England

I am a patient, nurturing, and enthusiastic qualified teacher with 17 years of experience teaching in primary schools across London. Currently, I work as an Assistant Head Teacher, SENCO and EYFS lead. I have had the privilege of working with children with a wide range of special educational needs, including autism, reactive attachment disorder, ADHD, and communication and language difficulties.

My extensive experience in working with children with special educational needs, particularly in Early Years Foundation Stage and Key Stage 1, has given me a deep understanding of how to adapt teaching strategies to support individual learning styles and developmental needs. I believe that learning should be fun, engaging, and practical, and I strive to create a positive and supportive environment where every child feels valued, understood, and motivated to succeed.

By tailoring my approach to each child's individual needs and learning style, I aim to build their confidence and help them develop a lifelong love for learning.

My experience working with young people with autism

I have extensive experience working with children with autism, including collaborating with the Enfield Advisory Service for Autism to ensure best practices in support. As a SENCO, I have supported children within mainstream settings, tailoring provision to meet their individual needs. I have also established alternative provision for a small group of children, creating a nurturing and structured environment. My approach includes the consistent use of visual and concrete timetables, now and next boards, and planning activities around each child’s interests and sensory needs. A key priority has always been to ensure access to a safe, calm, and predictable environment where every child can thrive.

My experience working with young people with anxiety

I have supported many children experiencing anxiety, both in and out of the classroom, by creating a safe, predictable environment where they feel heard and secure. I take a gentle, child led approach, building trust through consistent routines and calm communication. I’ve worked closely with families, school staff, and external professionals to develop personalised strategies that help children manage their anxiety, such as using worry boxes, visual support, breathing techniques, and providing quiet spaces for regulation. My focus is always on helping children feel more confident and in control, so they can engage more fully in learning and everyday life.

My experience of working with young people with dyslexia

I have worked with a number of children with dyslexia, providing targeted support to help them build confidence and make progress in their learning. I’ve received guidance and training from the Dyslexia Hub in Enfield to deepen my understanding of dyslexia friendly strategies. In school, I have led structured literacy interventions tailored to individual needs and supported class teachers in making effective adaptations to their teaching, such as using multi sensory resources, simplifying instructions, and providing visual aids. My aim is always to ensure that children with dyslexia are fully included and supported to reach their potential.

My experience of working with young people with ADHD

I have valuable experience working with children with ADHD, supporting them both in the classroom and through targeted strategies. I focus on creating structured, engaging environments that help children stay focused and manage their energy levels. This includes using clear routines, visual schedules, movement breaks, and incorporating their interests into learning to keep them motivated. I’ve worked closely with teachers and families to ensure consistency and a joined-up approach.

My experience of working with young people with working memory difficulties

I have supported children with working memory difficulties by using practical strategies to help them manage and retain information more effectively. This includes breaking tasks into smaller, manageable steps, using visual prompts and checklists, and repeating or rephrasing instructions to aid understanding. I’ve also encouraged the use of memory aids such as word banks, number lines, and graphic organisers. In the classroom, I work closely with teachers to adapt their approach, ensuring instructions are clear and supported by visuals. My aim is to reduce cognitive load and build the child’s confidence, helping them to access learning more independently.

My experience of working with young people with sensory needs

I have experience supporting young people with a range of sensory needs, ensuring they feel safe, comfortable, and able to engage in their environment. I use a sensory informed approach, including access to sensory breaks, quiet spaces, and resources such as fidget tools or weighted items when appropriate. I work closely with families and professionals to understand each young person’s unique sensory profile and tailor support accordingly. In lessons, I incorporate sensory activities such as movement-based learning, tactile resources, and opportunities for hands-on exploration—to help maintain focus and support regulation.

My experience of working with young people with speech and language needs

I have supported children with speech and language needs by working closely with speech and language therapists and incorporating their recommendations into daily learning. I have also completed training on Developmental Language Disorder (DLD), which has deepened my understanding of how to support children with complex language difficulties. I use clear, simple language and visual supports to aid understanding and communication. In my teaching, I create opportunities for children to practice their language skills through structured activities, storytelling, and social interaction. I also adapt tasks to match each child’s communication level and encourage peer support to build confidence.

My experience of working with young people with SEMH needs

I have experience working with young people with social, emotional, and mental health (SEMH) needs, supporting them through both individual and group approaches. I have worked closely with the Enfield Behavioural Service and other outside professionals to develop tailored strategies that address each young person’s unique challenges. By creating a consistent, nurturing environment and using positive behaviour management techniques, I help young people build resilience, improve self-regulation, and develop coping skills.

Supporting children’s self esteem and independence is an important part of my work. I help build their confidence by setting small, achievable goals and giving regular praise for their efforts and progress. I encourage children to make choices and take responsibility for their learning, helping them feel more in control. I also support them in developing problem-solving skills and learning how to do things for themselves, so they can become more independent both in school and in everyday life.

Passion for Teaching and Leadership

With over a decade of experience supporting and teaching children and young people with special educational needs, I have worked across both primary and secondary settings, including SEMH schools and specialist provisions. My teaching spans a wide age range—from younger learners building foundational skills to teenagers developing independence and preparing for life beyond school.

Currently, I teach young people aged 16–19 with special educational needs, supporting them in English, Maths, Functional Skills, Science and History, while helping them build the confidence and practical skills needed for further education or employment. This role has deepened my ability to scaffold learning for students who may have gaps in their education or a history of disengagement.

In addition to teaching, I have led whole-school SEND initiatives as a Primary Lead—training staff, mentoring colleagues, and designing inclusive, accessible curricula. This experience has shaped my ability to create structured, nurturing learning environments where every student feels understood, valued, and capable of success.

I am committed to ongoing professional development, particularly in multi-sensory learning, trauma-informed practice, and emotional regulation strategies. By continually evolving my skills, I not only enhance student outcomes but also support colleagues in delivering effective, inclusive teaching across settings.

