pupils with complex profiles including autism (including PDA), ADHD, SEMH, and anxiety, particularly those disengaged from education. My approach is calm, structured, and trauma-aware, focused on rebuilding confidence and enabling sustained engagement. I offer provision aligned with Local Authority funding and EHCP requirements.

Skills & Experience​

I have extensive experience supporting secondary-age pupils with a wide range of Special Educational Needs and Disabilities, both in mainstream education and one-to-one provision. My specialist areas include autism (including PDA), ADHD, speech and language needs, working memory difficulties, sensory and auditory processing needs, anxiety, trauma, and SEMH.

My work is grounded in the belief that meaningful progress begins with trust. I specialise in establishing calm, consistent learning environments, particularly for pupils who are disengaged, anxious, or currently out of education. I maintain high expectations alongside a clear understanding that readiness to learn develops at different rates.

Autism, Anxiety, and Emotional Regulation

I have significant experience supporting autistic pupils and those with complex anxiety profiles. My approach prioritises predictability, reduced sensory load, and clear lesson structure. Visual scaffolding, explicit modelling, and carefully sequenced tasks are used to support comprehension and enable pupils to engage confidently with challenging material, including GCSE-level texts.

Lessons are designed with a clear understanding of each pupil’s tolerance for change. Routine and preparation are used to build trust and emotional safety, supporting sustained engagement over time.

ADHD, Working Memory, and Attention Needs

When working with pupils with ADHD or working memory difficulties, I focus on clarity, structure, and momentum. Tasks are broken into manageable stages with clear goals and regular feedback.

I use visual supports, checklists, and repetition strategically, while reducing cognitive overload and unnecessary multitasking. Independence is developed gradually through scaffolded practice.

Speech, Language, and Communication Needs

I have extensive experience supporting pupils who find it difficult to articulate ideas, organise responses, or interpret implicit meaning in texts.

My approach includes:

  • explicit modelling of analytical responses

  • structured, step-by-step skill development

  • visual prompts to support inference and writer’s methods

  • chunking and reordering texts to aid understanding

This enables pupils across the full GCSE grade range (1–9) to make sustained progress.

SEMH and Mental Health Needs

I have worked extensively with pupils with SEMH needs in both mainstream and specialist contexts. My approach is calm, consistent, and relational, with a strong emphasis on emotional safety, clear boundaries, and personalised support.

Where appropriate, I incorporate grounding strategies to support emotional regulation. In all cases, maintaining stability, safety, and engagement is the priority.

Subjects and Curriculum Experience

I have taught the following subjects at secondary level:

  • English Language and Literature (AQA, WJEC, iGCSE)

  • Media Studies (AQA)

  • ICT (AQA, BTEC)

  • Computer Science (AQA)

  • Business Studies (AQA, BTEC)

Prior to specialising in English, I taught ICT for six years, including graphic and web design, office applications, and introductory programming (Scratch, Python, HTML).

Independence, Confidence, and Engagement

A central aim of my work is to develop independence, confidence, and a realistic sense of capability.

Pupils are given structured choices to promote ownership, while scaffolding is gradually reduced at an appropriate pace. This supports sustained engagement and long-term progress.

Read More

My Teaching Philosophy

I maintain high expectations while working in a calm, patient, and empathetic manner. My teaching is grounded in the belief that pupils make meaningful progress when they feel emotionally safe, understood, and respected. Establishing trust early is a priority, particularly for learners who have previously struggled within educational settings.

I create structured, low-pressure learning environments where pupils can engage without fear of failure. This is especially important for those who have experienced anxiety, disengagement, or repeated difficulty in school. A consistent, predictable approach enables pupils to feel secure enough to participate and sustain engagement over time.

My teaching emphasises reflection, dialogue, and incremental progress. Pupils are supported to understand how they learn, respond constructively to feedback, and build confidence through achievable steps. Academic development is closely linked to self-belief and independence, both of which are developed alongside subject knowledge.

My aim is for every pupil to leave sessions more confident, more engaged, and better equipped to approach future learning with increasing independence.

