London

Building Trusting and Meaningful Relationships

My starting point with every child is to build a safe, trusting relationship. I take some time to get to know their interests, needs, and communication styles so that they feel understood and valued. This foundation allows me to create a positive learning environment where progress feels achievable and enjoyable.

Experience with Autism (ASC

Over many years, I have supported children and young people with autism, both verbal and non-verbal. I am skilled in using structured approaches and communication systems, such as PECS, TEACCH, AAC, and eye-gaze technology, to help children express themselves and feel empowered. I adapt my approach carefully to each child’s strengths, needs, and sensory profile.

Experience with EBSA (Emotionally Based School Avoidance)

I understand how difficult school attendance can be for young people with EBSA. I work sensitively and patiently, creating sessions that reduce anxiety, re-build confidence, and make learning feel safe and achievable. My calm approach helps young people gradually re-engage with education at their own pace.

Experience with PDA (Pathological Demand Avoidance)

For young people with PDA, I use flexible, child-led strategies that remove pressure while building trust and motivation. I design activities around their interests, offering choices and celebrating each step of progress to reduce overwhelm and create positive learning experiences.

Experience with Anxiety

I have frequently supported children with severe anxiety that impacts both learning and daily life. By using reassurance, structure, and gentle encouragement, I create calm, supportive spaces where they can approach tasks with growing confidence.

Experience with ADHD

I understand the challenges ADHD can bring with focus, organisation, and self-regulation. My sessions are interactive, engaging, and structured into manageable chunks, giving children opportunities to succeed and stay motivated throughout.

Sensory and Auditory Processing Needs

I am skilled at recognising and responding to sensory needs, providing tailored strategies such as sensory breaks, reducing distractions, and using visual or tactile supports. These adjustments help young people feel regulated, comfortable, and ready to learn.

Supporting Challenging Behaviour

I view behaviour as communication. By identifying triggers, building trust, and using positive approaches, I reduce challenges and create safe, consistent environments where children can thrive without fear of judgement.

Speech and Language Needs

I have supported children with delayed or disordered speech, working alongside therapists where appropriate. I use repetition, visuals, sign support, and AAC devices to help children find their voice and develop meaningful communication skills.

Social Interaction and Friendship Skills

Helping children develop social understanding and friendships is one of my passions. Through role play, games, and structured social opportunities, I guide children to practice turn-taking, sharing, and positive communication in ways that feel fun and rewarding.

Primary English and Literacy

I have extensive experience teaching reading, writing, and comprehension at a primary level. Using phonics, multisensory methods, and tailored resources, I build both literacy skills and a love of storytelling.

Primary Maths

Maths is made accessible through practical, hands-on tasks and personalised step-by-step teaching. I help children gain confidence in number work, problem-solving, and mathematical thinking at their pace.

Study Skills and Executive Functioning

Many children with SEN need support with organisation, planning, and memory. I teach practical skills to support executive functioning, such as breaking tasks into steps, using visual schedules, and developing independence.

Social Communication and Language Skills

I use games, role play, and structured programmes to encourage communication, turn-taking, and conversational skills. My focus is always on building confidence to communicate in different settings.

Community Support and Outside Activities

Learning doesn’t just happen in the classroom—I support children in the wider community too. This might be practicing travel skills, joining community activities, or building confidence in public spaces, depending on the child’s needs.

Developing Confidence and Self-Esteem

A core part of my work is helping young people believe in themselves. I celebrate every success, however small, so that children gain pride in their achievements and start to view themselves as capable learners.

Inspiring a Love of Learning

Every session I deliver is engaging, interactive, and personalised to the child’s interests. My goal is to make learning positive, enjoyable, and meaningful, so that students feel motivated and excited to keep going.

Promoting Independence

I encourage children to take ownership of their own learning and daily living skills, always at a pace that feels safe to them. Small steps towards independence make a big difference in confidence, resilience, and long-term progress.

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

As an alternative provision tutor, I have worked closely with children who have a range of special educational needs, including autism, ADHD, anxiety, PDA, and SEMH (Social, Emotional and Mental Health) needs. Through this work, I have developed the ability to build trusting and meaningful relationships by taking the time to get to know my student and then adapting my approach to their unique needs and learning style. I prioritise creating a safe, supportive environment where children feel understood and valued, enabling them to engage confidently in their learning. Additionally, in my private tutoring sessions, I work with a variety of children, some of whom have dyslexia. This experience has further strengthened my ability to adapt my teaching, along with the resources and tools I use, to make learning more accessible and enjoyable for each student.

My experience working with young people with Autism

I have worked with several students with autism in both group settings and one-to-one tuition. My support has focused on a combination of academic subjects and personal development, adapting activities to individual learning styles and interests to help each learner progress and engage fully.

My experience working with young people with ADHD and PDA

I have worked closely with children with both ADHD and PDA, adapting my approach to meet their individual needs. This has included implementing regular breaks, offering greater autonomy over tasks, and ensuring lessons are engaging by incorporating their personal interests wherever possible.

My experience working with young people with Anxiety;

I have supported learners who experience anxiety, particularly in relation to school attendance and engaging with the wider community. To address these challenges, I have focused on setting small, achievable goals that gradually build confidence and encourage positive experiences beyond the learning environment.

My experience teaching primary Maths and/or English;

I am a qualified primary teacher and have experience teaching Year 1 and Year 4 in a mainstream school setting. Since then, I have worked with children from Year 1 to Year 8, delivering lessons in English, Maths, Phonics and Verbal reasoning. This breadth of experience has given me a strong understanding of the primary curriculum as a whole.

My experience teaching Community Support and Outside activities;

I have included physical activities in one-to-one tutoring sessions - including swimming, tennis and football - using them as opportunities to promote the benefits of staying active and maintaining a healthy lifestyle. As an active person myself, I value the chance to integrate movement and outdoor experiences into learning, helping to support both physical and mental well-being.

My experience teaching Study Skills and Executive Functioning;

When working with my private tuition students, many of whom are preparing for exams, I not only teach the necessary content and skills but also focus on developing their study skills including planning, note-taking, revision strategies, time management, problem-solving, and critical thinking.

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

In every lesson, my aim is to improve children’s confidence in their learning and their overall self-esteem, as I believe this should be an integral part of all learning. I use rewards, encouraging language, and praise all achievements, no matter how small. This approach helps create a positive and motivating environment where children feel valued and supported.

My specialist experiences providing engaging sessions to inspire a love of learning.

I teach a large variety of children each week, in both groups and 1:1, so I make sure I design engaging sessions that inspire a genuine love of learning. I do this by including games, songs, and activities that keep every child motivated and actively involved. Additionally, I incorporate a variety of tools and resources to ensure that each child can access the work in a way that suits their individual needs. By tailoring my approach, I create a stimulating and enjoyable environment that fosters curiosity and a positive attitude towards education.

My skills and experience supporting young people to develop their independence.

I always aim to create sessions that build a child’s confidence and sense of control by setting clear, personalised goals that support their growing independence. For example, I might encourage them to start a familiar task without help, follow a short checklist to stay on track, or take responsibility for setting up their own learning space. Over time, I introduce small steps like letting them choose the order of activities or use timers to manage their own breaks. I make sure to offer plenty of praise and encouragement, keep routines predictable, and acknowledge every bit of progress. These strategies help them gradually take more ownership of their learning and feel proud of what they can do on their own. 

My experience working with challenging behaviour and teaching emotional regulation.

I have worked with several young people who display challenging behaviour, often linked to underlying needs such as anxiety, autism, or ADHD. In these situations, I focus on identifying individual triggers and adapting both the learning environment and lesson content to suit each learner’s preferred way of working. I also make sure to check in at the start of each session to gauge mood and energy levels. I also maintain close communication with parents and carers to ensure a consistent, supportive approach that helps learners feel understood and supported.

I have over 15 years of experience working with children and young people with a wide range of special educational needs, including autism, PDA, SEMH, emotional based school avoidance and complex learning profiles. My specialist experience lies in building strong, trusting relationships with learners who need a flexible and personalised approach, especially those who have experienced trauma or have struggled in school environments.

My experience working with young people with autism and PDA has taught me the value of using a calm, invitational style that gives children a sense of safety, choice and autonomy. Whilst SENCO at a primary PRU, I supported children with demand avoidant profiles using low-demand, play-based approaches that respected their need for control and reduced pressure. I integrate children’s interests such as Lego, science or gaming into sessions as a way to build connection and inspire learning without triggering anxiety or resistance. I never push; I invite, explore, and respond.

I am trained in the SCERTS framework and highly experienced in supporting young people with autism, social communication needs, anxiety and sensory processing differences. I use a range of transactional supports including visual schedules, timers, co-regulation strategies, and emotion check-ins to help children build executive functioning skills in a gentle and playful way. My approach is always child-led and paced according to the child’s readiness, especially when building early learning skills, routines and planning ability.

I’ve delivered one-to-one SEN outreach teaching in home settings, often with children who have been out of school due to emotional distress. I’ve supported learners aged 6–18 to re-engage with literacy and numeracy by embedding functional skills into topics they love. I understand how to reduce the pressure around phonics or number work and instead focus on nurturing curiosity and joy in learning. My sessions are designed to be emotionally safe, highly responsive, and rooted in child-led play.

To help boost confidence and self-esteem, I use strengths-based activities that allow children to shine. For example, I’ve used LEGO therapy to help children build social communication and experience success in something they enjoy. I also support children to re-enter the community gently, helping them feel more connected and capable in the world around them. I have done this through swimming, soft play and low-pressure local outings.

Ultimately, my sessions are about rebuilding trust in learning and in adults, at a pace that feels manageable to the child. I bring warmth, humour, and patience to every young person I work with and I’m committed to helping them rediscover their confidence, connection with others and sense of possibility.

My areas of expertise are ASC, ADHD, EBSA, Dyslexia, Dyspraxia (DCD), SEMH, Speech and Language Needs, Global Developmental Delay (GDD), PDA, Sensory Processing Needs and Executive Function and Study Skills.

