Building strong, trusting relationships is central to my practice. Many of the young people I support have experienced challenges within education and may have become disengaged from learning. I take time to understand each student’s interests, strengths and individual needs, creating a supportive environment where they feel safe, valued and able to succeed.
Experience with Maths, Science and English
I am an experienced tutor specialising in Maths, Science and English, supporting students from Primary through to GCSE level. I help students build strong foundations in numeracy, problem-solving, reading and writing by breaking learning into clear, manageable steps. In Science, I enjoy bringing concepts to life through practical demonstrations and investigations that encourage curiosity and deeper understanding. This approach helps reduce overwhelm and allows students to make steady, confident progress.
Supporting Anxiety and Emotional Wellbeing
Many of the students I work with experience anxiety that impacts their ability to engage with education. This may include Emotionally Based School Avoidance (EBSA), low confidence or concerns around academic performance. I adapt my approach to each learner, creating a calm and supportive environment where they can work at a pace that feels achievable and experience success.
Sessions are carefully structured to reduce pressure, promote emotional safety and encourage participation at a pace that feels manageable for the student.
SEMH & Trauma-Informed Practice
I use a trauma-informed approach and have strong experience supporting students with SEMH needs and low confidence. I focus on understanding the reasons behind behaviours, using calm communication, clear routines and achievable goals. I celebrate small successes to help rebuild self-esteem and create a more positive attitude towards learning.
ADHD, Behaviour and Engagement
I support students with ADHD and those who may present with challenging behaviour by adapting sessions to how they learn best. Lessons are structured into short, purposeful activities with a mix of discussion and practical tasks to maintain focus. I use clear boundaries, movement breaks and positive reinforcement to keep students engaged and motivated.
Experience with Autism and PDA
I regularly support autistic students, including those with a PDA profile. Sessions are structured and predictable, with clear expectations, while remaining flexible and low-demand where appropriate. Offering choice, collaboration and a personalised approach helps reduce anxiety, build trust and encourage engagement in learning.
Dyslexia and Dysgraphia Support
I have experience supporting students with dyslexia and dysgraphia by using structured, multi-sensory approaches to reading and writing. I break tasks into manageable steps and use visual supports, word banks and scaffolding to reduce pressure around written work. For example, I may use sentence starters, guided writing or alternative ways to record ideas, such as speaking before writing, to help students organise their thoughts. This helps improve literacy skills whilst also building confidence and reducing frustration.
Inspiring a Love of Learning
I believe learning should be engaging, relevant and enjoyable. I adapt sessions to each student’s interests and learning style, using practical activities, discussion, technology and real-world examples wherever possible. By making learning meaningful and accessible, I help students rediscover confidence in their abilities and develop a more positive relationship with education.
Speech, Language and Communication Needs
Strong communication underpins all learning. I adapt my language and teaching style to meet individual communication needs, using visual prompts, modelling and scaffolded discussion to support understanding. Students are given time to process information and develop confidence in expressing their thoughts and ideas.
Working Memory and Processing Needs
For students with working memory or auditory processing difficulties, I break tasks into small steps and use visual aids, repetition and written prompts. Instructions are kept simple and supported with visuals or demonstrations to ensure understanding and reduce overload.
Sensory Needs
Every learner experiences their environment differently. I take time to understand individual sensory preferences and adapt sessions accordingly, whether that involves adjusting the pace of learning, reducing distractions or incorporating more practical and visual activities to maximise engagement and comfort.
Preparing for Adulthood and Independence
Developing independence is an important part of my work with young people. Alongside academic learning, I encourage skills such as organisation, problem-solving, decision-making, communication and self-advocacy. Where appropriate, I incorporate practical life skills and community-based learning opportunities, helping students build confidence and prepare for adulthood.
Working with Families and Professionals
I work closely with parents, carers, schools, local authorities and other professionals to ensure a consistent and joined-up approach to support. Regular communication and progress updates help ensure that educational, social and emotional outcomes remain aligned and that each young person’s progress is clearly evidenced.
