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I worked as a mainstream class teacher for five years at a school with an ASD specialist provision. In 2018, I was tasked with creating and setting up a new SEN provision for children in the mainstream with learning difficulties who were at least two years behind their peers academically. The provision was named the ‘SEN Hub’. In the Hub, I was responsible for creating IEPs for each of the twelve pupils and putting in place personalised interventions to address gaps in maths, reading and writing, as well as programmes to develop social skills and concentration.

Alongside school teaching, I have tutored a vast array of children since 2010, working with a range of special educational needs. For the past four years, I have worked with children and young people with complex needs who are home educated.

I can help with:

Developing trusting and meaningful relationships with pupils: This approach lies at the heart of effective tutoring for all children, but it is especially crucial for those with Special Educational Needs. Many children with SEN face barriers that can impact their confidence, processing, and ability to engage in traditional learning environments. My calm, patient, and non-judgemental approach helps to remove some of those barriers by creating a safe, supportive space where children feel understood and accepted.

By meeting each child at their point of need—emotionally as well as academically—I enable them to take ownership of their learning, work at their own pace, and develop strategies that are meaningful and manageable for them. Whether a child is struggling with dyslexia, ADHD, autism, or anxiety, I focus on building trust, reducing pressure, and encouraging small, consistent steps forward. It is within this nurturing environment that real growth happens—boosting not only academic skills but also self-esteem, independence, and a sense of success.

Supporting learners with autism (ASD): I have worked with a vast array of children with ASD. Being a calm and patient tutor, I am able to provide learners with ASD the support and space they need in order to build positive relationships, fostering a learning environment which promotes and celebrates success, whatever form that may take. Showing a genuine intrigue in a student’s interests can be a good starting point in forming those positive relationships. A consistent approach where routine is maintained and managed, and boundaries/expectations are explicit and fair, is essential when working with young people on the autistic spectrum.

Pathological Demand Avoidance (PDA): I am currently working with several young people with PDA. It is important to accept that usual approaches to teaching and learning may not be appropriate/effective and more creative, unconventional/flexible ways to allow learning to happen need to be explored. I am experienced at giving pupils space to figure me out and to begin building a trusting relationship, which is the basis of being able to work together.

Working with students with anxiety to build confidence and self-esteem: I have worked with children who suffer from a sever lack of self-esteem both academically and socially. Academically, breaking seemingly difficult tasks down into manageable chunks can not only help children master skills but also helps to build their confidence, as they receive praise and rewards for incremental successes. The Precision Teaching method is useful as success is judged against each pupil’s own ability and progress is measured against this. I have worked with children who thought they had no friends and found it difficult to connect with their peers. Explicit teaching of social skills and coaching, especially for children with autism, can help pupils build confidence and start to make friendships. Encouraging children to write a journal where they can begin to explore and understand their feelings can help them become more emotionally literate and understand what makes them sad or frustrated and what actions they can take in these instances.

Supporting learners with anxiety/ SEMH needs: I believe it is important to build a relaxed, pressure-free, trusting environment where pupils feel safe, supported and listened to. Taking each day/lesson as it comes without prior expectations can reduce the pressure young people feel to perform well in educational settings. Knowing when to step back and provide space is an essential skill to have when working with young people with SEMH needs. Finding ways to reduce expectations and allowing young people to take the lead in their own learning can be really powerful in getting them to access meaningful learning.  I have received training on working with young people with SEMH needs from Place2Be, whose mission is to improve children’s well-being and mental health.

Supporting learners sensory processing disorder (SPD): Common features of this disorder which can affect learning include: being easily distracted, poor concentration, poor motor skills, poor coordination and motor planning skills, poor handwriting, poor executive function and working memory. As always, it is important to understand each child’s profile and identify strengths and weaknesses. One-to-one support can be important to help address any difficulties experienced in a low demand, low stress environment. Support may be offered to improve skills, such as handwriting, or to find suitable alternatives and assistive technologies. Developing students’ self-regulation and cognitive awareness can also be powerful tools in developing positive attitudes to learning.

Complex needs: I have extensive experience working with young people who present with a wide range of complex and overlapping needs, including autism spectrum disorder (ASD), attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), pathological demand avoidance (PDA), dyslexia, dyscalculia, and foetal alcohol spectrum disorder (FASD), as well as social, emotional, behavioural, and speech and language difficulties.

In supporting these learners, I believe it is essential to take a holistic and individualised approach—seeking to understand not just each specific need in isolation, but also how those needs interact and influence one another. For example, anxiety linked to communication difficulties may amplify behavioural responses, or challenges with attention and executive functioning may mask underlying literacy difficulties. By building a detailed understanding of the whole child and their lived experience, I am better equipped to tailor my support in a way that is empathetic, respectful, and genuinely effective.