Tailored Support for a Range of Needs

Throughout my career, I have supported children and young people with a wide range of needs, including autism, PDA, ADHD/ADD, dyslexia, dyspraxia, global developmental delay, anxiety, sensory processing differences, SEMH challenges, and low self-esteem.

I understand that no two learners are the same. I take time to get to know each individual, adapting my teaching to suit their needs—whether through structured multi-sensory techniques, breaking tasks into manageable steps, or using interactive activities to boost engagement and retention. These personalised strategies drive academic progress while also developing confidence, independence, and emotional resilience.

Much of my work has focused on supporting students who have struggled in traditional school settings, particularly those with SEMH needs. I create calm, structured environments—whether in person or online—where learners feel safe, respected, and empowered to re-engage with education.

Positive relationships are at the heart of my practice. By building trust and responding to emotional needs with patience and empathy, I help students develop emotional regulation, self-esteem, and a renewed sense of belief in their ability to succeed.

Collaboration and Holistic Learning Approaches

I work closely with families, SENCos, social workers, therapists, and external agencies to provide coordinated, holistic support. Through strong partnerships and regular communication, I help ensure each student’s academic, emotional, and social development is supported in a well-rounded, coordinated way.

I contribute to EHCP reviews and suggest tailored interventions that align with each learner’s profile. I also guide families toward relevant resources and services to ensure ongoing support.

To promote focus and emotional regulation—especially for students with autism, sensory needs, or SEMH—I incorporate holistic activities such as peer massage, yoga, and mindfulness. These practices help students feel calm, centred, and ready to learn.

Dedicated to Making a Difference
I am driven by the belief that every child can thrive with the right support. My goal is to help each student become a confident, independent learner who enjoys their education and feels proud of their progress.

The heartfelt feedback I receive from families reflects not just the academic growth of the children I work with, but also the trust, confidence, and positive relationships we build along the way. I am committed to making a lasting, meaningful difference in the lives of the young people I teach.

• Special Educational Needs (SEN) Expertise:

• • Experienced in the teaching of young people with SEN, including Profound and Multiple Learning Disabilities (PMLD), Autism, Pathological Demand Avoidance (PDA), ADHD, and Cerebral palsy.
  • Trained primary school teacher with experience across all key stages.
  • Developed and delivered engaging education sessions for 16-19-year-olds, including Level 1/Level 2 qualifications, employability, and functional skills in English and Maths.
  • Worked in different settings, this has allowed me to hone my skills and adept to any environment. These settings include, Pupil referral Units (PRU), Children’s Residential, Council run homes, Respite centres, Young people's own homes and Young offenders institutions.
• Development and Coordination:
  • Responsible for the development and coordination of subjects across the full age and ability range with reference to the national curriculum and programmes of study.
  • Identified learning objectives across the curriculum and developed policies as appropriate.
  • Sustained and embedded high-quality subject delivery, regularly monitoring, reviewing, and evaluating the delivery of the curriculum.
• Data Tracking and Transition Support:
  • Tracked pupil progress and collected and monitored data to support teaching and learning.
  • Aided the transition process alongside parents, children, and MDT professionals to help ensure smooth transitions from a PRU setting back to mainstream education.
• Dynamic Lesson Delivery:
  • Delivered and facilitated dynamic, creative, and active lessons, supporting educational activities across the curriculum.
  • Worked in partnership with a range of agencies and providers.
• SEMH Teaching:
  • Responsible for determining the most appropriate and effective support for children and young people with Social, Emotional, and Mental Health (SEMH) needs.
  • Ensured the correct provision of resources within the educational setting, removing barriers to academic performance and catering to individual and personal needs.
• AAC and AT Expertise:
  • Enabling AAC (Augmentative and Alternative Communication) users to access education, offering a range of services including direct intervention and curriculum adaptation.
  • Predominantly worked on Grid 3 and has experience with AAC and Assistive Technology (AT).

• Excellent Communication Skills:
  • Proficient in building strong relationships with students, families, and support networks.
  • Effective in fostering a collaborative and supportive learning environment.
• Outgoing and Persuasive Manner:
  • Skilled in coordinating people who hold differing beliefs or values.
  • Persuasive in promoting inclusive education and advocating for students' needs.
• Analytical and Planning Skills:
  • Wide experience in analytical and planning tasks, developing detailed and effective schemes of work.
  • Strong organizational abilities, ensuring that all students' needs are met and learning objectives are achieved.
• Conscientious and Strong Work Ethic:
  • Committed to delivering high-quality education and support to students with SEN.
  • Demonstrates a strong work ethic and dedication to continuous improvement.
• Confidence, Patience, and Self-Motivation:
  • Confident, patient, and self-motivated in addressing the unique needs of each student.
  • Resilient and adaptable, open to learning and implementing new strategies.
• Teamwork and Networking Skills:
  • Strong teamwork and networking skills.
  • Effective in coordinating and collaborating with colleagues, support staff, and external agencies.
• Creative Arts and Cultural Integration:
  • Passionate about integrating creative arts and cultural activities into the curriculum to provide valuable opportunities for self-expression and cognitive development.

I have extensive experience supporting pupils with SEN, with expertise in ADHD, ADD, ASC (Autism), Anxiety, SEMH (Social, Emotional & Mental Health Needs), Global Developmental Delay, Trauma and Phobias, Working Memory and Processing Needs, as well as Visual and Auditory difficulties.

As the SENCO (Special Educational Needs Coordinator) in a large urban primary school for several years, I developed a deep understanding of diverse needs and how best to support them. My role also involved sitting on the SEN funding panel for statement requests, giving me valuable insight into the process of securing support for pupils.

My leadership experience has equipped me with strong skills in working collaboratively with teachers, parents, and external agencies to maximize support for children and ensure they receive the help they need to thrive.

