My specialist experience working with young people with SEN to develop trusting and meaningful relationships
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 supporting young people 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.
Experience Supporting Students with SEMH and Mental Health Needs
I have worked with children and young people with social, emotional, and mental health needs, including anxiety, trauma, and other challenges. I provide calm, predictable, and safe learning environments where students feel heard and valued.
I use structured routines, visual supports, and clear communication to reduce anxiety, while offering opportunities for emotional expression and reflection. By fostering trusting relationships, I help students feel secure, confident, and able to engage meaningfully with learning and social experiences.
My experience teaching English
I am a former Head of English and can teach English up to A Level. I have extensive experience supporting students across the GCSE curriculum and helping them develop the analytical skills needed for success, including exploring figurative language, writers’ methods, and structuring clear written responses.
When working with students who are already performing well, I focus on deepening their understanding and helping them express their ideas with greater clarity and confidence. I break down analytical thinking into manageable steps and model how to build thoughtful responses without making the process feel overwhelming.
As much of my work is with young people with SEND, I take a calm, supportive, and non-pressuring approach. I create a safe space where students feel comfortable sharing ideas, asking questions, and developing their thinking at their own pace. My aim is to build confidence alongside strong academic skills so that students feel capable, engaged, and proud of their progress in English.
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.
My experience Supporting Students with ADHD
I have worked with children and young people with ADHD in one-to-one and small group settings. I provide clear, manageable instructions, frequent check-ins, and opportunities for movement and sensory regulation.
I break learning into achievable steps and offer choices to maintain engagement and autonomy. By celebrating effort and creativity, I help children with ADHD stay motivated and feel valued while developing confidence in their abilities.
My experience supporting young people with study skills and executive functioning skills
I have supported many young people who find organisation, focus, and getting started with tasks challenging. With younger students, I focus on gently building these skills through clear routines, visual supports, and breaking work into small, manageable steps. I often use checklists, short goals, and regular encouragement to help children stay on track and experience success. I also build in movement, choice, and varied activities to help maintain attention and motivation. My aim is to help children feel more confident approaching their work, while gradually developing the independence and strategies they need to manage their learning both in and out of the classroom.
My experience supporting 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 Teaching GCSE Maths and Science
I have extensive experience tutoring students through the GCSE Maths and Science curriculum and am very familiar with the exam board specifications and requirements. I teach Maths and Science up to GCSE Foundation level, supporting students to understand key concepts clearly and build the skills needed for exam success.
Having struggled with Maths myself at school, I explain concepts in ways that are accessible and confidence-building, particularly for students who may feel anxious or unsure. I break learning down into manageable steps, use visual methods and practical examples, and regularly revisit key knowledge to secure understanding.
My focus is not only on covering content, but on helping students feel capable and prepared. With clear structure, patience, and encouragement, I support steady progress and growing confidence across both subjects.
My experience supporting 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.