Attention Deficit Hyperactivity Disorder (ADHD): When supporting students with ADHD, I focus on explicitly teaching executive functioning skills such as planning, organisation, impulse control, and task initiation - areas that are often challenging but can be developed with intentional scaffolding. For example, I worked with a student who struggled to focus and manage their workload. Together, we established clear routines, broke tasks into manageable chunks, and used the Pomodoro technique (Cirillo, 2018) - short, timed work intervals with breaks - to maintain focus and reduce overwhelm. Visual schedules and regular check-ins helped track progress and build consistency. Over time, the student became more independent, better at managing their time, and more confident - leading to improved academic performance and wellbeing.

To further support learning, I reduce cognitive load by simplifying instructions, breaking tasks into clear steps, and using visual cues. This helps students process and retain information without feeling overwhelmed. I also explain to students how I structure their sessions so they can confidently advocate for their needs at school, fostering independence and self-assurance.

Developing metacognition - the ability to reflect on one’s own thinking and learning - is a key part of my approach. For students with ADHD, this skill can be transformational. Recently, I helped a student identify common distractions, recognise when focus was slipping, and select strategies like movement breaks and fidget tools to re-engage. Using reflection prompts such as “What helped me today?” and “What could I try next time?” encouraged ownership and self-awareness, skills that supported success across subjects.

I view ADHD not as a deficit but as a unique cognitive profile, often rich in creativity, energy, and insight. Even traits like hyperfocus, sometimes seen as challenges, can become powerful strengths with the right structure and understanding. With this support, I’ve seen students with ADHD thrive - growing in resilience, independence, and confidence.

Autism Spectrum Condition (ASC):
My interest in ASC developed naturally through working with many students who benefited from more tailored approaches. Most recently, I’ve been training teachers and TAs in JASPER-based principles (Kasari, 2015) - a play-based, evidence-informed intervention designed for pre-verbal children at the EYFS level. JASPER focuses on shared attention, engagement, and early communication - foundational skills that support long-term learning. Having delivered it directly and trained others in its use, I’ve seen how transformative it can be, making it one of the most rewarding parts of my practice.

As a certified Autism Education Trust (AET) trainer, I help schools embed inclusive, research-led strategies that are responsive to the individual needs of autistic learners. Staying up to date with research enables me to challenge outdated narratives and work fluidly across different settings. One concept that strongly shapes my approach is Milton’s (2012) ‘double empathy problem’, which reframes communication challenges as mutual rather than one-sided. This has helped me move away from deficit-based thinking and instead centre student-led, strength-focused strategies that foster connection and meaningful growth.

I also have a deep interest in sensory processing, drawing on Ayres’ (1972) work to help students experience joy through more accessible environments. I’ve led sensory audits with schools, making adjustments like reducing visual clutter, introducing calm spaces, or altering lighting to support regulation. In my own classroom, these changes had a noticeable impact. One student with significant sensory sensitivities, after collaboratively adjusting their learning space, became more engaged, confident, and independent - eventually achieving their highest grade in my subject and naming it their favourite class. It was a powerful reminder of how the right environment, paired with trust and understanding, can unlock potential.

Speech and language needs: I support children with speech and language needs by creating rich, engaging environments where communication can flourish. My work is grounded in evidence-based approaches, and I’ve seen how small, consistent strategies can lead to big breakthroughs. I regularly model and coach techniques that help children develop early communication skills—like using visual supports, expanding on their language, and creating opportunities for shared attention and interaction. One of the most rewarding parts of my work has been delivering and training others in JASPER (Kasari, 2015)—a play-based intervention designed for pre-verbal children. JASPER focuses on building shared attention, engagement, and spontaneous communication through child-led play. I’ve seen children go from isolated play to joyful, reciprocal interactions, and I’ve supported staff and families to embed these strategies into everyday routines. Whether I’m working directly with a child or empowering the adults around them, I focus on building confidence, connection, and communication. I celebrate every attempt a child makes to express themselves—verbal or pre-verbal—and help others do the same. My goal is always to make communication feel natural, meaningful, and fun.

Social, Emotional, and Mental Health (SEMH): SEMH is an area I care deeply about—not just professionally, but personally. As a young person I faced my own challenges with SEMH, particularly anxiety. With the right support, I gradually developed strategies that helped me thrive both emotionally and academically. That experience has fuelled a lifelong passion to help other children navigate similar difficulties with confidence and compassion.

Throughout my career, I’ve focused on evidence-based approaches that help young people feel safe, understood, and supported. I currently train teachers in Emotion Coaching (Gottman, 1997) and the PACE approach (Hughes, 2012), both of which provide practical tools for supporting emotional regulation. These methods help adults understand the ‘why’ behind behaviours and respond in ways that build connection and emotional literacy for children and young people.

In my direct work with students, I centre everything on relationships. I work from the principles of unconditional positive regard and non-judgement (Rogers, 1957), creating a warm, accepting space where students feel genuinely seen. I also use attuned engagement (Kennedy, 2011) to build deep trust and responsiveness. This approach helps students develop emotional awareness, manage big feelings, and make more empowered behavioural choices. Time and again, I’ve seen how this kind of support enables children to rebuild their confidence, re-engage with learning, and develop lasting resilience.

Global Developmental Delay (GDD): Global Developmental Delay can impact across multiple areas of a child’s development—such as communication, motor skills, social interaction, and cognitive abilities. As someone trained in child development, I support children with GDD by creating calm, engaging environments where they can grow at their own pace and feel safe to explore and learn. Every child is different, so I tailor my approach to their unique strengths and needs—whether that’s helping them build early communication, follow routines, or develop physical skills like balance, coordination, and hand control. Communication is often a key focus, and I support children in developing their expressive and receptive language through gestures, sounds, signs, and words—using play, songs, visual supports, and shared routines to make interactions meaningful and motivating. I use play, movement, and everyday routines to make learning feel natural and enjoyable. For example, we might use sensory play to build fine motor skills or simple obstacle courses to support balance and body awareness. These activities are not only fun—they’re essential for helping children become more confident and independent. I work closely with families to ensure strategies are consistent and achievable across settings. I also celebrate every small step forward, because I know how much those moments matter. My goal is always to help children feel capable, connected, and supported—and to give parents the reassurance that their child is in safe, skilled hands.

Pathological Demand Avoidance (PDA): When supporting students with a PDA profile, I lead with curiosity, flexibility, and respect - recognising that their behaviour isn’t about opposition, but about autonomy and overwhelm. My focus is on building trusting relationships where students feel safe, in control, and understood. This often means working collaboratively, using indirect language, humour, and choice to reduce pressure and create an environment where they feel they can succeed.

For example, one student I worked with found direct instructions very triggering. Rather than saying, “Let’s start your writing,” we would co-create a project, often beginning with conversation, drawing, or jokes. I’d frame tasks as challenges or invitations - like, “I wonder how we could explain this to someone else?” - and let them take the lead in how we approached learning. This shift in dynamic helped reduce anxiety, increased engagement, and empowered the student to take ownership of their work, often producing more than expected once the pressure was off.

I’ve seen how this approach not only supports academic growth, but also has a positive impact on self-esteem and emotional wellbeing. With patience and the right support, students with a PDA profile can flourish—gaining confidence in their own voice, developing resilience, and rediscovering a love of learning. It’s a joy to be part of that journey, helping each student feel respected, capable, and free to learn in a way that works for them.

Dyspraxia (DCD): With a background in sports coaching and years of experience supporting students with DCD, I take a practical, whole-child approach grounded in current research. I focus on developing both fine and gross motor skills through meaningful, interest-led activities using musical instruments, construction toys (like Lego), Play-Doh, and movement games. These hands-on experiences build the foundation for key academic skills such as handwriting and focus. I also support children’s sensory processing - specifically their proprioceptive (body awareness), interoceptive (internal sensations), and vestibular (balance and coordination) systems - helping them feel more confident, regulated, and in control of their bodies. In addition, I work on executive function skills like organisation, planning, and working memory, equipping each young person with practical strategies to thrive in both learning and daily life.

Dyslexia: As someone with dyslexia, I bring both lived experience and specialist knowledge to my work. I know firsthand how frustrating academic barriers can be—and how powerful the right support can become. Even now, at doctoral level study, I regularly use assistive technology like text-to-speech readers to access and process information. These tools don’t just level the playing field; they unlock the joy of reading and the wider academic world. That understanding drives my passion for helping students discover strategies that work for them. I also use a range of evidence-informed approaches including chunking, multisensory learning, visual supports, and flexible ways of recording ideas. For example, I supported one student who found written tasks overwhelming. By breaking learning into manageable steps and using colour-coded notes, dictation, and hands-on activities, they not only grew in skill, but also rediscovered their confidence and enjoyment of learning.

I regularly use Paired Reading (Topping, 1987) - a technique where a student reads aloud in unison with an adult - as a powerful tool for improving fluency, accuracy, and reading confidence. This structured yet supportive approach allows learners to move beyond their current reading level, with the adult gradually reducing support as the student becomes more independent. In my experience, students often feel more motivated during Paired Reading because it offers a calm, low-pressure environment and builds their sense of competence, connection, and autonomy. I have see firsthand how this approach can help transform reading into something positive and enjoyable.

More than anything, I strive to create an atmosphere where neurodiversity is normalised and celebrated. I’ve seen how the right support can transform not just academic outcomes, but how a student sees themselves - and I’m deeply committed to helping make that transformation possible.

Dyscalculia: When supporting students with dyscalculia I aim to provide tailored, patient support that helps them build confidence and make meaningful progress with numeracy. I use a range of practical, multi-sensory strategies—such as concrete manipulatives, visual aids, and step-by-step scaffolding—to make abstract mathematical concepts more accessible and engaging. I create a calm, supportive environment where students feel safe to take risks and learn from mistakes. I’m attuned to the emotional impact of dyscalculia, including maths anxiety, and I work to reduce this by celebrating small successes and building self-esteem. My approach is highly individualised, adapting to each student’s pace and learning style.  Over time, I’ve seen how this kind of targeted, compassionate support can help students not only improve their number skills but also develop a more positive relationship with learning.