I am naturally friendly and take a positive, nurturing approach to help pupils feel at ease, as I believe this is when they learn best. I tailor lessons to suit each pupil’s interests and learning style, always striving to make learning engaging and enjoyable. Pupils are actively involved in their learning journey, with clear objectives and success criteria to keep them motivated and foster a sense of achievement.

Having a close family member with SEN has given me a deep, personal understanding of the challenges pupils may face—but more importantly, how these challenges can be overcome. I am passionate about building self-esteem, resilience, and a lifelong love of learning in every pupil I teach.

My Experience Working with Young People with Autism, PDA, and ADHD
Building self-esteem and resilience is at the heart of my teaching approach. As SEN Lead and Deputy Headteacher in a large urban primary school, I worked closely with many children with complex learning needs. I believe that when pupils feel safe, valued, and understood, they are in the best position to learn and thrive.

Whenever possible, I incorporate each pupil’s unique talents, interests, and strengths into lessons to keep them motivated and engaged. I set clear targets and success criteria, providing both praise and constructive guidance to support progress. I also use visual prompts—such as timetables and timers—to help pupils who struggle with transitions, alongside sensory tools and structured routines to create a supportive and predictable learning environment.

I have taught many pupils with ADHD and ADD in a mainstream classroom and have also supported a close family member throughout their primary and secondary education. This experience has given me a deep understanding of both the challenges and strengths these pupils may have.

Many children with ADHD or ADD struggle with self-esteem, often feeling out of place in an environment that doesn’t fully align with their learning needs. My goal is to break down these barriers, nurture each pupil, and empower them to reach their full potential—helping them discover and embrace their unique “superpower.”

I take a highly positive and supportive approach, incorporating frequent rest and brain breaks, using clear and concise instructions with well-defined success criteria, and adapting lessons to suit individual learning styles. Whenever possible, I include kinaesthetic learning and other tailored techniques to enhance engagement. I also ensure pupils have ample thinking and processing time while maintaining clear and consistent expectations to create a structured, supportive learning environment.

My Experience Teaching Early Reading
I have a deep passion for reading and believe that strong reading skills are the foundation of lifelong learning. Throughout my career, I have worked with many children who find reading challenging, helping them develop confidence and fluency.

I am trained in Reading Recovery, a highly effective program that can help children in the bottom 5% for their age reach the average reading level within 12 weeks. I have successfully implemented this program in two primary schools, seeing remarkable progress in my pupils. Additionally, I have extensive training in several phonics programs, equipping me with a range of strategies to support early and struggling readers in developing essential literacy skills.

My Experience Teaching Primary Maths and Primary & Secondary English

I have 17 years of experience teaching in primary schools, working with children from nursery age up to Year 6. This has given me a wealth of experience in teaching English, Maths, and Science, with a strong focus on raising achievement and helping pupils reach their full potential.

I hold an English degree and served as the English Coordinator in both of my primary schools. I am also trained in Reading Recovery, an intensive, bespoke program designed to accelerate children’s reading progress in a short period. I am deeply passionate about reading and writing, as I believe confident reading skills are essential not only for academic success but for life beyond the classroom.

In addition to my primary teaching experience, I have tutored GCSE English and English Literature, successfully helping one pupil improve from a grade 3 in their mock exam to a grade 5 in just eight weeks.

My Experience Working with Young People with SEMH and Anxiety

Throughout my roles as a class teacher, Deputy Headteacher, and Acting Headteacher, I have spent significant time supporting children with anxiety and emotional difficulties, often stemming from trauma. I believe that creating a supportive, pressure-free environment built on trust and respect is essential for helping these pupils thrive.

I prioritise patience and understanding, fully involving learners in setting lesson objectives and using their strengths and interests to guide their
learning. Having also supported a close family member with similar challenges, I have gained a deep personal insight into the difficulties these pupils face—and, more importantly, how they can be overcome.

My experience in school settings has also involved extensive multi-agency collaboration, ensuring a coordinated approach to providing the best possible support for each child.

My specialist experience working with students with SEN to develop trusting and meaningful relationships

I create a calm, structured learning environment where students feel safe and understood. I never raise my voice, and I adapt my approach based on a child's behaviour and emotional state. If a student is restless, I incorporate movement-based activities; if they are feeling overwhelmed, I adjust the lesson to a more accessible level. I use goal-setting and reward strategies to maintain motivation and celebrate every achievement, no matter how small.

My experience working with children with autism

I have worked with autistic students in SEN schools, SEN departments, and one-on-one settings, supporting them in both academic and social-emotional development. I take the time to understand each child's sensory needs, preferred communication style, and interests, designing personalised learning experiences that engage and motivate them. I also use visual aids, structured routines, and interactive challenges to ensure learning is engaging and accessible.

My experience working with children with anxiety disorders

Having taught many students with anxiety, I understand the importance of routine, reassurance, and positive reinforcement. I create a learning environment where students feel comfortable, allowing them to gradually build confidence in their abilities. I work at their pace, ensuring that lessons are enjoyable and stress-free, while gradually introducing new challenges in a supportive and manageable way.

My experience supporting children with PDA and other behavioural needs

I have experience working with students with Pathological Demand Avoidance (PDA) and other behavioural needs, using a relationship-based, low-demand approach to build trust and engagement. I structure lessons with short, achievable tasks and incorporate student-led learning, ensuring that students feel in control of their education. My sessions are flexible and adaptable, ensuring students feel comfortable while making progress at their own pace.

My experience teaching children with ADHD

I have worked with many students with ADHD, tailoring lessons to their energy levels, attention span, and interests. I use short, structured activities, hands-on learning, and movement breaks to keep students engaged. I also incorporate student interests into lessons to make learning meaningful and enjoyable.