Social Skills and Social Stories: I have been trained in the Socially Speaking method; a unique social skills programme that lasts a whole school year and is divided into three units: let’s communicate, let’s be friends, and let’s practise. As pupils progress through the carefully structured programme, their self-esteem will increase and their listening skills and expressive language abilities will improve, and in turn everyone will benefit from enhanced social interaction. I have been trained and had many years’ experience in writing social stories for a wide variety of children and situation.

English examinations: I have a wealth of experience in preparing learners for GCSE and Functional Skills examinations.

English including phonics and Reading: I have taught phonics since 2013 and effectively prepared pupils for the Year 1 Phonics Screening. The systematic approach of phonics lends itself well to the Precision Teaching method. However, phonics doesn’t suit all learners; in this case, systematically building up a bank of sight words can be more effective, allowing pupils to recognise the shape of words without the need to memorise all the sounds and letters of English. The Paired Reading strategy is also effective for pupils who struggle with phonics.

English including writing: The sheer number of skills involved in learning how to write can make it a very challenging endeavour. I have broken down further my skills and experience pertinent to each area: Handwriting: I am experienced in teaching handwriting using the Cambridge, Pen Pals for handwriting programme. Fine Motor Skills: The underdevelopment of fine motor skills can often be a big barrier for children learning to write. I have a range of activities aimed to develop fine motor skills for writing and other tasks, such as tying shoes laces, fastening zips, etc. Spelling: The Precision Teaching method is effective in helping children build a bank of spellings. Story Language/Structure: I am trained in the Talk for Writing method of teaching writing; it enables children to imitate the language they need for a particular topic orally, before reading and analysing it, and then writing their own version. This method is particular effective for children who lack imagination or who need to focus on the act of writing without the added pressure of having to create completely original ideas. It also helps children build a repertoire of popular story structures and develop the language of storytelling. Sentence Structure: I am trained in the Shape Coding method. The method uses a visual coding system to show a child the rules for how words are put together in sentences, to develop the child’s understanding of spoken and written grammar and to develop their ability to use grammar successfully to express themselves.

Maths: I am trained in the maths mastery style of teaching which aims to develop a deep understanding of mathematical concepts using concrete and pictorial aids. In addition, I am trained in the Precision Teaching method of planning, which aims to meet the needs of an individual child who is experiencing difficulty with acquiring or maintaining some skills. It has an inbuilt monitoring function and is basically a means of evaluating the effectiveness of what is being taught. This method can be applied to areas of the curriculum that can be broken down into clear objectives, e.g. numeracy and literacy skills. In addition, I am experienced in preparing pupils for maths examinations at GCSE and Functional Skills level.

Science: I have taught science at KS1, KS2 and KS3. The wealth of topics within this subject means that it usually possible to find something that sparks a young person’s interest. The vast of array of practical activities and experiments makes this subject even more appealing and enjoyable to teach. I often use the MEL home science kits to provide quality equipment and well-planned experiments that can be done at home.

Supporting children with Speech and Language needs: I have worked with numerous pupils with wide ranging speech and language difficulties. Working along experienced speech and language therapists I have been able to develop a range of skills and strategies to help young people overcome language difficulties. I am trained to teach Colourful Semantics, which aids pupils in understanding word meaning and grammar. I have extensively used Communicate In Print to create visual aids for pupils with speech and language difficulties. I have used the Word Aware scheme to help develop language and vocabulary in all pupils.

Engaging sessions: often, the pupils I work with are disengaged with the traditional teaching and learning that takes place in the classroom. I enjoy the challenge of finding ways to make sessions more pertinent to each child. This can take many forms: turning learning into games, taking learning outdoors or into a less formal setting, getting pupils to record learning in a less formal way (videos, pictures, presentations, timelines, handmade games, quizzes, memes, etc.). Young people can feel empowered when they are active participants in their own learning instead of passive receivers of someone else’s approach to teaching and learning.

Developing independence: I have helped pupils develop independence both in their learning and their daily activities. This is usually something which is built up over a period of time and the steps in getting there can be very incremental. Scaffolding is a useful technique where the level of support is gradually pared down until the pupil feels confident in completing the task themselves. Previously, I have helped pupils plan and execute their own outings. Most recently, my Year 7 pupil planned an end-of-year trip to go bowling. He was responsible for finding the location, setting the date and time, pricing up the trip and planning the journey.

Mentoring: Tutoring students one-to-one usually involves an element of mentoring – offering advice and understanding and sympathising with a student’s challenges. The one-to-one nature of tuition lends itself well to establishing positive and trustful relationships with pupils, where they are receptive to mentoring.

Zones of regulation for managing emotions: The Zones of Regulation is a systematic, cognitive behavioural approach used to teach self-regulation by categorising all the different ways we feel and states of alertness we experience into four concrete coloured zones. The Zones framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts.

Supporting learners with ADHD: I have worked with young people with ADHD in the classroom, small group settings and on a one-to-one basis. To help learners with ADHD to effectively access learning, it is important to establish a calm learning environment with few distractions; to set clear and achievable goals; to provide manageable tasks which can be broken down; to provide regular breaks; to incorporate their own interests in learning tasks to improve motivation. Introducing a range of learning styles, such as kinaesthetic and visual approaches, can be important for learners with ADHD.