Social Communication and Language Skills: In my tutoring sessions, I teach social communication and language skills by weaving them into play, conversation, and everyday routines. I focus on helping children understand and use language for a range of social purposes—such as making requests, sharing experiences, and expressing emotions. I use techniques like modelling, visual supports, and language scaffolding to build skills like turn-taking, topic maintenance, and understanding non-verbal cues. Because I work individually, I tailor each session to the child’s unique communication style and needs. For example, I might use role-play with toys to practise greetings or problem-solving, or pause during shared reading to explore characters’ feelings and intentions. I also support children to generalise these skills by coaching parents and carers on how to reinforce them at home. My goal is to help children feel confident and connected in their interactions, whether they’re communicating with adults, peers, or siblings.

Sensory Processing Needs: Sensory processing needs are an area of deep interest for me, and I have extensive experience supporting young people in this field. Sensory processing differences can significantly impact attention, self-regulation, and participation—all of which are essential for effective learning. Drawing on sensory integration techniques and research (Ayres, 2005; Miller, 2006), I design targeted activities to strengthen core sensory systems such as proprioception (body awareness), vestibular processing (balance and movement), and tactile processing. Strengthening these systems helps students better interpret and respond to sensory information, supporting improved focus, emotional regulation, coordination, and overall engagement in learning. As an Autism Education Trust trainer, I have worked closely with parents and teachers to do a sensory check list and make easy environmental adaptations like clearing clutter, adjusting lighting and managing noise to help reduce sensory overload and enhance concentration. I take a personalised approach, aiming to help families and children understand their unique sensory profile, develop effective strategies to manage challenges, and build skills that support confidence and academic progress.

Social Interaction and Friendship Needs: In my 1:1 work with young people who experience social interaction and friendship difficulties, I provide personalised, compassionate support that empowers them to build confidence and meaningful connections. I create a safe, structured space where students can explore social situations at their own pace, using tools such as role-play, social stories, and visual supports to develop key communication skills.

A key part of my approach involves integrating elements of Cognitive Behavioural Approaches (CBA). I help students identify and challenge unhelpful thoughts that may be holding them back socially, supporting them to understand the link between thoughts, feelings, and behaviours. Together, we work on strategies to “beat the anxiety curve,” using graded exposure and reflection to take manageable steps forward in social situations. This helps students experience success, build resilience, and find greater freedom in how they relate to others. I also support students in real-time social challenges, modelling appropriate behaviours and offering positive reinforcement to build self-esteem.

Trauma Informed Approach: In my 1:1 work with young people who have experienced trauma, I take a trauma-informed approach that centres on building trust, emotional safety, and strong relationships. I create a calm, predictable space where students feel accepted and supported, which is essential for helping them feel safe enough to engage and grow.

I use a range of practical strategies to support emotional regulation, including grounding techniques, emotion coaching, and gentle, attuned communication. I’m always mindful of the impact trauma can have on behaviour and learning, and I respond with patience, empathy, and consistency. I work hard to understand the ‘why’ behind behaviours and support students in developing emotional awareness and self-regulation skills at a pace that feels manageable for them.

Collaboration is key—I work closely with families to ensure joined-up, consistent support. Over time, I’ve seen how this kind of nurturing, relational environment allows young people not only to feel safer but to truly flourish—rebuilding confidence, re-engaging with learning, and developing the resilience they need to move forward.

Emotional Based School Avoidance (EBSA): EBSA is an area I am deeply passionate about, having witnessed its profound impact on young people’s lives. Central to my approach is understanding the ‘push’ and ‘pull’ factors—the emotions and experiences that drive students away from school or draw them back. I use practical tools such as School Wellbeing Cards (Holder, 2020) and the Ideal School activity (Moran, 2001) to help students and families gain clarity around these challenges, which is an essential first step toward positive change.

Recently, I have been delivering a 15-week “Change Your Mind” intervention (Rae, 2007), grounded in Cognitive Behavioural Therapy (CBT). This evidence-based program helps students understand how their thoughts influence feelings and behaviours, empowering them to break unhelpful cycles. Through techniques like thought diaries, challenging negative automatic thoughts, and developing practical coping strategies, I saw students build confidence, reduce anxiety, and find school more manageable. It is incredibly rewarding to witness these transformations.

What motivates me most is seeing students regain a sense of control and freedom by challenging negative thought patterns. Through this work, I’ve supported young people to reconnect with school, take courageous steps forward, and reclaim not just their attendance, but their love of learning and sense of belonging - laying the foundation for a positive future.

Executive Function and Study Skills: With extensive experience supporting students with executive functioning challenges, I help young people build the core cognitive skills they need to succeed—both in school and everyday life. Difficulties with organisation, planning, working memory, and task initiation can have a significant impact on learning, and research shows these executive functions are closely linked to long-term academic achievement (Best, Miller & Naglieri, 2011). I take a calm, structured approach that draws on a student’s strengths and interests, using practical tools like visual planners, checklists, and step-by-step routines to promote independence and reduce overwhelm. I also teach evidence-based study strategies—such as active recall, spaced learning, and effective note-making—designed to support how the brain processes and retains information. Above all, I aim to build confidence, self-awareness, and lifelong learning habits that extend far beyond the classroom.

Supporting children with SEN to develop trusting and meaningful relationships:

I believe that positive relationships are at the heart of good teaching and learning. Before the first lesson, I arrange a phone call with parents to find out more about their child - their strengths, interests and challenges. By getting to know the students well, I  tailor the lessons to their interests  - for example, using Lego in maths or art in English. I use games, humour and a light-hearted approach to create a low-stakes learning environment that makes students feel safe and comfortable. Over a period of time, I build trust by being consistent, reliable and flexible. My clear expectations and boundaried approach are, above all, tempered with kindness.

My experience developing students' skills and confidence in English and maths:

My students develop confidence and self-esteem from my sessions because I adapt the learning to their level, enabling them to make progress and experience success on their own terms. I use concrete resources in maths (Dienes blocks, Cuisennaires, Numicon and tokens) to deepen students' understanding of abstract mathematical concepts. In English, I use an engaging, text-based approach as a springboard for writing. I create subject-specific Widgits (picture/word banks and sentence stems), which help students structure their writing and reduce cognitive load. My pupils come away from lessons feeling good about their learning, knowing that - with the right tools and support - they can produce good work with increasing independence.

My experience supporting children with dyslexia:

I currently tutor children with dyslexia and I have participated in school-based, dyslexia training delivered by an educational psychologist.  While working in schools, I undertook a year-long speech and language, certified course (called ELKLAN) aimed at improving students' listening, memory and language skills. Supporting children with dyslexia requires a thoughtful, well-scaffolded approach. Difficulties with processing and reading written language can pose barriers to learning and require a huge, cognitive effort on the child's part. By breaking down the learning into manageable chunks, reducing cognitive load and scaffolding the steps with visual aids,  I empower pupils to engage with the learning. To aid reading fluency, prosody and comprehension, I use paired or choral reading; this is a technique which involves shared, repetitive reading. The pre-teaching of vocabulary can increase familiarity with the content and allows the student to make meaningful connections that can aid retention. I prepare topic-specific, Widgit word banks and sentence stems for writing lessons and model the use of spider diagrams to make links and aid retention.

My experience supporting students with dyspraxia (Development Coordination Disorder):

I currently tutor a child with a diagnosis of dyspraxia - a multi-faceted condition that can impact motor coordination, speech & language, memory & focus, and planning & completion skills. This condition can make it difficult for students to organise themselves, leading to a frustration gap'. Often, the child has great ideas and knows where he/she wants to get to, but finds it hard to draw out the information and see the work through to completion. I find that by breaking down the task into chunks, providing visual supports and structures - coupled with plenty of time and patience - students are able to access the learning and make good progress. Visual tools, such as mind maps and diagrams, can help pupils make connections and embed the learning into their long-term memory. Revisiting topics in maths and pre-teaching vocabulary in English can increase increase the child's familiarity with the material and promote retention. An 'Every time I write' laminated checklist encourages independence and meta-cognition as the student is responsible for taking ownership of their learning - reading back their work and editing for missing punctuation. Practical tools - a keyboard, writing slope, ridged ruler and pencil grip - can help reduce frustration, while other techniques, such as role play, drama and art, can  make the learning 'sticky' and meaningful.

My experience working with autistic young people:

I have experience working with a range of autistic pupils, each of them with a unique set of needs. In my daily practice, I use visual timetables and a consistent routine to reduce anxiety and support emotional regulation.  On any given day, I set the pace of my lessons according to the child's individual needs -allowing for regular movement and brain breaks  in order to sustain a positive dynamic that supports self-regulation. Some students benefit from an 'if/then' star chart; others benefit from using a 10 minute sand timer. One of my autistic students enjoyed the occasional drawing break on her sketch pad. There is no 'one size fits all' approach when teaching autistic pupils as every child is different and unique. As such, I work closely with families in order to ascertain what works best for their child, and I put in place routines that respect and support the child's needs. I have attended a specialist training course to support self-regulation for autistic children and I use the 'Zones of Regulation' chart as a tool to allow children to express and validate their emotions. Furthermore, I use social stories as a means to help autistic pupils navigate everyday situations with greater ease, enabling them to have a better understanding of others' thoughts and feelings, along with a greater awareness of how to manage their own responses in an appropriate manner.

My specialist experience teaching students with hearing impairments:

For two years, I worked in a school that has a specialist, hearing resource base and as a class teacher, I have taught pupils with cochlear implants. Children with hearing impairments need considerable support with speech and language. By pre-teaching vocabulary and providing word banks and sentence stems, I ensured that the learning was scaffolded in such a way that they could work independently. My clear modelling, which breaks down the task into manageable steps, enables all children - including those with hearing impairments - engage with the learning. My school chose to teach BFL as its modern foreign language so I have observed sign language lessons and assemblies. I believe that it is essential for children with hearing impairments to be exposed to positive role models and to be inspired by stories of adults with hearing impairments who have gone on to succeed in the wider world.