My experience working with complex physical needs

I have worked with students with complex physical needs, including Muscular Dystrophy and other mobility challenges. I understand the importance of creating an inclusive and adaptable learning environment, ensuring that all students have access to education in a way that meets their physical and cognitive needs. I incorporate assistive technology, adaptive learning strategies, and flexible teaching methods to support students in overcoming barriers to their learning. My approach is always centered on respecting a student's autonomy, building their confidence, and providing a nurturing and engaging educational experience.

My specialist experience teaching students with sensory/auditory processing needs

I ensure that every learning environment is tailored to a child's sensory preferences, minimising distractions and incorporating preferred textures, visuals, and movement-based activities. I encourage students to identify their ideal learning environment and provide structured support to help them thrive.

My experience working with young people to boost their confidence and self-esteem

I understand that confidence is key to learning. I focus on building trust, setting achievable goals, and providing consistent positive reinforcement. My approach includes breaking down tasks, celebrating small wins, and encouraging self-expression, ensuring that every student develops a sense of achievement and self-belief.

My experience teaching students with dyscalculia

As a maths specialist, I have worked with many students with dyscalculia, using visual methods, step-by-step problem-solving strategies, and real-life applications to make maths more accessible. I believe in a multi-sensory approach, using drawing, hands-on activities, and practical examples to build confidence and understanding.

My experience supporting children with dyslexia and other memory and processing difficulties

I have extensive experience working with students with dyslexia and other processing challenges, using structured repetition, phonics-based strategies, and memory-enhancing activities to improve reading, comprehension, and writing skills. I focus on building confidence and resilience, ensuring that students feel empowered in their learning.

My experience teaching English and Maths

Mathematics: I have taught maths from Early Years to GCSE and help many student build the needed foundation to be successful. My approach includes interactive activities, real-world applications, and targeted exam preparation to fill knowledge gaps and build confidence.

• English: Having worked with EAL students and students with SEN, I am skilled in breaking down complex English concepts, using phonics-based strategies, and helping students develop reading, comprehension, and writing skills.

I started my career in Manchester and spent ten years working as an Assistant principal in a Primary School. During my time here I gained a huge amount of experience supporting learners with an array of additional needs. This included physical and medical needs including Down‘s Syndrome, Cerebral Palsy, Moderate learning difficulties, ASD, PDA, ADHD, dyslexia, dyscalculia, anxiety, childhood trauma etc.  

More recently I have been working with post-16 students supporting them to gain functional skills qualifications in English and Maths. I am also supporting students through their GCSE resit's, this requires teaching skills that are 'outside the box' as many of my students lack confidence and self esteem. During my functional skills sessions I ensure that the students are well equipped to complete the relevant assessments, whilst making the sessions engaging and fun! I have experience working with students with PDA, I have provided strategies that ensure learning takes place in a non demanding way.

As an experienced educator with a strong background in tutoring, I have honed a unique skill set that combines effective teaching strategies, deep subject knowledge, and a genuine passion for helping students succeed. With several years of experience in both one-on-one tutoring and classroom instruction, I am adept at adapting my teaching style to meet the diverse needs of students and fostering a positive learning environment. 

In my tutoring role, I have worked with students of various ages and skill levels, from primary school through to post 16 and have gained extensive experience in customising lessons to fit individual learning preferences. I use a combination of interactive activities, real-world examples, and clear explanations to ensure that complex concepts are easily understood. My approach focuses on building students' confidence and helping them develop the skills they need to excel academically. I do this by breaking down tasks into manageable chunks and taking them one step at a time. I also break up sessions with games and interactive quizzes, this allows for non-confronting assessment techniques. 

Above all, my goal is to inspire students to become lifelong learners, equipping them not only with academic knowledge but also with critical thinking skills that will serve them well beyond the classroom. My passion for teaching drives me to continuously seek professional development opportunities and improve my practice to better serve my students. 

More recently I have worked closely with a student with recently diagnosed PDA. I have learned to approach each individual with empathy and patience, recognizing that behaviours often stem from unmet needs or overwhelming anxiety. Supporting individuals with PDA requires a flexible, non-confrontational approach, and I’ve developed strong skills in adapting communication, reducing demands, and creating safe, supportive environments. Through this work, I’ve gained a deeper understanding of how anxiety impacts daily functioning and social engagement, and I’ve become confident in using proactive strategies to de-escalate situations and build trust. Each interaction has strengthened my ability to remain calm under pressure and tailor support to meet diverse emotional and behavioural needs.

I am a skilled tutor with experience of working both within students’ homes and in specialist settings (including working with the Home and Hospital Teaching Service in Oldham for several years). I have experience in teaching pupils who have ASD, dyslexia, dyscalculia and ADHD, as well as supporting children with both mental and physical health conditions.

My ethos is built around developing positive relationships with the students. I work to understand the strengths and difficulties a student may face and develop a flexible, bespoke curriculum to support the needs of the individual. I strive to develop confidence within the student and encourage them to develop an enquiring mind which supports their problem solving and creative thinking. I embrace the fact that we are all different and that everybody learns in a different way, and have a willingness to tailor learning around interests and existing areas of strength.

My Specialist Experience Teaching Pupils with Autism:

Throughout my 22 years in mainstream schools, alternative provisions and in the home environment I have taught many autistic learners. As with any student, the needs of the learner differ and the key aspect of my teaching is to respect the individual and identify both their academic needs and their preferred way of learning.  A large number of the students I have taught have struggled with abstract concepts in mathematics, such as algebra. I have found that using Realistic Maths Education which focuses on the transition between concrete and pictorial learning has offered greater opportunities to access areas of the curriculum which they have previously found inaccessible. As confidence develops in the student the anxiety previously created by learning is lessened.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships:

My ethos is built around developing positive relationships with the students. I work to understand the strengths and difficulties a student may face and develop a flexible, bespoke curriculum to support the needs of the individual. I believe that education should be an engaging experience, which is underpinned by mutual respect between teacher and student.