Supporting learners with Obsessive Compulsive Disorder (OCD): OCD takes many different forms and can often be misinterpreted as other conditions, such as ADHD. I am currently working with three young people with OCD. In supporting learning, I try to establish a learning environment which reduces pressure on performance and timings and allows the student to have a sense of agency over their learning. Of course, each diagnosis will present differently; it is therefore important to understand how each student’s OCD affects their daily life and their learning, and how best to support them. I have recently been working closely with an OCD specialist on how to incorporate exposure and response therapy strategies into my sessions.

Supporting learners with dyslexia: Dyslexia is a well-known learning difficulty which can have a lasting impact on people’s lives. Fortunately, there are a wide range of evidence-informed strategies, techniques and technology which, if employed in the right way, can reduce the impact of literacy difficulties. I am trained to identify specific areas of weakness in young people’s literacy skills and to put in place effective interventions to assist in their area of need, which may include phonological awareness, reading fluency, reading comprehension, spelling, writing fluency, and handwriting.

Supporting learners with Developmental Coordination Disorder (DCD): Learners with DCD commonly struggle with motor control. This can affect learning in obvious ways, such as poor handwriting. However, it can also affect a child’s ability to concentrate and attend to tasks, as attention is directed to performing motor tasks which have not been automatised. Poor performance in relation to peers can also lead to low self-esteem and motivation. Children with DCD can benefit from targeted practice at motor skills in order to make them automatic. Helping children to break down tasks into manageable and logical chunks is also important. Allowing the child to have more time to complete tasks at their own pace with special adaptations to reduce demands on motor control is key.

Supporting children who have experienced trauma: most children experience psychological trauma at some point in their lives – this could be as a result of parental separation, bereavement or something they have heard about on the news. I have worked with many children who have experienced varying degrees of trauma including some severe and complex cases. Having an understanding of the source of their trauma and how this manifests in their behaviour and daily interactions is fundamental in helping to set up the best conditions in which a child can cope and therefore maintain their daily routine. It is important to be aware of any potential triggers and to try to limit these in the learning environment. In addition, we should try to equip children with tools to help them to recognise and cope with their stress and anxiety.

Study skills/ executive functioning skills: I have worked with a range of students preparing for secondary school examinations as well as young people who generally struggle with their study skills and executive function. I can provide support with revision skills, planning, organisation and motivation.

Working memory: This is fundamental to most cognitive processes involved in learning and following instructions. Despite many well-known ‘brain training’ apps claiming improve memory, there is very little evidence to support that working memory can be improve. Instead, we should help students develop strategies to support a deficit in working memory. Some of these include: chunking information, multi-sensory approaches, efficient note taking, voice recording software, etc.

Supporting non-verbal learners: I have worked with several autistic pupils who were non-verbal in a school setting. I therefore have a range of strategies which have been successful at encouraging these children to communicate. These include: a focus on non-verbal communication, body language, eye contact, gesture and visual supports; Simplifying spoken language and allowing time for students to respond without automatically filling in the gaps; Interactive play, songs and nursery rhymes.

Focus and Attention: I have developed a range of strategies to help pupils improve their focus and attention. These include: the Pomodoro Technique; Chunking Technique; Attention Autism techniques (developed by Gina Davies); Precision Teaching; reward charts.

Supporting learners with dyscalculia: learners with dyscalculia benefit from visual and kinaesthetic approaches to learning. Concrete manipulatives are essential for learners to grasp seemingly obscure mathematical operations and the related language. Many mathematical operations involve combining a range of skills, it is therefore important to help break problems down into their constituent parts and make sure students develop fundamental skills. Poor short and long term memory is usually a major contributing factor in dyscalculia, therefore short, frequent sessions are essential to help keep information fresh.

Supporting learners with Global Developmental Delay: GDD is a multifaceted specific learning difficulty which presents differently in each individual but usually means children are not meeting several developmental milestones. Support will depend on the developmental areas which have been identified as requiring additional help. A range of strategies may be useful in an educational setting, such as interactive activities to keep students engaged, supporting learning with visual cues, breaking tasks down into manageable chunks, keeping language/instructions short and clear, allowing additional time for processing, repetition of incremental steps building up towards a larger goal.

Writing and implementing IEPs: I have written dozens of IEPs and put into place effective interventions to address targets.

Entrance examinations (7+, 8+, 11+, 13+): I have 10 years of experience preparing children for entrance examinations to London’s top independent and grammar schools, as well as the Kent Test. My students have been successful in gaining places at the following schools: Alleyn’s Junior and Senior Schools, Dulwich Prep, Dulwich Prep London, Dulwich College, Emanuel, JAGS, JAPS, St Dunstan’s, Rosemead, St Paul’s, Trinity, Westminster, Whitgift.