My specialist experience teaching students with visual impairments:

As a class teacher, I have taught a student who was partially sighted. I provided my student with large font text, a magnifier and a specially lined workbook for writing. We honed in on letter formation and handwriting, using Widgit word banks and concrete resources as a scaffold. Some children with visual impairments may find it challenging to identify how others are feeling as they can't easily read others' expressions: they may require social stories to help them avoid misunderstandings and navigate social situations.

My skills and experience supporting children to develop their independence:

I believe that independence is an essential component of self-esteem. By pitching and scaffolding the learning accurately, I give my pupils every opportunity to work as independently as possible. I use a variety of strategies - concrete resources, visual aids, word banks, sentence stems and clear models - which enable my pupils to engage with the learning independently.  My philosophy is to offer the least help first; this means that I work doubly hard to prepare for lessons in order to facilitate independent learning and I am always ready to step in with more scaffolds as need be. By promoting independence - and avoiding the trap of learnt helplessness - I give my students the opportunity to exercise agency and feel a sense of empowerment.

My SEN journey began fifteen years ago, when I embarked on my SpLD Masters with a focus on dyslexia, coinciding with my entry into the SEND department of a large state secondary school. My first fifteen years of teaching were as a secondary French and Spanish teacher, which developed into a busy role as languages advisor and teacher trainer for a London borough. This role perfectly combined my enthusiasm for multilingualism, literacy, and a growing passion for SEND. I then moved to a London borough SEN advisory service supporting Primary and Secondary learners. Afterwards, I spent ten years as the School SpLD lead (Primary and KS3) at an independent prep school and English as an Additional Language (EAL) lead. I was a member of the Equity, Diversity and Inclusion (EDI) steering group. Even after 30 years in education, my commitment to empowering young people remains as strong as it was when I first began teaching.

My Experience Building Trust, Forming Friendships and Reaching Potential:

Some children I have supported have experienced many challenges in their school settings. I believe that a holistic approach, tailored to a young person’s interests, helps capture their attention and fosters a sense of safety and trust. I set high expectations with achievable goals that my learner can believe in and commit to. Initial sessions involve relationship-building activities to promote a positive connection whilst I get to know my learner's unique strengths and needs. I am highly responsive to a child: Do they need to keep moving when communicating and learning? Do they benefit from a designated sensory space? Most importantly, a young person with SEND needs to feel understood and not judged.

My Experience Supporting Learners with Anxiety

For many students with SEND, anxiety has unfortunately been a common factor in their education. To support those experiencing anxiety, I believe that the young person needs to feel ownership when establishing routines and structures.  It's equally important to ensure students feel heard, safe, and reassured. Regular check-ins on their feelings have also proven beneficial, as has teaching them a range of breathing and mindfulness techniques. Often, I share my worries with them and demonstrate how I use a variety of techniques and strategies to manage feelings of dysregulation. I have found that exploring what students can and cannot control and teaching practical problem-solving makes a positive impact. I aim to help my young person build their own ‘toolbox’ of life skills they can rely on to support their emotional literacy and resilience.

My Experience Working with Young People with ADHD.

I have extensive expertise in working with young people with ADHD.  As a qualified dyslexia specialist, many of my students have ADHD alongside additional learning needs.  I am specially trained to administer ADHD screening, and I’m a qualified Executive Functioning coach.  I have in-depth studies in ADHD (Psychology Masters, Psychotherapeutic counselling qualification) and I use many cognitive behavioural therapy (CBT) techniques in my specially designed programmes.

For ADHD learners, it’s important to maintain a young person’s motivation by providing small, manageable tasks that are clearly explained and allowing sufficient time for completion. All of my sessions incorporate regular, brief breaks for movement, games, and even singing and dancing if this appeals to my learner. I find talking about their interests can be very effective in keeping students engaged. Physical tools such as a stress ball or fidget cushion are simple strategies that can greatly enhance their learning experience and motivation. Additionally, I believe it is essential to regularly check in on their emotional well-being, and I teach calming techniques to help them focus more effectively.

My Experience Supporting Young People with Working Memory Difficulties and Processing Needs.

Working memory and processing (visual and auditory) are often areas of difficulty for individuals with SEN.  As a Dyslexia specialist, I have advanced training and professional experience in working with students to equip them with a toolbox of strategies that they can rely on, from multisensory approaches, visualisation techniques, concrete and real-world tools, to assistive technology. Working memory and processing needs, both visual and auditory, can often impact confidence and self-esteem. I work closely with my learner, watching their body language for any signs of discomfort and responding swiftly. I listen carefully to how thinking and remembering feel for them and how they impact their learning. My learner’s well-being is always at the forefront of my mind in any programmes I design, and all of my sessions will involve opportunities to build emotional resilience and wellness.

Supporting Social Skills, Sensory Skills and Independence:

I believe developing social skills is closely linked to supporting speech and communication. Young people benefit from developing language and motor skills through real-world experiences. This fosters essential life skills, boosts confidence in social interactions, strengthens relationships, and most importantly, builds their self-belief to recognise their abilities. I have facilitated activities from turn-taking and waiting to reduce frustration, to sensory experiences like a trip to the dining room. I understand that some daily activities can feel overwhelming for a young person with SEN surrounded by life’s intensity of sounds, smells and textures. I work closely with learners, finding strategies that work for them to build their confidence and independence.

My experience working with young people with challenging behaviour and/or PDA;

I have worked with numerous students who present with challenging behaviour. This can range from a mild reluctance to engage to impulsive and hyperactive actions. Some of my pupils/students can be defiant and oppositional when overwhelmed by certain situations. I have also supported children and adolescents with more complex behaviours such as PDA and Conduct Disorder.  I believe that establishing a strong rapport with the students is crucial, so I dedicate time to understanding their interests and dislikes, and I then incorporate this knowledge into my planning. I adopt a flexible approach to foster trust and develop a meaningful relationship. An indirect style of negotiation helps them feel more in control of their learning, which reduces their anxiety. My learning style can often be less structured and more intuitive if I think it will benefit my learners. I focus on maintaining calm and steady emotions, frequently integrating drama and role-playing into my lessons. The language I use and how I approach questions play a significant role, often influencing the response and the likelihood of success with each task. I actively seek advice from parents to incorporate and adapt their tried-and-true strategies into my sessions. My goal is always to promote increased trust in others, boost self-confidence and ultimately help students develop more flexibility and independence in the daily challenges of life.

My specialist experience with extended teams around a child, including speech and language: 

I have worked extensively with children and young people with speech and language needs as a literacy specialist and EAL lead.  SALT monitoring is a core element of my assessment and practice.  I value the knowledge, support and commitment I gain from parents and carers, so building a relationship of trust with them is critical to any work I do with a young person. I liaise extensively with specialists, from clinicians to therapists. Many of my learners have speech, language and motor coordination needs.  As a dyslexia specialist, I regularly collaborate with my speech therapist,  occupational therapist and physiotherapist colleagues to incorporate aspects of their therapy targets into my specially designed interventions. I use a broad range of materials and approaches to support the speech and language needs of my learners.  I regularly draw upon respected SALT interventions (WIP, WIG and Colourful Semantics) to develop a learner’s speech and language from foundational speech sound understanding and sentence structure to narrative development. I enjoy creating resources which complement my learners’ interests.

My experience working with young people with complex medical needs.

I have worked with an array of children with complex medical needs, both as part of the team around the child and as the designated one-to-one coordinator and learning lead.  I have worked as a one-to-one lead with young people with Down’s Syndrome, Muscular Dystrophy, hearing impairment and cerebral palsy. Each young person has their unique profile of strengths, needs and interests.  I collaborate with parents, specialists, one-to-one support assistants and most importantly, the child themself to design programmes and activities to bring out the best in them and their potential.

My Specialist Experience of Teaching English and Literacy:

As a specially qualified dyslexia expert, I understand the need for a rich and broad range of learning experiences required for language development.  Yes, phonics plays an important role, but there is so much more to building solid foundations that a neurodivergent young person can rely on to grow their language, literacy and comprehension to their best advantage.  I always look forward to meeting my learners to try diverse, multi-sensory strategies that work well for them, with the ultimate goal of reading and writing for pleasure.

My Specialist Experience of Developing Numeracy Skills:

I have more than ten years providing specific numeracy interventions from Year 1 to Year 8, building crucial foundational skills. As with any intervention, I do a thorough strength and needs audit to inform the specially designed intervention that I will create for my learner. I have delivered a variety of numeracy lessons tailored to children with different ability levels and needs. I prioritise making maths engaging, often using real-life resources and outdoor opportunities to develop both numeracy and fine motor skills. Hands-on, multisensory approaches have consistently shown positive outcomes. Additionally, I have completed “Catch Up Maths” training, which involves brief, targeted activities to consolidate understanding and boost confidence.

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

My approach to specialist teaching and learning has always been to keep the young person’s well-being at the heart of every activity in a session. Yes, the content needs to be well-founded and relevant to their learning needs, but an individual’s response to any activity needs to be underpinned by their emotional engagement.  My approach to building rapport centres around finding out about what the child likes, what they know they do well and exploring what they don’t like and where they lack confidence. This helps us to find teaching and learning opportunities to explore in our sessions. When a young person starts to feel ownership of a skill and knows they have made progress on a target they want to improve on, there is a powerful boost of confidence and self-esteem. Even more rewarding, growth in confidence and self-esteem ensures that life skills are being gained beyond the educational setting.

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

I seek engaging learning activities for my unique learner. I have extensive experience in the SEN sector, especially in Dyslexia, ASD, and ADHD and utilise well-founded and respected approaches to underpin my specially designed sessions. I love to share my excitement and pride in my learner’s progress. I am an empathetic and enthusiastic professional dedicated to helping the child thrive. I enjoy discovering a person’s particular areas of interest to find resources and content most suited to them. I am genuinely interested in getting to know each child and understanding how to best support their educational needs, both within and outside of education.