 My experience teaching young people with ADHD:

With specialised experience in teaching young people with ADHD, I employ targeted strategies to ensure each student reaches their full potential. I offer clear structure to the individual learners and “chunk” work into manageable tasks to reduce cognitive overload and offer opportunities for brain-breaks through alternative tasks. Where appropriate I use dual-coding strategies to support the learner. Most importantly, I ensure that immediate feedback is provided to reinforce positive achievements and outcomes.

My experience teaching young people with sensory and/or auditory processing needs:

With 20 years of experience within specialist settings I have much experience of supporting students with different processing needs. Time to think is important and often not offered in a classroom setting; it is therefore an important skill of mine to ensure that the student understands a topic. Clear outcomes need to be agreed and shared with the student – I often provide tick-lists, so students are able to measure their own progress within the course of the lesson and haver a clear structure they are able to follow and understand.

My experience teaching young people with challenging behaviour

I strongly believe that “one size does not fit all” and therefore not every student learns in the same way. Often by making education more engaging and having a flexible approach to the process of learning I have been able to overcome some of the challenging behaviour students have demonstrated in my 23 years in teaching. I feel by developing mutual respect between teacher and student some of the barriers students might have experienced in traditional classroom settings are removed and therefore behaviour is improved.

 My experience working with young people to develop their social interaction and access community activities:

Within my teaching in alternative provisions, it has been necessary to look for opportunities to look beyond the classroom. As such, I have taken students into the community on visits and trips; providing social modelling in wider scenarios which have enabled students to develop confidence in social skills as well as their classroom based-skills.

My experience teaching Primary English and maths:

I have a vast experience of teaching in specialist settings, as such, I have taught across the curriculum in most subjects delivering work at Key Stage 2 and 3 through project based learning. I currently specialise in Mathematics – delivering maths from an Entry level standard to the GCSE curriculum. However, my ethos has always been based around developing fluency within a student’s understanding of the subject. I therefore have based much learning on a confident understanding of the foundations of the subjects I teach.

My experience working with young people to boost their confidence and self-esteem:

Having worked in alternative provisions for over 20 years, the importance of the student’s self-esteem is easily recognisable to me as a barrier to their learning. This is particularly the case in mathematics where students experience a large amount of maths anxiety. Often this can be overcome by revisiting topics and building on foundations of learning, ensuring the student has developed fluency before moving on. It is necessary to highlight achievements and positive outcomes and ensure the student recognises how these link to other aspects of learning. As a student’s self-belief and confidence in their learning increases so does their capacity to learn new areas which has a profound affect on their experiences in education.

My specialist experience providing engaging sessions to inspire a love of learning:

I strive to develop confidence within the student and encourage them to develop an enquiring mind which supports their problem solving and creative thinking. I embrace the fact that we are all different and that everybody learns in a different way, and have a willingness to tailor learning around interests and existing areas of strength. By tailoring the experiences to meet the interests of the student and demonstrating a style of learning which doesn’t just rely on text-books I foster a love of learning and highlight the relevance of knowledge in different scenarios. Context is important to this style of learning as we need to recognise the relevance of a task to ensure it has some validity to the student’s life.

My Specialist Experience Teaching Pupils with Anxiety:

As a young child I struggled greatly with anxiety and it was only in my early 40s that I was diagnosed with OCD, which was proven to be the cause of much of my anxiety. I am therefore understanding of the challenges which students may have in accessing their education and whilst every child is unique, I have experience of supporting students in this respect. Working in specialist settings over the past 20 years of my career, I have supported students to develop their confidence both academically and socially. In particular, maths can be quite exposing to some students so I am keen to build on the foundations of learning and take learning at a pace which supports the student to develop their fluency in the subject.

My Specialist Experience Teaching Young People with SEMH/Mental Health Needs:

Having taught in specialist settings for the last 20 years, I’ve helped many students with SEMH needs not only succeed academically but also gain confidence socially. Although each  lesson is structured and broken into more manageable “chunks”, I strive to provide engaging activities which are flexible in their demands to meet the needs of the student. I use Realistic Maths Education to provide concrete examples to students and then from this contextual basis support students in their further exploration of a topic through both pictorial and abstract representations. This has proven to be a successful technique in reducing the cognitive load for the student and therefore maximising outcomes in both lessons and exams.

My Specialist Experience Supporting Learners with Dyslexia:

Although dyslexic learners face challenges in traditional, class-based learning systems, they offer creative brilliance that with the right support can allow them to flourish as confident mathematicians. Many of the barriers to success can be through the complexity of the questioning and the unnecessary use of complex vocabulary. I encourage students to use pictorial representations of the question which supports the successful completion of questions. This pictorial representation often leads to the student gaining a much deeper understanding of the mathematical techniques used, rather than following a rote process.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships.

Building trusting relationships with children with SEN is at the heart of everything I do. I wholeheartedly believe that no meaningful learning can take place without trust, and I invest time and care into developing it. Whether I’m quietly sitting beside a child in distress, or engaging them in an activity that aligns with their passions, I aim to be a consistent, safe presence. My calm, nurturing approach allows children to begin letting their guard down, and once that connection is made, the transformation in their engagement is powerful. Every trusting relationship I’ve built has laid the foundation for real, joyful progress.

My experience working with young people with Autism

Supporting young people with Autism requires patience, flexibility and a keen eye for the small details that make a big difference. I pride myself on tuning into the world from their perspective and adapting my teaching accordingly. From creating visual timetables, to reducing sensory overload, to honouring their unique interests (like transforming a lesson into a Peppa Pig space adventure!), I shape every session around the child’s needs. I’ve seen incredible growth when children with Autism are met with genuine respect and creativity — they blossom, communicate more, and begin to take educational risks they never thought they could.