Read More

Qualifications and Training

  • Qualified Teacher Status (QTS)

  • PGCE Secondary ICT – Sheffield Hallam University

  • BA (Hons) English Studies (2:1)

  • NPQML – National Professional Qualification for Middle Leadership

Teaching Experience

  • Over 10 years’ experience teaching at secondary level in mainstream and private settings

  • Subjects taught include:

    • English Language and Literature

    • Media Studies

    • ICT

    • Computer Science

    • Business Studies

Safeguarding and SEND Training

  • Safeguarding Children (Levels 1, 2, and 3) – CPD Certified

  • Autism Awareness – Level 2 CPD Certification

  • Working with Children with SEND – Level 2 CPD Certification

  • PREVENT Awareness – Level 2

Additional Certifications

  • Food Safety and Hygiene – Level 2

Read More

Choose me if…

I am particularly well-suited to supporting pupils with additional learning needs, including autism, ADHD, anxiety, SEMH, and complex profiles where traditional approaches have not been effective.

My work is most effective with pupils who require a highly personalised, structured, and calm approach in order to engage with learning. This includes those who are disengaged, anxious, or currently unable to access mainstream education.

I provide consistent, relationship-led support that prioritises emotional safety alongside academic progress. Pupils are supported to build confidence, independence, and resilience in a way that is sustainable over time.

I work closely with parents, carers, schools, and Local Authorities to ensure clarity around provision, communication, and progress. This joined-up approach is particularly effective for pupils with long-standing or complex barriers to learning.

This provision is best suited to families and professionals seeking specialist, structured support with a clear focus on sustained progress and long-term outcomes.

Read More

Availability

Monday: Fully Booked
Tuesday: 10:00-14:00
Wednesday: Fully Booked
Thursday: 10:00-14:00
Friday: Fully Booked
Saturday: Fully Booked
Sunday: Fully Booked

Ages Supported

  • Primary
  • Secondary
  • Post 16
  • Adult

Specialisms

  • Anxiety
  • Autism
  • ADHD & ADD
  • Dyslexia
  • PDA (Pathological Demand Avoidance)
  • SEMH (Social & Emotional & Mental Health needs)
  • Working Memory and Processing Needs
  • Speech and Language Needs (including non-verbal)
  • DCD (Dyspraxia)
  • Trauma/Abuse
  • SEND (inc. disabilities)

Subjects Provided

  • Primary (Maths and/or English/Literacy)
  • Secondary English (including GCSEs)
  • Study Skills & Executive Functioning Skills
  • Social Communication & Language Skills
  • Functional Skills (English & Maths)
  • Homework Support
  • Other (please provide details when contacting us)

Locations Covered

Chesterfield, Derbyshire, Rotherham, Sheffield, and South Yorkshire

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Something Sensational About Me

Outside of my professional work, I have a strong interest in music. I play acoustic guitar and continue to develop my skills through regular practice and study of music theory. Music provides a valuable creative outlet and a way to focus and reflect.

I also have a background in professional cooking, having previously run a British Indian restaurant cooking school. Cooking remains an important part of my life and reflects qualities I value in teaching: patience, structure, and attention to detail.

I am a parent to two children, and family life is central to who I am. Supporting their curiosity and confidence reinforces my belief that learning is most effective when it feels natural, engaging, and low-pressure.

I enjoy board games and digital games such as Minecraft and Roblox, which often provide useful shared reference points when building rapport with young people.

I spend a great deal of time outdoors, particularly walking and observing wildlife. This helps me maintain a calm, grounded approach that carries through into my work with pupils.

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Choose me if...

I am particularly well-suited to supporting pupils with additional learning needs, including autism, ADHD, anxiety, SEMH, and complex profiles where traditional approaches have not been effective.

My work is most effective with pupils who require a highly personalised, structured, and calm approach in order to engage with learning. This includes those who are disengaged, anxious, or currently unable to access mainstream education.

I provide consistent, relationship-led support that prioritises emotional safety alongside academic progress. Pupils are supported to build confidence, independence, and resilience in a way that is sustainable over time.

I work closely with parents, carers, schools, and Local Authorities to ensure clarity around provision, communication, and progress. This joined-up approach is particularly effective for pupils with long-standing or complex barriers to learning.

This provision is best suited to families and professionals seeking specialist, structured support with a clear focus on sustained progress and long-term outcomes.