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

I am a fully qualified primary school teacher with over 21 years of dedicated experience in a specialist SEND setting, supporting pupils across a wide range of ages, needs, and abilities. I firmly believe in every child and young person’s right to an inclusive, meaningful education and am deeply passionate about child mental health. I have taught pupils aged 4 to 19 with a broad spectrum of conditions, including PMLD, MLD, Dyslexia, SEMH, ASC, ADHD, PDA, EBSA, Trauma, Communication difficulties, HI, VI, CP, and Down Syndrome, as well as those with complex medical needs.

Throughout my career, I have consistently used creativity, adaptability, and patience to ensure that every pupil can make progress toward their individual goals—academically, socially, and emotionally—while feeling safe, supported, and most importantly, enjoying their learning journey.

I understand how crucial a positive relationship between teacher/tutor and pupil, for meaningful learning. Such a relationship can transform a child’s educational experience, making it more enriching, supportive, and enjoyable. I believe trust is built over time through consistency, reliability, and clear expectations, alongside genuinely listening to and empathising with the challenges each child faces. By doing so, I aim to support and encourage every pupil in reaching their goals and fulfilling their potential.

·       My experience working with young people with Autism

I have extensive experience working with a wide range of Autistic pupils, each with varying support needs. This includes supporting pupils with high support needs who use non-verbal communication methods such as PECS and AAC software like Grid. I am trained in and have implemented strategies such as Intensive Interaction and Attention Autism to support the development of early communication, focus, and attention skills. I have also used TEACCH approaches effectively, particularly with pupils who benefit from structured workstations and 1:1 teaching, ensuring that sessions are paced appropriately with regular breaks and respect for the pupil’s need to self-regulate—whether through stimming, movement, or seeking low-sensory environments.

I have worked closely with music therapists, occupational therapists, and speech and language therapists to understand and respond to each pupil’s sensory profile. I can confidently support sensory-seeking and sensory-avoidant behaviours by integrating tailored, sensory-friendly activities that help pupils feel comfortable, engaged, and ready to learn.

     My experience working with young people with ADHD

I have extensive experience teaching pupils with ADHD, many of whom have struggled in mainstream settings and been unfairly labelled as ‘naughty’—often carrying the emotional weight of this perception, along with the frustration and avoidance it can create. I understand how vital it is to provide a sensory-friendly learning environment, incorporating regular movement breaks and a flexible, pupil-led pace. Recognising and responding to signs of disengagement, while offering just the right level of challenge, is key to maintaining focus and motivation. I’ve found that a creative, collaborative approach—such as adding music or integrating a pupil’s interests—can be especially effective in supporting pupils with ADHD and allowing them to thrive.

My experience working with young people with SEMH

As a SEND teacher and music therapist, I have worked closely with children presenting Social, Emotional, and Mental Health (SEMH) needs, using creative and therapeutic approaches to support their unique challenges. I have cultivated a deep understanding of the complex factors influencing their behaviour and emotional well-being, by employing a compassionate, patient, and consistent approach to build trust and resilience. As a music therapist, I am skilled at creating safe and nurturing environments, to lay the foundations for learning.

My experience teaching Primary English/Literacy

I bring creativity and adaptability to teaching the English/ Literacy curriculum, ensuring that children can access and enjoy learning. I use storytelling as a powerful tool to spark imagination and deepen understanding, often incorporating props such as puppets and sensory materials to create interactive, multi-sensory experiences. These approaches support active learning and help students engage with language in meaningful ways. I integrate phonics teaching through structured, repetitive activities that reinforce sound-letter recognition, blending, and segmenting, meeting to individual learning styles. By combining imaginative play with targeted literacy strategies, I foster a love of language while building essential reading and communication skills.

·       My experience teaching Primary Maths

I take a practical, multi-sensory approach to teaching the maths curriculum, ensuring it is accessible, engaging, and suited to individual learning needs. I use a wide range of concrete objects—such as counting blocks, number lines, numicon and everyday items—to help students grasp fundamental mathematical concepts through hands-on exploration. Number recognition and basic skills like counting, sorting, and simple operations are reinforced through interactive games and fun, structured activities that promote participation and confidence. By embedding learning in meaningful, playful contexts, students can build their mathematical understanding at their own pace.

·       My experience developing confidence and self-esteem

I understand how vital confidence and self-esteem are in enabling children and young people to truly flourish. I am deeply passionate about helping young people discover and celebrate their unique strengths and skills. By supporting them in overcoming barriers that may cause them to feel ‘less than,’ I aim to build their confidence and sense of self-worth, acknowledging and celebrating every achievement—however that may look for them. I acknowledge the importance of making learning fun and engaging, to inspire and spark a passion within themselves. I also embrace the use of music in developing self-esteem and confidence, through encouraging decision making, turn-taking, leadership and celebrations of musical success!

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

A love for learning is central to my approach to education. I am passionate about creating inclusive, fun, and meaningful learning experiences that are adapted to each pupil’s unique needs and abilities. I use creative, student-centred methods to foster curiosity, build confidence, and encourage self-expression. I believe that every child has the potential to grow and thrive when provided with the right support, encouragement, and opportunities.

·       My skills and experience supporting young people to develop their independence

I am skilled in supporting children to develop their independence. Through a combination of structured routines, individualised learning strategies, and therapeutic interventions, I empower each child to build confidence, make choices, and take ownership of their learning. I look for small moments for each child to develop their autonomy, noticing and praising each step in their own journey towards independence.

·       My experience working with young people with Anxiety

I have a deep understanding and sensitive approach to supporting children with anxiety. I have worked closely with students to identify their triggers and tailor strategies that help them manage their emotions in the classroom and the wider school environment. My approach combines creating a safe environment with fostering resilience and self-regulation skills. I collaborate regularly with families, therapists, and other professionals to ensure a holistic support system, enabling these young people to build confidence, reduce anxiety-related barriers, and achieve their full potential.

·       My experience working with young people with PDA

In addition, I have significant experience working with pupils who present with challenging behaviour, including those with Pathological Demand Avoidance (PDA). I know the importance of a non-hierarchical, low-pressure approach that centres the pupil’s autonomy and interests. Patience, empathy, and adaptability are at the core of my practice. My approach helps foster trust and builds a foundation for meaningful engagement and long-term progress.·   

·       My experience working with young people with Sensory and/or auditory processing needs

I have extensive knowledge of the diverse and intricate needs of children with sensory and/or auditory processing differences. I have worked closely with children who face challenges with sound processing, managing sensory input, and regulating their responses to situations that might be overwhelming. To guarantee accessibility and engagement, I have used tailored strategies such as visual aids, songs, routines, sensory-friendly classroom adaptations, and individualised communication systems. Collaboration with multidisciplinary teams is essential to my work, including families, occupational therapists, and speech and language therapists. My practice is rooted in empathy, patience, and the firm belief that with the right support, every young person can thrive and achieve meaningful progress.

·       My experience working with young people with Speech and Language Needs

I have worked closely with Speech and Language therapists throughout my career as a teacher and as a music therapist. I have supported children with a wide range of communication challenges, including expressive and receptive language disorders, social communication challenges, and speech sound difficulties. I regularly adapt my communication style and use visual aids, Makaton Sign Language, and structured routines to help make learning accessible and engaging. In collaboration with therapists, I have implemented individualised targets into classroom and therapy sessions, helping students to generalise their skills across different contexts. This work has deepened my understanding of how communication needs impact learning, behaviour, and social interaction, and reinforced the importance of a consistent, supportive, and multi-disciplinary approach.

·       My experience teaching Social Communication and language skills

My music therapy skills lend themselves perfectly when teaching children Social Communication and Interaction skills. Through the use of rhythm, melody, and improvisation, I create engaging, non-verbal opportunities for students to express themselves, take turns, and develop joint attention. Music provides a safe and motivating environment where children feel encouraged to practice listening, responding, and initiating interactions. By integrating therapeutic techniques with my teaching practice, this holistic approach not only supports their educational development but also promotes meaningful connections that extend beyond the classroom.

 My experience working with young people with challenging behaviour

In my extensive career as a SEND teacher, I have worked with many students who present with challenging behaviour. I always look for the reason behind the behaviour, and know that very often, the challenging behaviour represents a stress reaction. I aim to implement strategies that address the underlying causes of these stress reactions, fostering a safe and supportive environment where each student feels understood and valued. By combining consistency, clear boundaries, and positive reinforcement, I have successfully helped students build self-regulation skills and improve their social interactions.

 My experience working with young people with Social Interaction and friendship needs

As an experienced SEND teacher and music therapist, I have worked extensively with children who have social interaction and friendship needs. My role has involved creating supportive, inclusive environments where students feel safe to express themselves and develop meaningful relationships.

Through tailored music therapy sessions, I have used improvisation, group singing, and collaborative musical activities to encourage communication, turn-taking, and social engagement. Music offers a non-verbal medium that helps reduce anxiety and build trust, making it easier for students with social challenges to connect with peers.

In the classroom, I integrate social skills development into everyday learning by facilitating structured group activities and guided peer interactions. My combined expertise in education and music therapy enables me to address social interaction and friendship needs creatively and effectively, helping young people build confidence, empathy, and lasting friendships.

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

I have taught in a variety of settings, including a school for children with severe and complex learning difficulties, as well as learners with additional diagnoses such as autism and/or physical/sensory impairments. I create schemes of work which ensure consistent delivery of high-quality, motivating and challenging learning experiences and highest standards of care, to continually improve the achievement of all pupils. I design all teaching and learning activities with the needs and interests of the pupil at the heart to ensure all pupils enjoy a motivating, inspiring, personalised and specialised learning experience. I believe that most pupils learn best when they are practically engaged in experiential learning and as such, ensure all learning is child centred, fun, flexible and built on trusting relationships and within an inspiring and nurturing learning environment.