My experience working with young people with Anxiety

Anxiety can present as withdrawal, avoidance or even challenging behaviour, but beneath it all is a child who needs to feel safe and in control. My approach is always gentle and non-pressurising, meeting the child where they are emotionally before asking anything of them academically. I’ve used everything from storytelling to garden-based sensory activities to help calm anxious minds. With consistency and encouragement, I’ve supported students with extreme school refusal to not only re-engage but look forward to learning. The smallest victory — turning up to a session or smiling at a familiar activity — is celebrated and built upon.

My experience working with young people with Speech and Language needs

This is an area I am particularly passionate about. I see speech and language development as an exciting, creative opportunity! I use stories, sound-play, repetition, song, and hands-on sensory tasks to spark language in even the most reluctant speakers. With one non-verbal child, I built a communication-rich learning environment from his living room using visuals, colour, movement, and storytelling. Seeing him progress from no speech to recognising letters and initiating communication was one of the proudest moments in my teaching career. Each child’s voice, however, it emerges, deserves to be heard.

My experience working with young people with SEMH

Supporting young people with Social, Emotional and Mental Health needs requires deep empathy, unwavering consistency, and a good dash of humour. I have worked with children who have been excluded multiple times, who feel broken and misunderstood. I never give up on a child — instead, I seek to understand their world, work with their emotions, and help them rebuild their trust in adults and themselves. Using a calm, relational approach, I’ve helped children move from aggressive behaviours to calm engagement, using activities that validate their emotions while slowly introducing structure and learning.

My experience working with young people with Challenging Behaviour

Challenging behaviour is so often the voice of unmet needs or emotional pain. I don’t view it as a barrier but as a clue — a call to connect. I’ve worked with children who refused to engage, bolted from lessons, or showed extreme frustration. My approach always begins with building a non-judgmental relationship. I provide structure, firm boundaries, and lots of positive reinforcement, while adapting expectations moment by moment. Often, challenging behaviour melts away when a child feels truly understood and supported — and that’s when real learning begins.

My experience working with young people with Executive Functioning needs

Executive functioning challenges like disorganisation, poor memory, and trouble transitioning can be hugely frustrating for students. I approach this with structured, practical support alongside patient reassurance. From colour-coded materials and visual checklists to step-by-step task breakdowns and clear routines, I give students tools to manage their learning more independently. One child I worked with couldn’t manage tasks longer than two minutes — through gradual scaffolding and lots of celebration of each tiny success, she began finishing full activities and feeling proud of herself.

My experience working with young people with social interaction and friendship needs

Helping children navigate the complex world of social interaction is a deeply rewarding part of my work. I use role-play, storytelling, visual prompts, and games to build social understanding. I’ve supported children who didn’t know how to join a game, or who misread body language, by practising those skills in safe, structured ways. Encouraging small social victories — like a successful turn-taking game or shared laughter over a story — helps children feel more connected and secure in their peer relationships.

My experience teaching Social Communication and Language skills

I love weaving social communication and language skills into everyday activities. Whether it's practising greetings through a puppet show, using storybooks to explore tone and expression, or building vocabulary through sensory exploration, I tailor activities to each child’s level and interests. One student, initially shy and non-verbal, gradually began to express herself using symbols, sounds, and eventually spoken words through these activities. It’s thrilling to see children find their voice — in whatever form that takes.

My experience teaching Engagement, Trust, and Interest in Learning

Engagement is everything — and trust is its foundation. I’ve found that the best way to ignite interest in learning is to make it meaningful, fun, and deeply personalised. Whether I’m using dinosaurs to teach phonics or transforming the living room into a hands-on science lab, I go all in! When children feel safe, heard, and excited, they stop seeing learning as a chore and start seeing it as an adventure. That’s when progress becomes not just possible, but joyful.

My experience working with young people to boost their confidence and self-esteem

Confidence grows when children feel successful, respected, and valued. I always look for opportunities to celebrate effort, not just outcomes. One boy with very low self-esteem blossomed through a creative writing project where he wrote stories about his favourite superhero — himself! Tailoring activities to reflect children’s strengths and passions helps them feel proud, capable, and seen. With authentic praise and lots of humour, I help children rediscover their spark and start to believe in themselves again.

My specialist experience providing engaging sessions to inspire a love of learning

Inspiring a love of learning is one of my favourite things to do. My sessions are vibrant, hands-on, and bursting with creativity. I bring learning to life through sensory experiences, personalised games, and real-world exploration. I once taught counting using magnetic fish in a hand-painted “pond” for a child with global delay — he was captivated! These moments create not just understanding, but joy — and joy is what keeps children coming back for more.

My skills and experience supporting young people to develop their independence

I believe that independence is best nurtured through consistent routines, clear expectations, and empowering children to make choices. I scaffold tasks with just the right amount of support, gradually pulling back to help students take ownership of their learning. Whether it’s managing their belongings, making decisions, or tackling tasks in steps, I gently guide them until they can confidently fly solo. Watching a child go from “I can’t” to “I did it myself!” is one of the most rewarding parts of my role.

I am an experienced and dynamic education specialist with fifteen years of teaching experience in special educational needs combined with a hybrid role as a Program lead for the learning for Fulfilment course and learning for work in a Further Education

My experience teaching young people with Autism Spectrum Condition (ASC) has been profoundly rewarding and has demanded a high level of resilience and patience. Using a person centred approach that respects an individual’s unique way of processing and interacting with the world helps to create an environment based on a young person led education.  Building a predictable environment is key in building trust and ensures young people feel secure and engaged.

Planning and delivering engaging sessions for people with ASD involves a careful balance of creativity, empathy, and structured support. I focus on developing trust by establishing a consistent routine and personalised approaches that cater to each learner’s unique needs.

