Bromley

Specialist Maths & SEN Tutor

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

I have over 10 years’ experience supporting young people with a wide range of special educational needs, including ASC, ADHD, PDA, SEMH, speech and language needs, working memory difficulties, sensory processing differences, and anxiety-related barriers to learning. Building a calm, trusting relationship is always my first priority. Many of the learners I support have experienced disengagement or negative educational experiences; I work patiently and consistently to create a predictable, emotionally safe environment where they feel understood and respected.

My experience working with young people with ASC

I have extensive experience supporting young people with autism, using structured routines, visual scaffolds, clear modelling, and reduced cognitive load. I understand the importance of predictability, processing time, and direct communication. My sessions are carefully planned to minimise anxiety and maximise clarity.

My experience working with young people with anxiety

I regularly work with learners whose anxiety impacts engagement, attendance, or task initiation. I use low-pressure approaches, collaborative goal-setting, and gradual exposure to challenge. Sessions are calm and structured, with clear expectations and space for emotional regulation. I prioritise psychological safety before academic demand.

My experience working with young people with PDA

I understand that learners with PDA profiles often require flexibility, negotiation, and a sense of autonomy. I avoid direct confrontation or rigid instruction, instead offering structured choices and shared problem-solving approaches. This reduces resistance and builds cooperation.

My experience working with young people with ADHD

I support students with ADHD by using clear routines, short structured tasks, movement breaks where appropriate, and highly engaging teaching strategies. I help students develop focus and task-completion strategies while maintaining positive reinforcement.

My experience working with young people with working memory difficulties

I use chunking, retrieval practice, repetition with variation, and dual coding strategies to support retention. Instructions are broken into manageable steps, reducing overwhelm and improving success rates, particularly in Functional Maths.

My experience working with young people with speech and language needs

I adapt my communication carefully, using concise explanations, modelling, and visual reinforcement. I regularly check understanding and explicitly teach key vocabulary to support both expressive and receptive language development.

Here is a paragraph you can use under either “My experience working with young people with Trauma” or “My experience delivering therapeutic support”, depending on where you would like to place it:

My experience working with young people with Trauma and delivering therapeutic support

Alongside my tutoring work, I have extensive experience as a Support Worker and Director of a registered children’s home supporting young people with complex trauma, SEMH needs and behavioural challenges. In this role, I have worked closely with children who have experienced adverse childhood experiences, placement breakdowns and significant attachment disruption. I am experienced in trauma-informed and attachment-aware practice, understanding that behaviour is communication and that dysregulation often reflects unmet need rather than defiance. I use co-regulation strategies, predictable routines, clear boundaries and restorative conversations to support emotional safety. I regularly liaise with social workers, therapists, SENCOs and safeguarding professionals, ensuring support plans are consistent and child-centred. This experience has strengthened my ability to remain calm under pressure, de-escalate challenging situations, and build trust with young people who may initially struggle to engage. My approach combines structure with empathy, helping children feel safe enough to re-engage with learning and gradually develop resilience, independence and self-belief.

My experience working with young people with sensory and auditory processing needs

I am mindful of environmental triggers, pacing, and clarity of instruction. I adjust delivery style to reduce overload and create sessions that feel calm and accessible.

My experience working with young people with SEMH

I have supported students with social, emotional and mental health needs by prioritising relationship-building, consistency, and emotional regulation strategies. I understand that behaviour is communication and approach challenges with empathy and structure.

My experience teaching Functional Skills maths and English

I have extensive experience teaching Maths across a wide ability range, including Functional Skills and GCSE resit learners. I focus on real-life application — budgeting, time, percentages, ratio, and problem-solving — ensuring learning feels relevant and practical. Where appropriate, I also support Functional English skills including comprehension and structured writing.

My experience teaching study skills and executive functioning skills

I explicitly teach organisation, planning, time management, and revision strategies. Visual planners, structured routines, and goal-setting frameworks help learners build independence and self-regulation.

My experience teaching community support and outside activities

Where appropriate, I incorporate real-world learning opportunities such as practical budgeting tasks, applied numeracy in community contexts, and independence-building activities. This helps young people transfer academic skills into everyday life.

My experience developing confidence and self-esteem

Many learners I support have experienced repeated setbacks. I prioritise small, visible successes and celebrate progress consistently. Rebuilding belief in their ability is often the turning point in progress.

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

As a Teaching for Mastery Specialist, I present concepts in multiple accessible ways so students gain deep understanding. My sessions are interactive, structured, and responsive to the learner’s needs.

My experience working with young people with dyslexia

I have supported many learners with dyslexia and literacy-based processing difficulties across both primary and secondary phases. I understand that dyslexia affects phonological processing, working memory, reading fluency and written expression, and I adapt my teaching accordingly. I use multi-sensory approaches, overlearning of key vocabulary, structured modelling, and scaffolded writing frames to reduce cognitive load and build confidence. Instructions are clear, chunked, and reinforced visually. I explicitly teach subject vocabulary in Maths and English so that learners can access questions independently. I also support spelling patterns, reading comprehension strategies, and structured paragraph writing where appropriate. Most importantly, I work carefully to rebuild confidence, as many dyslexic learners have experienced repeated frustration. By creating small, achievable steps and celebrating progress consistently, I help learners move from avoidance to engagement and independence.

My skills and experience supporting young people to develop their independence

My ultimate goal is independence. Through structured routines, clear expectations, and gradual release of responsibility, I help young people take ownership of their learning and develop life-ready skills.