I have taught within an Early Years setting as a Coordinator supporting EAL and SEN pupils aged 3-6 which allowed me to deepen my knowledge and understanding of the core aspects of early child development. This experience has been invaluable in recognising how foundational these early years are in setting the stage for lifelong learning. By focusing on the social, emotional, cognitive, and physical development of young children, I was able to create a nurturing and stimulating environment that supported each child’s growth and readiness for future educational challenges. This background has shaped my approach to tutoring, ensuring that I emphasise the importance of early development in all aspects of learning.

Additionally, in my previous roles as Careers Lead, PSHE Lead, and English Lead, I have gained a broad and comprehensive understanding of student development across multiple areas. As Careers Lead, I have developed inspiring schemes of work that have helped students explore their career aspirations, develop essential employability skills, and navigate pathways to further education or work. In my role as PSHE Lead, I have developed inspiring schemes of work that have supported the holistic development of students by focusing on their personal, social, and health education, helping them build resilience, emotional intelligence, and a strong sense of self. As English Lead, I I have developed inspiring schemes of work that have nurtured students’ language and literacy skills, fostering a love of learning and improving their communication abilities. These experiences have enriched my tutoring practice, allowing me to approach student needs from a well-rounded perspective and provide a supportive environment for academic, personal, and social growth.

These experiences have given me a profound understanding of learning disabilities and how they affect student learning. My expertise in early childhood development enables me to effectively track progress, design action plans, and customise planning and provision to meet each student’s needs. I believe in taking a holistic approach that blends educational and therapeutic objectives into a highly personalised learning plan, incorporating students’ mental health, wellbeing, and aspirations when relevant.

Research shows a strong connection between positive wellbeing, good mental health, resilience, and improved outcomes for both children and adults. As such, I am dedicated to prioritising the social and emotional wellbeing of all the students I teach. Building positive, meaningful relationships with pupils is crucial for supporting their emotional health and overall development. I achieve this by being attentive, responsive, and reliable, creating a predictable environment where students feel safe, understood, and valued. I anticipate their needs and address them calmly, ensuring I am always available to help regulate their emotional and physiological state. This approach fosters trust and emotional security, which are key to their success both in and outside of the classroom.

Central to this process is the development of communication skills. I use strategies designed to empower each student to express their thoughts and preferences regarding their learning. I actively engage with them, listening to their input and understanding their aspirations to ensure their learning is inspiring, motivating, and tailored to their individual needs. Positive relationships, where pupils feel safe and supported, are essential to this approach, as is respecting the Rights of the Child (Unicef Gold award, 2021) and acknowledging and accepting the neuro-diversity of each student.

I also recognise that an individual’s emotional well-being directly impacts their behaviour, emotional regulation, engagement in learning, and their ability to participate successfully in the school and wider community. I believe that to ensure positive emotional wellbeing, carefully planned positive behaviour support strategies must be implemented as this will promote positive emotional wellbeing and support students in reaching their full potential.

My experience working with young people with PMLD

With 14 years of experience as a PMLD teacher, I specialize in creating a supportive, individualized learning environment for children with Profound and Multiple Learning Disabilities (PMLD). I am well-versed in the Engagement Model, which focuses on key stages of learning: exploration, realization, anticipation, persistence, and initiation. Using this framework, I design sensory-rich activities that are tailored to each student's needs, ensuring lessons are engaging, accessible, and meaningful. My approach is holistic, considering the communication, health, physical, behavioral, and sensory needs of every student to foster skill development and a sense of achievement.

I prioritize consistency through repetition and consolidation, tailoring each learning opportunity to your child's interests and motivations. By identifying what excites and engages them, I create personalized learning pathways that incorporate strategies such as sensory exploration, communication development, and community engagement. I also focus on supporting social, emotional, and mental health, integrating core skills like turn-taking, waiting, and requesting help. With an emphasis on communication and early language skills, I offer diverse opportunities for your child to interact, explore, and develop essential skills for independence.

My experience working with young people with sensory difficulties

I have experience of supporting the learning of young people with PMLD who may experience visual or hearing impairments, or a combination of both, and may also be hypersensitive or hyposensitive to touch. I always endeavour to develop a deep understanding of each individual young person’s sensory needs—whether related to vision, hearing, touch, or other senses—to develop tailored learning and communication strategies that best support their development.

To practically support the sensory needs of pupils, I ensure that lessons are sensory-rich and adaptable to each young person’s individual requirements. This may involve using visual aids, providing a variety of sensory toys, lights, and materials, and creating a classroom environment that stimulates the senses in a way that is engaging and supportive. By carefully considering these sensory needs, I can create a learning space that is both accessible and effective for every student.

My experience working with young people with communication difficulties

Developing communication skills is crucial for every young person and especially those with Special Educational Needs and Disabilities (SEND), and I am confident in using a variety of communication tools creatively to support this development. I have experience in supporting the use of Augmentative and Alternative Communication (AAC) systems, PECS (Picture Exchange Communication System), Makaton signing, visual tools, and ALD boards and they form an integral part of my approach. These tools help students express their needs, thoughts, and emotions effectively, even if they struggle with verbal communication. I also incorporate gestures, objects and visuals to reinforce and support the development of receptive communication skills. By utilising these resources in a personalised and engaging way, I ensure that each student has the means to develop core vocabulary and communicate confidently and meaningfully, fostering greater independence and social inclusion. This multi-modal approach not only enhances language skills but also helps students build stronger connections with others, contributing to their overall emotional and social development.

My experience writing schemes of work to support young people with life skills

I am committed to advancing students' education while preparing them for adulthood and development of their life skills. I firmly believe that all students should be supported in working towards the four key outcomes of Preparation for Adulthood: health, friends and community, work experience and employment, and independence. As careers lead, I have extensive experience of devising schemes of work that support young people to develop their independence in these four areas. Additionally, I encourage students to take an active role in their learning by reflecting on their performance, setting goals, and developing individual action plans when appropriate.

When creating learning experiences for young people around this area of learning, I focus on building the eight essential employability skills outlined in ‘The Skills Builder Universal Framework.’ These skills are integrated into all aspects of learning, ensuring a consistent approach to skill development across both academic and life contexts.

I believe there are numerous motivating opportunities for young adults to develop these essential skills and gain a wide range of experiences as they prepare for their next steps into adulthood and develop their life skills.

• Environmental Studies: I guide students in developing an awareness of environmental issues and encourage them to contribute positively to their local community. I also ensure that they build essential skills that prepare them for adulthood. Educational visits within the local community are an important part of this process, providing meaningful interactions with employers.

• Hospitality and Catering: I teach students how to prepare and cook food safely, as well as how to properly use and store equipment. This knowledge can be applied in real-world work contexts, where students learn how to prepare themselves and their environment to serve food to others. Additionally, I arrange visits to local hospitality and catering businesses, offering valuable insights and direct encounters with employers.

• Enterprise: I support students in developing enterprise skills by guiding them in creating products to sell, such as wax melts, ice cream, and greeting cards. This hands-on experience provides real-life work exposure and helps students develop vital skills such as teamwork, problem-solving, and creativity, all of which are essential for their future careers.

Work Experience

I value work experience, work shadowing, and/or work visits as part of every young person’s individualised learning plan as I believe that every young person should have the opportunity to experience the world beyond the classroom, as it is a crucial part of their learning and personal growth.

I always endeavour to tailor their learning to each pupil’s individual needs, interests, and aspirations, ensuring they have a meaningful and relevant experience. These opportunities could include, but are not limited to, a range of local community settings, such as garden centres, supermarkets, football stadiums, leisure centres, and family-owned shops and cafés.

I work closely with each pupil to personalise these experiences, helping them develop essential skills and gain a broader understanding of the world of work. Experiencing different workplaces and community environments plays a crucial role in building real-world skills, increasing confidence, and preparing students for adulthood. These experiences provide opportunities to develop communication, teamwork, and problem-solving abilities, ensuring students are well-equipped to transition smoothly into both the workplace and community life.

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

In all my teaching practices, I prioritise creating engaging and motivating learning experiences that are focused upon the young person’s interests, ensuring that their educational journey is stimulating, motivating, and relevant to their needs. Through hands-on, sensory-rich activities, I provide opportunities for students to explore new concepts, express creativity, and develop a passion for learning. I believe there are many ways to do this including some which are outlined below.

Play

"Work and play are used to describe the same thing under different conditions." – Mark Twain

Play plays a crucial role in my teaching, especially for pupils working at early levels of development. It forms the foundation for all subsequent learning activities and is key to becoming an effective communicator. Without mastering the basics of communication, which underpins all other learning, it becomes difficult for a learner to progress. Learning to communicate is a complex process, and much of it takes place through play or play-like activities, which is often the most effective way for this learning to occur.

While play is fundamental to my approach, I have carefully considered what "play" means in this context. I define play as an activity that promotes learning, is enjoyable and motivating, and usually involves interaction with another person. Play focuses on building upon a pupil’s strengths, with the adult guiding them forward in their learning and communication. It’s important to note that play is not the same as "stimming" or repetitive behaviours that may serve a function for the pupil but don’t contribute to their development. Additionally, play isn’t an activity where the pupil is bored or requires a reward to participate. While I may model and demonstrate behaviours to support learning, play is not controlled by me—it's about giving pupils ownership of their learning and development.

I firmly believe that all pupils, can achieve through play. I focus on building upon the skills they already have, ensuring that play is purposeful, safe, and exciting. Play at my sessions can involve toys or objects, but it’s not always necessary. It offers a holistic approach that supports relationship-building and gives pupils the space to take control of their learning. I integrate play throughout lessons as appropriate, ensuring it is embedded in most activities. Play often involves strategies such as Intensive Interaction, with a primary focus on engagement. While objects may or may not be involved, the goal is to foster meaningful, motivating, and developmental play experiences.

Specialist approaches

Sensory Stories

A sensory story is an experience where a story is told using a combination of sensory experiences or props alongside a text. In these sessions, both the words and the sensory experiences hold equal importance in conveying the storyline. Sensory stories are simple, fun, and engaging, making them suitable for a wide range of pupils with varying learning needs—everyone enjoys them.