My sessions are designed to be both stimulating and relevant, incorporating interactive activities aligned with their interests and learning styles. By promoting an enthusiastic and positive environment, I encouraged active participation and motivated learners to engage fully by using this approach not only helped in developing essential social skills by working closely with young people in practical sessions such as sport and cooking which encourages them to communicate and interact with each other to achieve the same goal bring people together and celebrating success. It has been extremely rewarding to see students build confidence over time.

My approach in teaching learners with anxiety is with compassion and adaptive that prioritises creating a supportive and understanding environment. My experience in this area has involved several key strategies to effectively address their unique challenges. I begin by establishing a calm and predictable teaching environment, which helps reduce the unpredictability that can exacerbate anxiety and providing communication aids for them to inform me of their feelings at any given time.

I have gained experience in teaching young people with global development delay using multi-sensory approaches, reinforcing positive behaviour, building skills through repetition, prompting and breaking activities into small manageable steps.

Having extensive experience and knowledge in teaching young people with speech and language needs has meant I have taught learners who are non-verbal, have visual impairment and are selective mute. I have used pictorial exchange systems, Makaton body signing, TOBI, signs and symbols, eye gaze and using the whole communication approach to consolidate learning.  As well as this, I have used visual timetables, now and next boards and talking mats.

My strength lies seamlessly in being dynamic and responding to behavioural changes and adapting teaching methods to meet individual needs.  Being creative to engage young people in learning through enjoyable activities to build confidence and self-esteem.

My experience teaching young people social interaction and friendship skills involved a range of engaging activities such as sport and cooking whilst incorporating Maths and English.  I began by creating a safe and supportive environment where learners felt comfortable practicing new skills. Additionally, I incorporated fun games and group projects to foster teamwork and problem-solving abilities. Observing how they incorporated these transferable skills demonstrated their development and was incredibly rewarding.

My experience teaching  Maths, English and Mentoring delivering sessions to a young person working below the average level (working at KS1).  Providing engaging sessions using hobbies and interests of theirs as a starting point and using ice breakers activities.  These sessions were pupil led and I adapted lesson accordingly. 

Additionally, I have used the RARPA (non-accredited) Framework leading and delivery of a sensory curriculum at pre-entry level through sensory input and process-based learning. My recent tutoring experience includes teaching Maths, English and Mentoring  (KS1/2),  1.1 tutoring with SEMH and trauma-affected learner in a care home setting employing strategies to manage  dysregulated behaviour and promote communication through being creative and trust building activities.

Extensive experience working on EOTAS packages: This has provided me with invaluable insight into navigating the complexities of multi-agency collaboration and Local Authority processes. This background means I'm uniquely positioned to secure the best possible outcomes for students with diverse and complex needs. I understand that EOTAS is not merely about providing tuition, but about orchestrating a holistic educational and therapeutic provision where an EHCP is rigorously adhered to.

My skill set encompasses proactive communication and meticulous record-keeping. I excel at forging strong working relationships with educational psychologists, speech and language therapists, occupational therapists, social workers, and medical professionals, ensuring a unified approach to meeting a student's EHCP specified needs. I am proficient in translating complex professional reports into actionable educational strategies, and I consistently provide clear, regular progress reports to all stakeholders. This proactive liaison with Local Authority SEND teams, case officers, and panel members is critical. It allows me to advocate effectively for resources, flag potential issues early, and demonstrate how the EOTAS package is delivering the quantifiable outcomes detailed in Section F of the EHCP, ultimately ensuring the student receives the comprehensive and appropriate education they are legally entitled to.

Proven record of improved academic performance, enhanced self-confidence, and development of crucial learning strategies: My proven record of success goes beyond improved academic performance, which, of course, is paramount. I have tutored students towards success in SATS, GCSE, A-Levels and even with university applications. I'm equally passionate about boosting students' self-confidence and equipping them with crucial learning strategies that go beyond the classroom. What truly sets my approach apart is the way I empower students to become their own advocates. I teach them to understand their learning styles, communicate their needs assertively, and celebrate their unique strengths, fostering a sense of self-worth that carries them far beyond tutoring sessions.

Expertise in working with SEMH/ASC pupils to achieve GCSE & Functional Skills qualifications: For over a decade I've navigated the complex and rewarding world of supporting teenagers with diverse needs. Whether it's guiding those struggling with social and emotional challenges (SEMH) and disruptive behaviours, nurturing the development of crucial speech and language skills, or empowering young people with complex SEND needs to conquer their Functional Skills Maths and English qualifications, my mission is clear: to ignite potential and unlock possibilities. I believe in building trust and positive relationships, creating safe spaces for exploration and expression. Through tailored strategies and evidence-based approaches, I equip teenagers with the tools and confidence to overcome obstacles, develop essential communication skills, and achieve academic success, paving the way for a brighter future. My passion lies in seeing teenagers with diverse needs not as limitations, but as unique strengths waiting to be harnessed. I am not just their tutor, I am their advocate, their encourager, and their ally on their individual journeys towards growth and fulfilment.

I have extensive expertise in working with young students with Pathological Demand Avoidance (PDA). I believe in utilising a student-led approach, offering options and being flexible to meet the unique needs of each individual. I understand that there is no one-size-fits-all approach when it comes to working with students with PDA, and I strive to tailor my strategies to best support their learning and development. By taking the time to understand each student's interests and needs, I am able to create a supportive and engaging learning environment that helps them thrive academically and emotionally.

I also value the importance of extra-curricular outings for my students. I believe that hands-on learning experiences outside of the classroom can greatly benefit their overall development. I frequently take my students to libraries, museums such as the Natural History Museum to see the dinosaur exhibitions, as well as community activities such as swimming and sports. These outings not only provide an opportunity for my students to engage with the world around them but also help foster a sense of independence and social skills. I am dedicated to providing a well-rounded educational experience for my students that goes beyond traditional classroom learning.

