I am highly experienced with over 16 years of teaching and tutoring across mainstream schools, a Pupil Referral Unit, and a specialist school for the Deaf. I have supported children and young people with a wide range of special educational needs, including ASC, ADHD/ADD, PDA, Dyslexia, SEMH, non-verbal communication needs, physical disabilities, complex learning differences and ESL learners. I take both a therapeutic and academic approach to learning, tailoring lessons to each child’s interests and strengths to remove barriers and enhance engagement. I have worked 1:1 and in small groups, adapting lessons with creativity, sensory resources, and practical strategies to help children feel confident and motivated. My students would describe me as fun, kind, and encouraging, and I aim to provide a safe, nurturing, and welcoming environment where every learner can thrive.
My experience providing fun sessions to help students engage in learning: I am known for having a warm, fun, and friendly personality. I often use humour to engage learners, helping them feel comfortable and sparking a love for learning. I hold a Certificate in Learning through Play (National College) and believe children learn best when lessons are enjoyable and engaging. I use a wide range of educational games and resources so that children often don’t even realise they are developing key skills in numeracy and literacy. My lessons are fully adaptable to different age groups, interests, and desired outcomes – whether that means stretching high-achieving learners academically, supporting students in reaching ambitious academic goals, or focusing on confidence building and small steps for children with additional needs.
I recognise that progress looks different for every child, so each session is tailored to ensure success. I am a great listener and encourage students to share their opinions, creating lessons that are creative, active, and varied. I frequently use short activities, movement, sensory resources, and visual aids to sustain engagement, boost confidence, and make learning a positive experience. I believe one size does not fit all, so every lesson is bespoke to the child’s personality, interests, and goals, ensuring they feel confident, comfortable, and supported in achieving their potential.
My specialist experience working with young people with SEN to develop trusting and meaningful Relationships: My specialist experience working with young people with SEN has shown me that building trusting and meaningful relationships is the foundation for progress. Many of the children I support face challenges with communication, emotional regulation, or confidence, and I know how important it is for them to feel safe, respected, and understood. I take time to get to know each child’s personality, interests, and strengths, using these as a starting point to engage them in learning. By creating a calm, nurturing, and positive environment, I help children feel secure enough to take risks, express themselves, and build independence. For both verbal and non-verbal learners, developing this trust is key to removing barriers and enabling genuine growth, both academically and personally.
I adapt my strategies carefully to meet the wide-ranging needs of the learners I work with, including those with autism, PDA, ADHD, dyslexia, SEMH, and complex learning differences. For children who need structure and reassurance, I use clear routines and visual supports; for those who thrive on creativity, I build lessons around their interests, movement, or sensory activities. I am flexible and patient, understanding the importance of reducing demands for PDA learners, simplifying communication for non-verbal students, and providing scaffolding and confidence-building activities for those with dyslexia or anxiety. I celebrate each child’s strengths and achievements, no matter how small, while gently stretching them to make progress at their own pace. By combining therapeutic approaches with academic goals, I ensure every learner feels supported, motivated, and able to succeed.
My specialist experience teaching autistic students/ those with ASC: I have extensive specialist experience working with children with autism/ASC, both verbal and non-verbal. For over a year I worked 1:1 every day with pupils with ASD, developing tailored strategies to meet their individual communication, sensory, and emotional needs. During my time in the PRU, many of the children I supported also had a diagnosis of ASD, often accompanied by ADHD,PDA or OCD, which gave me valuable insight into the complexity of overlapping needs. I am currently working with multiple children with an ASD diagnosis, and I take pride in creating lessons that are flexible, engaging, and responsive to each child’s strengths, interests, and challenges. I make it a priority to find a common interest to build rapport and use this as a foundation for trust, engagement, and motivation.
My approach is therapeutic yet structured, combining patience with firm but supportive boundaries. I focus on drawing out each child’s strengths and interests to engage them in learning, giving them freedom to express their ideas in a way that works for them. I use clear, literal language and real-life examples to help with understanding and perspective-taking, and I ensure that praise, encouragement, and appropriate levels of challenge are always built into lessons. I also have experience supporting students with OCD tendencies, masking, sensory overload, emotional regulation, and PDA, and I create a safe, consistent environment where strategies can be put in place to reduce anxiety, develop independence skills, and prepare them for adulthood. For children who are non-verbal, I use PECS, Sign Language, and Communication Boards alongside multiple-choice activities and consistent routines to support communication and build confidence. Above all, I aim to empower children by helping them overcome emotional blocks, building their self-esteem through achievable goals, and fostering a positive, motivating environment where every learner can thrive.
My specialist experience supporting students to develop independence and mentoring: I have extensive experience helping young people build independence both academically and personally, drawing on my background across mainstream, specialist, and alternative provisions. I believe education goes far beyond the classroom, and I actively encourage engagement in wider community activities as part of a holistic approach to learning and personal growth. I take on the role of a positive mentor and role model, supporting character building and life skills alongside academic progress. I make lessons relatable by linking the curriculum to real-life situations, helping students prepare for adulthood, decision-making, and the wider world. I work with learners on practical skills such as organisation, time management, and prioritising homework alongside social and leisure activities, encouraging accountability and ownership of their learning.