Sensory experiences are central to cognitive development and are not just an added extra—they are essential for each pupil's growth. Sharing a story together is a social bonding experience, and the story provides structure to the sensory stimulation. Repetition is key to making learning effective. By having a clear structure, sensory stories allow experiences to be repeated, increasing their predictability and providing a sense of security for the pupil.

Participating in stories is a way of saying, "I am sharing this with you." During these special story experiences, I guide pupils on a learning journey, carefully introducing a range of sensory experiences to capture their attention. This makes the story feel like a real-life experience that they can connect with and understand. I use various strategies to engage their senses, including touch, sight, sound, and even smell or taste, depending on the story.

I integrate sensory stories throughout the curriculum, carefully selecting or designing stories to meet each pupil’s individual learning needs. I use a variety of strategies to capture each pupil’s attention, creating a ‘wow’ moment that they can relate to. Sensory stories are used to help pupils interact with the curriculum in a multisensory way, bringing the learning to life.

Attention Autism

Attention Autism is a program that focuses on developing joint or shared attention, meaning the shared focus of two individuals on an object. It teaches essential skills for verbal communication, such as body language, eye contact, focused attention, and shared attention. The program progresses through various stages, promoting skills like turn-taking and completing tasks independently. The goal is to foster natural and spontaneous communication through visually-based and highly motivating activities.

I believe that the ability to attend is a fundamental skill for learning. Within my tutoring lessons, I focus on developing this ability to help pupils engage fully in all aspects of learning and communication. While the strategy is specifically designed for individuals with autism, its benefits extend to those who may not have an autism diagnosis but struggle with areas like concentration, shared attention, turn-taking, or independence skills.

Lego therapy

Lego Therapy is an effective and engaging approach I use within tutoring sessions to support young people with Special Educational Needs and Disabilities (SEND). This therapeutic technique encourages social interaction, communication, and teamwork through collaborative play with Lego blocks. By working together to build specific models, students practice important social skills such as turn-taking, problem-solving, and following instructions. Lego Therapy is particularly beneficial for students with autism, as it provides a structured yet creative way to enhance their communication abilities and emotional regulation in a safe and supportive environment. It also fosters a sense of accomplishment and boosts confidence, making it a valuable tool in helping young people with SEND develop both cognitive and social-emotional skills.

Colourful Semantics

Colourful Semantics is a powerful tool I incorporate into tutoring sessions to support young people with Special Educational Needs and Disabilities (SEND), particularly those with language and communication challenges. This approach uses colour-coded sentence structures to help students understand and produce sentences more effectively. By associating specific colours with different parts of speech—such as who, what, where, and when—students can visualise and organise their thoughts more clearly. This method supports the development of both receptive and expressive language skills, enabling students to form more complex and grammatically correct sentences. Colourful Semantics is particularly beneficial for students with autism, speech and language delays, or learning difficulties, as it provides a visual framework that makes abstract language concepts more tangible and easier to grasp. It also enhances their confidence in communication and encourages greater engagement in learning.

Arts

I believe that the Arts are essential for promoting positive emotional and physical well-being, particularly for children with SEND and PMLD. Engaging in drama, dance, art, and music allows pupils to make meaningful connections to real-life experiences, form lasting memories, and develop a strong sense of self. The creative nature of the Arts offers students a unique opportunity to experiment with their own creativity, build confidence, and foster independence, all within a safe and supportive environment. These activities not only enhance their emotional expression and communication skills but also provide a valuable outlet for self-discovery, helping them to engage with the world around them in a more meaningful way.

My skills and experience supporting young people to develop their independence.

As one of the four key outcomes of Preparation for Adulthood, I am dedicated to fostering independence in all the students I work with. By setting clear goals and providing consistent support, I help students develop essential life skills, from personal care to problem-solving. I incorporate opportunities for decision-making and self-expression in my sessions, empowering students to take ownership of their learning and feel confident in their ability to succeed. Encouraging independence is key to building self-esteem and preparing students for adulthood.

Although there are many different priority areas with regards to independence which differ for each young person, I believe communication plays a key role in developing a young person’s independence. Through the development of expressive and receptive language skills, pupils are able to make choices, express their emotions, develop their social skills and support their behavioural needs all of which contribute to the young person’s emotional wellbeing.

Assistive Technology

I have extensive experience teaching both children and adults to use assistive technologies to support their learning as I believe these tools are crucial in empowering students to overcome barriers and achieve their full potential. In my tutoring practice, I integrate assistive technology to support children with Profound and Multiple Learning Disabilities (PMLD), ensuring that each student has the tools and resources they need to engage with their learning in meaningful ways. By incorporating speech-to-text software, eye-gaze technology, and tailored communication devices, I provide students with alternative means of expression and interaction, promoting independence and active participation in lessons. I also use interactive apps and sensory-responsive tools to create engaging, multisensory learning experiences that cater to each child’s unique needs. These technologies not only support communication and learning but also foster a sense of achievement, helping students build confidence and self-esteem as they interact with their environment in a way that feels accessible and empowering, fostering greater confidence and independence in their academic journey.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships: As an SEN tutor and teacher, I develop emotional connection and trust through patience and empathy, taking time to build relationships and understand behavioural changes. By being reliable, kind, approachable, caring and showing a genuine interest, I build meaningful relationships with my pupils. I understand that behavioural challenges often stem from frustration, anxiety, or communication difficulties; I respond with calmness and understanding, and without judgement. I give students the space to communicate without feeling pressure, enabling them to feel understood and supported. To promote engagement, I always adapt my teaching to suit the learning style and needs of each student, creating an individualised learning plan. I incorporate the interests of the learner as much as possible, while facilitating and inspiring the development of new interests. I build confidence and self-value by encouraging the celebration of the learning journey and efforts of the student. I am experienced in open and frequent communication with families to ensure that the student’s needs are consistently met, strengthening the student’s sense of support. I am also skilled in collaborating with specialists, such as speech and language therapists and psychologists to refine my teaching approaches.

My experience working with young people with autism: As a teacher and curriculum leader at a school with an outstanding and inclusive resourced provision for children with ASC, I have in-depth experience supporting learners who are on the autism spectrum. I understand how ASC can affect communication, social interaction, sensory processing, and behaviour in children and young people. As a tutor of autistic children, I create structured, predictable learning environments that help children with ASC to feel secure and enjoy their learning. This includes visual schedules, clear routines, and task breakdowns. I am skilled in working from and adapting different curriculums to suit the vast array of needs of learners with ASC. My approach combines emotional, social and behavioural support with a tailored and adaptable learning plan. This enables my students to thrive academically and emotionally, as well as develop in their confidence and independence.

My experience working with young people with PDA: Teaching and tutoring for over a decade in a variety of settings has enabled me to develop extensive knowledge of Pathological Demand Avoidance, including its characteristics, such as anxiety-driven behaviour, social communication challenges, and avoidance strategies. When working with children with PDA, I act as a facilitator rather than a teacher. I minimise pressure and promote engagement by being flexible in my objectives and outcomes and always tailoring the learning to the interests of the young person. I provide my students with choices and enable them to lead their learning. My avoiding language that can feel demanding and strewing when possible, I create low-demand environments, where students feel safe to express themselves and engage in learning at their own pace. It is essential to establish a strong, trusting relationship, which I do through active listening, empathetic communication, and by taking the time to get to know each pupil, their interests and their needs. I am experienced in developing individualised learning plans tailored to each student's strengths, interests, and challenges, ensuring that goals are realistic and achievable. In order to achieve positive interactions and reduce anxiety for my pupils with PDA, I use collaboration to navigate learning tasks and avoid demands. To support students in feeling calm and regulating their emotions, I teach mindfulness techniques, breathing exercises, and the use of sensory tools (if and when these are beneficial to the individual).

My experience working with young people with anxiety: I have over 10 years of experience working with young people with anxiety in both tutoring and classroom settings. I have effectively supported children across a range of ages and anxiety levels, including social anxiety, PTSD and generalised anxiety, which have been linked to a wide range of SEMH issues, personal circumstances and special educational needs. My experience includes:

• Tutoring sessions for children who struggle with school-related anxiety, helping them regain confidence and improve performance in subjects that once caused fear or avoidance
• Leading nurture groups in which I helped students engage in discussions, social interaction, and collaborative learning by fostering a supportive, pressure-free environment
• Working closely with families and mental health professionals to integrate therapeutic goals into tutoring plans, ensuring a holistic approach to both learning and emotional well-being.

I apply anxiety-sensitive teaching strategies; teaching emotional regulation; customising learning plans and building relationships. I have seen first-hand the transformative impact that compassionate, anxiety-sensitive tutoring can have on a child’s progress and overall well-being. My goal is to empower students with the tools they need to not only succeed in their learning but also manage their anxiety in a way that promotes long-term confidence.

My experience working with young people with SEMH needs: Most of the children and young people that I have worked with as a tutor have had SEMH needs. I approach this differently for each individual but always do so with kindness and compassion. To address the mental health needs of my students, I take into account the sensory environment, use movement or yoga, mindfulness techniques, art, journaling and games that involve play. I support students to identify and regulate their emotions through the use of social stories and using zones of regulation.

My experience working with young people with sensory and/or auditory processing needs: Every learner requires different strategies to keep them regulated and engaged. As a priority, I ensure that I am aware of and understand the sensory and processing needs of my students. I then shape the tuition sessions to meet those needs. This starts with the learning environment and continues through each learning activity. Tasks need to be personalised as much as possible, through the use symbols, images or tactile learning experiences, to name a few examples. Repetition, overlearning, interleaving and consolidation are vital for students with any processing needs.  

My experience supporting young people to develop study-skills and executive functioning skills:  I employ many strategies that help students to study and support their executive functioning skills, such as breaking down tasks into small steps, using visual aids (colour coding and mind-mapping) and creating study timetables. I think it is important to facilitate the development of a growth mindset, which enables children to embrace their mistakes as part of their learning. Along with relaxation and mindfulness techniques, this reduces stress and protects the mental health of the young person in relation to their learning. It is important to involve the learner as much as possible so that they become aware of how they learn and learn to identify what works best for them – they can then apply this understanding with increasing independence.