I specialise in supporting students with a range of specific learning differences, including dyslexia, dyscalculia, and dyspraxia. My approach is rooted in a deep understanding of neurodiversity, allowing me to craft highly individualised learning pathways. I utilise a multi-sensory, structured, and cumulative methodology, employing a variety of assistive technologies and specialised resources to make abstract concepts concrete and accessible. My core strength lies in fostering a supportive and engaging environment where students feel empowered to embrace their unique learning styles, develop effective compensatory strategies, and build confidence in their academic abilities.

Experience with a diverse range of ages and learning styles, from primary school to young adults: My experience spans the vibrant spectrum of diverse learners, from inquisitive primary schoolers grappling with early dyslexia to thoughtful young adults navigating the complexities of high school with ASD. I tailor my approach to each student's unique needs and learning style. In my approach, there's no one-size-fits-all method – I only have a passion for unlocking potential and a toolbox brimming with strategies to equip every student, regardless of age or learning style, to conquer their challenges and flourish on their own terms.

Proven record of improved academic performance, enhanced self-confidence, and development of crucial learning strategies: My proven record of success goes beyond improved academic performance, which, of course, is paramount. I have tutored students towards success in SATS, GCSE, A-Levels and even with university applications. I'm equally passionate about boosting students' self-confidence and equipping them with crucial learning strategies that go beyond the classroom. What truly sets my approach apart is the way I empower students to become their own advocates. I teach them to understand their learning styles, communicate their needs assertively, and celebrate their unique strengths, fostering a sense of self-worth that carries them far beyond tutoring sessions.

Dedicated to collaboration with parents, schools, and other professionals to provide holistic support: I firmly believe that a child's learning journey thrives when surrounded by a supportive network. That's why I'm dedicated to collaborative partnerships with parents, schools, and other professionals. From regular communication with parents to actively participating in creating individual education plans, I ensure a cohesive approach that reinforces progress and celebrates achievements across all environments. Whether it's brainstorming alternative study methods with teachers or recommending social skills resources to parents, I believe in leveraging collective expertise to create a holistic support system that empowers every child to reach their full potential.

I bring a wealth of experience supporting students with Global Development Delay (GDD). My approach is deeply rooted in creating a nurturing and adaptable learning environment where each student can thrive at their own pace. I focus on identifying individual strengths and challenges, employing multisensory teaching strategies and breaking down complex tasks into manageable steps. Patience, clear communication, and a collaborative approach with families and other professionals are central to my practice, ensuring a holistic and tailored educational journey that celebrates every milestone achieved.

I possess expertise in supporting young people with medical needs, ensuring their learning environment caters to their specific requirements. From adapting activities to accommodate physical restrictions to collaborating with healthcare professionals to ensure tasks fit around their needs, I prioritise their well-being and academic success.

Expertise in autism spectrum disorders (ASD), ADD, ADHD, memory/processing difficulties, dyslexia, EAL, anxiety and other special educational needs: While I have deep expertise in supporting students with specific diagnoses like anxiety, dyslexia, ADHD, ASD, my approach transcends labels. I see each child as an individual with unique strengths and challenges, shaped by diverse learning styles and emotional experiences. Drawing on my extensive experience working at one of the leading SEND schools in the UK at the forefront of educating students with diverse SEND and medical needs, I create learning environments that cater to their individual needs, whether it's tackling memory and processing difficulties with multi-sensory techniques, navigating social skills within the autism spectrum, or igniting a passion for learning in a student with ADHD.

Expertise in working with students with ASC to achieve qualifications: I have had the privilege of assisting students in both school and homeschool settings to achieve academic success whether that is SATS, GCSEs, A-Levels or Functional Skills qualifications. Over the years teaching a variety of subjects including English, Maths, Science, IT & Business Studies. I have adopted a highly individualised approach, tailoring my teaching strategies to suit the unique needs and strengths of each student. Through the use of various techniques, such as visual aids, multi-sensory activities, and specialised communication tools, I have been successful in helping students improve their confidence, overcome their barriers and achieve their potential. Moreover, I recognise the vital importance of incorporating social skill development alongside academic progress, implementing activities that encourage effective communication, social interactions, and emotional expression. By providing a nurturing and supportive environment, I strive to empower my students with the confidence, strategies, and skills they need to succeed both academically and socially.

I possess a deep understanding of ADHD and its unique challenges. My expertise was honed not only through dedicated training but also through my transformative work as Head of Year 6 at a renowned international school. Witnessing the struggles and triumphs of ADHD students firsthand inspired me to develop a powerful toolkit of strategies. These go beyond mere academics, focusing on building crucial trust and meaningful connections. By collaborating with each student to understand their individual needs and learning styles, I develop bespoke schemas – tailored frameworks that unlock their potential and ignite a love for learning. From multi-sensory approaches to assistive technology and personalised goal setting, my strategies empower students to navigate academic hurdles with confidence and embrace their unique strengths. This focus on building trust and meaningful connections ensures they feel supported, understood, and ultimately, ready to flourish.

Expertise in supporting students with Pathological Demand Avoidance (PDA) and Social, Emotional and Mental Health (SEMH) needs. Having honed my skills in a Pupil Referral Unit (PRU), I excel at guiding these students through challenging transitions, whether it's navigating the complexities of reintegration into mainstream settings or exploring alternative provisions. My patient and understanding approach, coupled with innovative strategies tailored to individual needs, empowers PDA and SEMH students to adjust with confidence and embrace their full potential. I'm passionate about creating a safe and supportive space where these unique learners can thrive, trust and transition into the next phase of their life.

I have extensive experience teaching valuable executive functioning and study skills: I help students build planning, time management, and organisational strategies, equipping them with the tools to tackle academic challenges independently. I also have experience working with young people with developmental language disorder. I employ tailored strategies like multi-sensory tools, visual aids, and scaffolding techniques to bridge communication gaps and foster comprehension.