I have also worked 1:1 with a 21-year-old non-verbal student for over a year, delivering 7 hours of tuition each week. Many of these sessions were tailored towards developing independent living skills, from tasks such as washing up to cooking meals. I have supported students in building confidence with everyday activities, including ordering their own drinks or meals in a café — achievements that may seem small but can make a huge difference to independence and self-esteem. Listening carefully and validating students’ perspectives is a key part of my approach, before gently offering alternative ways of thinking or tackling challenges. These mentoring conversations reduce academic pressures, build confidence, and foster resilience. I also focus on executive functioning skills such as planning, study strategies, and managing workload, ensuring consistency and structure so learners can become more independent. Beyond academics, I enjoy incorporating activities like baking, cooking, walks, creative play, and sports into sessions, which not only support independence but also serve as valuable opportunities for rapport building. By blending academic, practical, and life skills, I aim to prepare students for success both in their studies and in their wider lives.
My experience working with students with PDA: I have significant experience supporting learners with Pathological Demand Avoidance, both in school settings and through 1:1 tuition. Flexibility, patience, and creativity are central to my approach, and I adapt lessons to reduce pressure while still encouraging progress. I use indirect and informal strategies, de-personalising demands and offering choices and control wherever possible to help lower anxiety and build trust. Building rapport through shared interests is key, and I make learning fun, engaging, and enjoyable so that students feel valued, understood, and motivated. By creating a safe, supportive environment, I help learners with PDA build confidence, develop independence, and achieve a real sense of success in their learning.
My specialist experience supporting students with speech, language, and communication needs: I have wide experience working with students who face challenges such as word retrieval, comprehension, expressing themselves, or transferring their ideas into written work. I am currently tutoring a student with Developmental Language Disorder (DLD) and tailor lessons to support their individual communication needs. To support students with DLD and other speech and language needs, I use a variety of strategies, including breaking down instructions into smaller, manageable steps, modelling clear and consistent language, using visual prompts and scaffolds, providing repetition and overlearning opportunities, and encouraging the use of sentence starters and word banks to build confidence. I also draw on a range of resources such as phonics programmes, vocabulary-building tools, reading comprehension activities, and structured discussions around topics of interest to help boost both confidence and communication skills.
In addition, I have extensive experience supporting students with Specific Learning Difficulties (SpLD). I am currently working with two students with diagnosed dyslexia. Both were being tutored by me before their formal diagnosis, and I was the first professional to identify the possible signs of dyslexia. I raised these observations with their parents, who then liaised with the school, and both children have since been formally diagnosed and are now receiving the appropriate support in school. My ability to spot early indicators of learning difficulties has enabled me to adapt my teaching approaches promptly, ensuring students receive the right strategies and encouragement to make progress even before formal assessments are completed.
My experience teaching social and friendship skills: Many of the children I work with find it difficult to start or maintain conversations, read social cues, or form positive peer relationships. I support them by breaking down social situations into manageable steps, modelling language and behaviour, and using role play, visuals, or social stories to help them understand what to say, how to say it, and when. Together, we explore how to interpret tone, gestures, and body language so that students gain confidence and a stronger sense of perspective. This not only reduces anxiety but also helps them build meaningful connections with others.
My experience teaching 1:1 Learning Support, Study Skills, Mentoring, and Executive Functioning skills: I have extensive experience supporting students on a 1:1 basis to develop the skills they need to learn more independently and manage their studies with confidence. I am particularly effective with learners with dyslexia, slow processing and memory difficulties, ADHD/ADD, autism (including high-functioning), sensory processing needs, PDA, anxiety, low self-esteem, or those disengaged from learning, as well as students with English as an additional language, including those studying abroad. I help students with organisation, time management, revision techniques, and exam preparation, while also supporting them with homework, note-taking, and consolidating classwork.
By nature, I am highly organised, and I use this to model effective routines and strategies for my students. My support often includes designing bespoke visual timetables, teaching executive functioning skills such as note-taking, sustained attention, revision planning, and workload management, and using scaffolding tools like writing frames and sentence starters to build confidence and independence. I also provide therapeutic mentoring, helping students regulate emotions, reduce anxiety, and build resilience, while offering a neutral perspective to troubleshoot challenges. Through praise, encouragement, and motivational coaching, I boost confidence and self-esteem while holding students accountable for their learning in a respectful and supportive way. My sessions are engaging and interactive, often using short activities, positive reinforcement strategies, and achievable steps to ensure students remain focused, motivated, and prepared to succeed both academically and personally.