My experience teaching community support and outside activities: Several of my students prefer outdoor learning experiences, such as gardening and conservation. I am a trained Forest School practitioner. I have led many educational visits involving small groups, as well as entire school year groups. These have been focused on a wide variety of subjects, including history, geography, art, community action projects and even travelling around Europe to learn about different cultures. I have also led summer camps in London, which were themed around sport and adventure play.

My experience working with young people to boost their confidence and self-esteem: Part of building meaningful, positive relationships with my students is the creation of a safe, supportive learning environment, where mistakes can be made. I believe that celebrating the individuality of my students is vital in developing their confidence and self-esteem. I set goals that are achievable for the learner, however small or incremental. This way my students feel successful, develop in their self-esteem and build the confidence to challenge themselves further. By designing scaffolding that enables the learner to achieve in their learning, I enable pupils to develop a positive perception of their learning journey. I use frequent and specific praise; I celebrate effort and progress, not just achievement of the end goal or a correct answer. Through teaching resilience and modelling a positive attitude, I promote a growth mind-set.

My specialist experience providing engaging sessions to inspire a love of learning: As a tutor, I identify the interests of my students and apply them to the learning, while developing and expanding those interests by inspiring new ones. When planning tutorial sessions, I follow the philosophy of EPIC: every lesson should be exciting, practical, interesting and creative. With this as the basis of my teaching, I ensure that lessons are relevant to the lives of the participants. I create opportunities for discussion and debate. I make learning practical through outcomes such as cooking, letter writing or activism. To make learning creative I link subjects such as maths and art or history and drama. Wherever possible, I create immersive or multi-sensory learning experiences.

My skills and experience supporting young people to develop their independence: To promote independence I teach children to take responsibility for their own learning environment in terms of its preparation, organisation and maintenance. I offer children appropriate choices in their timetable or learning outcomes to encourage them to take ownership of their learning journey. I help children to understand the ways in which they learn best so they can apply that knowledge to their independent learning. Also, in order to support children in taking responsibility, I keep learning open and adaptable so that students can influence it along the way. To build intrinsic motivation, I create a love of learning, by making it interesting, fun and achievable.

My experience supporting young people with social interactions and friendship skills: I use regular check-ins to discuss social interactions and friendships with students. I do this by listening to their perspectives on situations from their own lives and working together to identify ways they could be developed. If beneficial to the student, we role play the ideas to build confidence. As a class teacher in a primary school I used circle time to teach, discuss and practise the skills required for effective social interactions and friendships. As phase leader I ran nurture groups to support children who needed more time and practice to develop these skills. As a year 6 lead, I ran transition groups, which aimed to prepare children for the social aspects of secondary school through role play, discussion and the evaluation of example scenarios. I take care to reinforce examples of positive social interactions, as well as model effective conversational skills. In order to support children, who found it difficult to make friends, I implemented a buddy system, when more confident children could support those who found social interaction more difficult.

My experience teaching maths and English: I have a consistent and longstanding record of outstanding English and maths teaching - mainly in key stage 2, but also 1 and 3. I was Maths Subject Leader for seven years, during which time, I led the school in a highly successful transition in our approach to the teaching of maths, resulting in a more accessible, varied and holistic curriculum. I designed and delivered training for teachers, support staff and ECTs across four schools. I went on to mentor a new maths leader, while I oversaw a wider section of the curriculum. In several roles, I have coached and mentored teachers in their planning and delivery of English lessons. I supported teachers by modelling lessons that included reading, writing and oracy skills. I am skilled in using my knowledge of the curriculum to adapt learning, tailoring it to the needs of individuals, enabling my pupils to develop their confidence and fulfil their potential.

My experience teaching children with speech and language needs: I have taught many children with speech and language needs, including those who are non-verbal due to medical issues, autism and anxiety. I provide patience and encouragement in a positive, pressure-free environment. To support the learning preferences of my students, I use multi-sensory techniques, making learning auditory and kinaesthetic. I adapt communication to suit the needs of each learner, employing visual tools such as PECS, communication boards and visual timetables. I identify the interests of my students and apply them to their learning, so that each young person is motivated to communicate.

My experience teaching children with dyscalculia, dyslexia and dyspraxia: My approach when teaching children with specific learning difficulties such as dyscalculia, dyslexia, and dyspraxia emphasises understanding each student’s unique strengths and challenges while using tailored teaching methods to promote academic success and confidence. As an experienced teacher, I bring a wealth of expertise in creating personalised, supportive learning strategies that empower students to achieve their full potential. When teaching children diagnosed with dyscalculia, I use a lot of visual representations and concrete resources to support their understanding of mathematical concepts. I break learning down into small, achievable steps. I then teach each step through a variety of ways in order to strengthen my students’ understanding. In order to support children in combating difficulties with coordination and motor skills, I implement physical adaptations and practical tools that work for the individual. I break down tasks into small, clear steps and provide structured routines to support organisational skills and task management. Through patience, flexibility and adaptability, I create a pressure-free learning environment in which children can enjoy and celebrate their progress.

My experience teaching children with ADD and ADHD: As a highly experienced teacher, I specialise in creating structured, engaging, and supportive learning experiences. I use a range of tailored teaching strategies to help students with ADD and ADHD thrive academically, socially, and emotionally. I ensure that my students can access the curriculum and reach their full potential by understanding and addressing their unique challenges with attention, focus, and self-regulation. I make learning interactive, hands-on and fun in order to engage my students with their learning. I use positive reinforcement to motivate, build confidence and develop self-esteem. In order to develop skills such as organisation, prioritisation and self-regulation, I provide executive functioning support through resources like checklists, planners and timers.

My experience tutoring children with working memory difficulties: I create a learning environment that not only addresses the cognitive challenges these students face but also builds their confidence, enabling them to succeed academically and develop critical lifelong skills. As an experienced teacher, I have developed in-depth knowledge of how working memory issues affect learning, including difficulties with following multi-step instructions, remembering key details, and holding information in mind while completing tasks. I use targeted teaching techniques, such as breaking down complex tasks into smaller, manageable steps, repetition, visual aids, and chunking techniques to support retention and recall of information. These methods make learning more accessible and reduce cognitive load. To support students in developing their working memory, I employ memory-enhancing strategies and a multi-sensory learning approach. My goal is to empower these students with tools and strategies that allow them to overcome their memory-related obstacles and unlock their full academic potential.

My experience teaching children with global developmental delay and learning difficulties: I have taught many children with GDD and learning difficulties and understand the wide range of needs they may present. I make certain to gain a holistic understanding of the individual so that I can tailor learning to suit their interests, learning styles and developmental needs. In order to engage my students, I use a creative approach to teaching, where learning is multi-sensory. Hands-on activities, visual resources and games also support the retention of information. I take time to build an authentic, trusting relationship with each pupil so that they feel secure and calm and are able to enjoy learning at their own pace. I aim to build confidence and self-worth by celebrating the progress and effort made by students.

My experience tutoring children and young people with complex medical needs: As a medical inclusion tutor I have a strong understanding of a wide range of medical conditions, including chronic illnesses, neurological disorders, and sensory impairments. I provide high quality, bespoke education to my students, whilst prioritising their health needs. I have the adaptability to modify lesson plans based on the child's energy levels, health condition, and hospital stays, ensuring educational continuity. I understand the emotional and psychological impact of long-term medical conditions on children. I provide nurturing, empathetic support to foster self-confidence, resilience and positivity alongside academic progress. I am experienced and skilled in collaborating with families and medical professionals in order to integrate therapy goals with educational benchmarks. As a teacher of young people at a school for profound and multiple learning difficulties, I am experienced in working one-to-one with young people with physical disabilities, experiencing movement and speech difficulties, supporting them with personal care and using PECS as one tool for communication.

Specialist SEND Tutoring

I have extensive experience working with young people with SEND, including those with Autism (ASC), ADHD, ADD, PDA profiles, SEMH needs, working memory and attention difficulties, and speech and language challenges. My focus is always on developing trusting and meaningful relationships that create a safe, supportive learning environment. By tailoring my approach to each individual, I help students feel valued, understood, and confident in their abilities.

Mindfulness-Based Approaches for Focus and Wellbeing

Where appropriate, I draw on my training in Mindfulness-Based Approaches to help students manage stress, build focus, and develop resilience. This can be particularly effective for students experiencing anxiety, emotional dysregulation, ADHD, or academic pressure. Techniques such as grounding, breathing exercises, and reflective practice are introduced flexibly, always at the student’s pace, to promote wellbeing and self-regulation.

Supporting Students with Working Memory and Attention Difficulties

For students with challenges around working memory, executive functioning, or attention, I use structured, evidence-based techniques such as breaking tasks into manageable steps, using visual organisers, and embedding active recall strategies. These methods support information retention and application while reducing overwhelm.

Teaching and Tutoring Across the Key Stages, Including A-Level

I have taught Art & Design and Design & Technology up to A-Level and have tutored a wide range of subjects across the key stages, including Maths, Biology, Psychology, Sociology, and English. My experience spans both academic skills and study skills coaching, from helping KS2 students build strong foundations to supporting A-Level students with exam preparation. I adapt sessions to balance academic progress with confidence-building and motivation.

Building Confidence and Self-Esteem

My sessions are designed to empower students by celebrating achievements and promoting a growth mindset. Through patient guidance and carefully structured challenges, I help young people rebuild self-belief and resilience, particularly those who may have experienced setbacks in their education.

Inspiring a Love of Learning

I design creative, interactive sessions that are tailored to students’ interests, making learning enjoyable and accessible. By connecting subjects to real-world contexts and personal strengths, I aim to reignite curiosity and intrinsic motivation, especially for those who may have disengaged from school.

Promoting Independence

A core part of my teaching is equipping young people with the skills to become independent learners. This includes supporting organisation, time management, problem-solving, and self-reflection. My goal is to help each student feel a sense of control and autonomy in their education, preparing them for success both in school and beyond.