Back

Qualifications & Training

  • Qualified Teacher Status (QTS)

  • PGCE Secondary ICT – Sheffield Hallam University

  • BA (Hons) English Studies (2:1)

  • NPQML – National Professional Qualification for Middle Leadership

Teaching Experience

  • Over 10 years’ experience teaching at secondary level in mainstream and private settings

  • Subjects taught include:

    • English Language and Literature

    • Media Studies

    • ICT

    • Computer Science

    • Business Studies

Safeguarding and SEND Training

  • Safeguarding Children (Levels 1, 2, and 3) – CPD Certified

  • Autism Awareness – Level 2 CPD Certification

  • Working with Children with SEND – Level 2 CPD Certification

  • PREVENT Awareness – Level 2

Additional Certifications

  • Food Safety and Hygiene – Level 2

Back

My Teaching Philosophy

I maintain high expectations while working in a calm, patient, and empathetic manner. My teaching is grounded in the belief that pupils make meaningful progress when they feel emotionally safe, understood, and respected. Establishing trust early is a priority, particularly for learners who have previously struggled within educational settings.

I create structured, low-pressure learning environments where pupils can engage without fear of failure. This is especially important for those who have experienced anxiety, disengagement, or repeated difficulty in school. A consistent, predictable approach enables pupils to feel secure enough to participate and sustain engagement over time.

My teaching emphasises reflection, dialogue, and incremental progress. Pupils are supported to understand how they learn, respond constructively to feedback, and build confidence through achievable steps. Academic development is closely linked to self-belief and independence, both of which are developed alongside subject knowledge.

My aim is for every pupil to leave sessions more confident, more engaged, and better equipped to approach future learning with increasing independence.

Back

Skills & Experience​

I have extensive experience supporting secondary-age pupils with a wide range of Special Educational Needs and Disabilities, both in mainstream education and one-to-one provision. My specialist areas include autism (including PDA), ADHD, speech and language needs, working memory difficulties, sensory and auditory processing needs, anxiety, trauma, and SEMH.

My work is grounded in the belief that meaningful progress begins with trust. I specialise in establishing calm, consistent learning environments, particularly for pupils who are disengaged, anxious, or currently out of education. I maintain high expectations alongside a clear understanding that readiness to learn develops at different rates.

Autism, Anxiety, and Emotional Regulation

I have significant experience supporting autistic pupils and those with complex anxiety profiles. My approach prioritises predictability, reduced sensory load, and clear lesson structure. Visual scaffolding, explicit modelling, and carefully sequenced tasks are used to support comprehension and enable pupils to engage confidently with challenging material, including GCSE-level texts.

Lessons are designed with a clear understanding of each pupil’s tolerance for change. Routine and preparation are used to build trust and emotional safety, supporting sustained engagement over time.

ADHD, Working Memory, and Attention Needs

When working with pupils with ADHD or working memory difficulties, I focus on clarity, structure, and momentum. Tasks are broken into manageable stages with clear goals and regular feedback.

I use visual supports, checklists, and repetition strategically, while reducing cognitive overload and unnecessary multitasking. Independence is developed gradually through scaffolded practice.

Speech, Language, and Communication Needs

I have extensive experience supporting pupils who find it difficult to articulate ideas, organise responses, or interpret implicit meaning in texts.

My approach includes:

  • explicit modelling of analytical responses

  • structured, step-by-step skill development

  • visual prompts to support inference and writer’s methods

  • chunking and reordering texts to aid understanding

This enables pupils across the full GCSE grade range (1–9) to make sustained progress.

SEMH and Mental Health Needs

I have worked extensively with pupils with SEMH needs in both mainstream and specialist contexts. My approach is calm, consistent, and relational, with a strong emphasis on emotional safety, clear boundaries, and personalised support.

Where appropriate, I incorporate grounding strategies to support emotional regulation. In all cases, maintaining stability, safety, and engagement is the priority.

Subjects and Curriculum Experience

I have taught the following subjects at secondary level:

  • English Language and Literature (AQA, WJEC, iGCSE)

  • Media Studies (AQA)

  • ICT (AQA, BTEC)

  • Computer Science (AQA)

  • Business Studies (AQA, BTEC)

Prior to specialising in English, I taught ICT for six years, including graphic and web design, office applications, and introductory programming (Scratch, Python, HTML).

Independence, Confidence, and Engagement

A central aim of my work is to develop independence, confidence, and a realistic sense of capability.

Pupils are given structured choices to promote ownership, while scaffolding is gradually reduced at an appropriate pace. This supports sustained engagement and long-term progress.

Back