My specialist experience teaching pupils through sensory and play-based activities (Primary – KS1):Many younger students, or older pupils working at a primary level, learn best when lessons are active, hands-on, and rooted in play. I use a wide range of sensory and play-based strategies to make learning fun and meaningful, from movement games and practical activities to visual resources and interactive tasks that stimulate different senses. For example, I may use sand trays, textured letters, or playdough for letter and word formation; counting with beads, Lego, or blocks to teach numeracy; or sensory bins, musical instruments, and movement breaks to support focus and engagement. These activities not only make abstract concepts more concrete but also support the development of both fine and gross motor skills.
I often design activities around the child’s interests, encouraging exploration, asking open-ended questions, and building curiosity into every task. Where appropriate, I incorporate creative strategies such as storytelling, drama, or music to help embed concepts in a playful way. Modelling behaviour and providing clear, consistent routines are also key, as they give children the security and structure needed to learn. By blending creativity with structure, I ensure that learning feels exciting and accessible, while also building the foundations of confidence, independence, and a love of learning.
My experience teaching Maths and English: I have over 16 years of classroom and tutoring experience teaching English and Maths across primary and secondary levels, in both mainstream and specialist settings. As a class teacher, subject lead, and tutor, I have delivered lessons from Year 1 through to Year 12, adapting content to meet the needs of learners of all abilities. In my tutoring practice, I work 1:1 and with small groups, teaching English and Maths from Year 1 to Year 8, both online and face-to-face. I also teach English as a Second Language (ESL) online, drawing on my TEFL certification to support learners in building confidence, fluency, and comprehension.
My academic background includes a Bachelor of Arts degree with majors in English Literature and Psychology, giving me a strong foundation in both literacy and an understanding of how children learn and process information. My English specialist teaching and leadership experience was gained in South Africa, where I served as Acting Head of Department (English) for Years 8–12, was selected as a National Marker for A levels, and worked as both Oral Moderator and A-Level’s Marker for the Gauteng Department of Education. I was also appointed Grade 12 Preliminary Examination Examiner, roles which sharpened my expertise in assessment and examination preparation.
Alongside this, I hold Wizzy Words Phonics Training (Hertfordshire Council, 2024), giving me additional tools to strengthen literacy foundations in younger learners. In recognition of my commitment to education, I was proud to be part of the National Teaching Awards Team Winner – Lockdown Heroes (2021), celebrating my dedication to delivering high-quality online English and Math teaching during the pandemic. Across all my work, I am highly skilled at stretching high-achieving students while also providing scaffolded, creative support for learners with additional needs, ensuring every student can progress with confidence.
My experience working with young people to boost their confidence and self-esteem: I place a strong emphasis on helping children and young people build confidence in themselves as learners and as individuals. Many of the students I support have experienced challenges that have impacted their self-belief, so I take time to create a safe, encouraging environment where they feel comfortable to try, make mistakes, and grow. My personality is naturally very encouraging and gentle, and students often tell me they feel safe to ask questions and seek support because of the calm, positive atmosphere I create. I use strategies such as over-praising to reinforce successes, ensuring work is accessible at the start to build confidence, and then gradually increasing challenge so students feel capable and motivated. I focus on celebrating small achievements and highlighting strengths, which helps students to see their own progress and develop intrinsic motivation. My lessons are always tailored to the child’s interests and goals, with creative and engaging activities designed to sustain attention and make learning enjoyable. By combining patience, praise, and clear achievable steps, I help students overcome barriers, rebuild their self-esteem, and develop a positive attitude towards learning and themselves.
My specialist experience providing engaging sessions to inspire a love of learning: I am passionate about creating lessons that are fun, dynamic, and meaningful so that children develop not only knowledge but also a genuine enjoyment of learning. I tailor sessions to each student’s interests, often incorporating games, humour, sensory resources, role play, and creative activities so that learning feels exciting and achievable. Many of the resources I use are designed so that children don’t even realise they are practising key skills in numeracy or literacy — they are simply having fun and learning naturally. I use short, varied activities to sustain engagement, alongside plenty of praise and encouragement to build confidence and motivation. By making lessons interactive and enjoyable, I aim to inspire curiosity, boost self-belief, and help every learner develop a lifelong positive attitude towards learning.
My experience supporting students through transitions: I have supported many young people through key transitions, including moves from home or school-based tuition and alternative provisions back into mainstream education, as well as reintegration from the PRU. During my time at the Pupil Referral Unit, I often accompanied students back into their mainstream settings, providing ongoing support, sharing strategies, and offering advice to staff to ensure both pupils and schools felt confident in the process. I have also supported smaller, everyday transitions between activities and environments, using structured routines, visual timetables, and pre-warnings to reduce anxiety and prepare students for change. I recognise that transitions can be overwhelming, so I adopt a gradual, supportive approach that prioritises trust, reassurance, and consistency. Building strong rapport is always at the heart of my work, as students need to feel safe and understood, while close collaboration with families, schools, and other professionals ensures that every transition is as smooth and successful as possible.
