For the past eight years, I have worked one to one with children and young people with SEND who are without a school place, often due to exclusion or because a placement is not meeting their needs. Many of the children I support are in a vulnerable position and have had negative, sometimes traumatic, experiences associated with education.
My role is to patiently and consistently show up and gently build trust. I aim to show each young person that their previous experiences of being misunderstood or unsupported will not be repeated. My approach is warm, non-judgemental, and flexible, allowing children the time and space to settle and get to know me at their own pace.
I am naturally bubbly and genuinely interested in others, which often helps children to relax and open up quickly. Some of my tutoring relationships have lasted several years, during which I have supported students to make rapid progress and achieve qualifications that initially felt out of reach. I strongly believe that for all children, and especially those with additional needs, a trusting relationship with their teacher is the foundation for meaningful learning. Once this is in place, progress academically, socially, and emotionally often follows.
My experience working with students with ASC
One of my first roles was in a specialist school for students with autism, where meeting a wide range of needs was a central part of my training. I learned the importance of meeting autistic learners where they are and showing genuine interest in their passions, which is often key to building trust and engagement.
I have supported autistic children one to one within mainstream classrooms and developed sensitivity to recognising when a child is overwhelmed and needs space. I scaffold both academic and social experiences in ways that are supportive while respecting individuality and autonomy.
I regularly use visual supports, clear routines, and sensory-aware strategies, adapting them to suit each child’s needs. I also have experience with social stories, PECS, visual timetables, and basic Makaton, and I research and create resources to ensure support is tailored to each child.
My experience working with young people with PDA
I have worked with several young people with a PDA profile, and my approach is gentle, flexible, and non-pressuring. I understand that engagement can vary day to day, and I see each positive interaction as meaningful.
While I often arrive with a plan, I am guided by the child in front of me. This can mean adapting activities to follow the child’s interests or mood to keep learning achievable. I offer choices to give a sense of autonomy and ownership, which is particularly important for children with a PDA profile.
My experience working with young people with speech and language needs
I have supported children whose verbal language is limited, and I believe the key is giving them time and space to communicate in whatever way works best. I respond patiently and respectfully, using visual supports, modelling, and encouragement to help children feel confident expressing themselves.
My experience teaching English and Maths
I am a former Head of English and can confidently teach English up to A level. This experience gives me strong knowledge of the curriculum and expertise in designing interventions for students with varying needs to access GCSE content.
Since specialising in SEND teaching, I have also become confident teaching Maths up to GCSE Foundation level. Having struggled with Maths myself at school, I understand key concepts deeply and can explain them in ways that make them accessible for students who lack confidence.
My experience supporting young people to build confidence and self-esteem
I believe the most powerful way to build self-esteem is through consistent, caring relationships. I take time to get to know each child, asking about their interests and remembering what matters to them. I am warm and genuinely enjoy spending time with students.
I celebrate success, both academic and social, using praise and positive reinforcement to highlight effort and progress. Even small achievements are recognised, helping children feel proud of themselves and their growth.
My specialist experience providing engaging sessions that inspire a love of learning
I am a passionate learner, and I believe curiosity and enthusiasm are contagious. Many children I work with have had difficult experiences with education and may feel anxious or disconnected from learning. I aim to rebuild positive associations by making sessions safe, enjoyable, and achievable.
I take time to understand each child’s interests and preferred ways of learning, and I use these as the foundation for sessions. Learning may be built around favourite topics, games, stories, or real-life activities to make it meaningful. By keeping learning flexible, creative, and child-led, I support children to rediscover curiosity and develop confidence in themselves as learners.
My experience supporting young people to develop independence
My first role at university involved supporting young adults with additional needs in social activities such as trips to the cinema or bowling without their parents. It was rewarding to see young people enjoy independence while remaining safe and supported.
This experience taught me to offer guidance in an unobtrusive way, allowing children to try things for themselves, such as paying for food or making choices, while being attentive and ensuring they felt confident and secure.
