London

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.

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 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 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 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 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 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 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 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 Emotional regulation

I recognise the importance of teaching emotional regulation, particularly for children with SEND, as it underpins their ability to engage meaningfully with learning and social experiences. Drawing on my expertise as both a teacher and music therapist, I use a range of strategies—including musical improvisation, sensory activities, and structured routines—to help students identify, express, and manage their emotions. Music provides a powerful, non-verbal outlet for emotional exploration, allowing children to develop self-awareness and coping mechanisms in a safe and supportive environment.

•  My experience teaching Study Skills & Executive Functioning Skills

To teach study skills and executive functioning skills, I use structured, multi-sensory approaches to support areas such as organisation, planning, time management, and task initiation. Drawing on my background in music therapy, I incorporate rhythm, routine, and creative strategies to reinforce memory, focus, and emotional regulation—key components of executive functioning. My approach is highly individualised, enabling students to develop strategies that are practical, accessible, and transferable across subjects and daily life.

•  My experience teaching Functional Skills (English& Maths)

I recognise the importance of creating functional skills-based learning, working towards the outcomes outlined in Education, Health and Care Plans. The aim to support the child to achieve as much independence as possible in their future, is embedded in my practise, extending across the core subjects.

•  My experience teaching Social Communication and Interaction 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 teaching Community support and outside activities

I enjoy teaching Community support and outside activities, providing invaluable opportunities for students to develop essential life skills. Combining my experience as a teacher and music therapist, I incorporate creative and interactive approaches that encourage social engagement, independence, and confidence in unfamiliar environments. Whether through group music-making, or collaborative projects, I help students build meaningful connections and practice communication and cooperation skills in wider community settings. These experiences not only enrich their learning but also empower children to participate more fully in everyday life beyond the classroom.

•  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 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 inclusion tutor and experienced 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, 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, as well as the achievements. 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 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 mindset.

My experience teaching children with PDA: Teaching 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 teaching children with PDA, I minimise pressure and promote engagement by being flexible in my teaching strategies. For example, I provide my students with choices and enable them to feel like they are leading their learning. 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. To develop independence, I encourage students to set their own goals and provide them opportunities to make choices.

My specialist experience providing engaging sessions to inspire a love of learning: 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. I identify the interests of the learners and apply them to the learning, while developing and expanding those interests by inspiring new ones.

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 teaching children with ASC: 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 autistic spectrum. I understand how ASC can affect communication, social interaction, sensory processing, and behaviour in 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, including those who are high functioning. 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 teaching children with anxiety: I have over 10 years of experience in teaching students 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
• Classroom teaching and small group sessions where 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 academic tutoring plans, ensuring a holistic approach to both learning and emotional well-being.

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

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 kinesthetic. 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.

With over 15 years of teaching experience, including more than five years as a specialist one-to-one SEND tutor, I bring a warm, relational and personalised approach to working with young people with a wide range of needs. My focus is on developing trusting, meaningful relationships with each student, supporting them to grow in confidence, build independence, and re-engage with learning in a way that feels safe and enjoyable.

Specialist Experience with SEND including Autism (ASC)
I have extensive experience supporting young people with autism, including those with demand-avoidant profiles. I tailor each session to the individual, creating predictable, low-anxiety learning environments that allow students to feel secure and understood. I also work creatively and flexibly to accommodate sensory preferences, communication styles and special interests, often drawing on visual supports and multi-sensory activities.

Speech, Language and Communication Needs
I have supported young people with a variety of speech and language needs, including gestalt language processing, selective mutism, and verbal dyspraxia. I take a highly sensitive, student-led approach—using play-based learning, visual tools, co-regulation strategies and clear, respectful communication to support expressive language and interaction in a pressure-free way.

Social Interaction and Friendship Skills
I design sessions that gently support the development of social understanding, using structured games, role-play and real-life scenarios to practise turn-taking, perspective-taking, and making and maintaining friendships. My approach is always respectful and strengths-based, helping children feel more confident navigating social situations in their own way.

Confidence and Self-Esteem Building
Helping students to feel good about themselves is central to my approach. I celebrate small steps, encourage autonomy, and build from each child’s existing strengths and interests. Over time, I support young people to recognise their own progress, develop a growth mindset, and take pride in their learning.

Inspiring a Love of Learning
My sessions are creative, highly individualised, and designed to feel safe, calm and enjoyable. I incorporate play, movement, and hands-on tasks where appropriate, and love finding ways to connect curriculum learning to real-world experiences and interests. I also draw on my background in design and technology to create exciting, engaging learning projects.

Primary English and Maths
I have taught primary English and maths for many years, using concrete resources, visual models and step-by-step scaffolding to help students grasp key concepts and build solid foundations. I adapt my pace and teaching style depending on the child’s needs, and often use storytelling, games and hands-on activities to make learning fun and accessible.

Supporting Independence and Executive Functioning
I help young people develop organisation, time management, and self-regulation skills through visual supports, consistent routines and structured guidance. My goal is to build the confidence and skills that will support them both in and beyond the classroom.

Mindfulness and Emotional Wellbeing
Alongside my teaching, I have studied for a Master's in Mindfulness-Based Approaches, and I integrate mindfulness and wellbeing strategies into my sessions where appropriate. This can be especially helpful for students with anxiety or emotional regulation challenges, and offers them practical tools to feel more in control and resilient.

I have taught in the independent sector for over three decades, helping students achieve top grades in Science and recently worked in a school which provides education for students who have SEND requirements. I have taught Entry Level Science, Double Award Science and Separate Science (Physics, Chemistry and Biology) at GCSE, and Triple Science (Physics, Chemistry and Biology) at IGCSE. I have prepared students for exams with AQA and Edexcel; I am also familiar with the OCR board. I have helped prepare SEN students for Common Entrance exams at 11+ and 13+ including interview practice. I have tutored adults who are preparing for Functional Skills exams in English and Maths and supported students preparing for GCSE Maths. In my work as assistant head of sixth form I have supported students as they prepare their UCAS applications including advice on writing personal statements and preparing for interviews.

As a teacher, I have a proven track record of helping underperforming students achieve their potential. My ability to motivate and inspire students is well-recognised, and I have consistently seen improvements in academic outcomes and student self-confidence. My role as assistant head of Sixth Form, where I led a team focused on student welfare, is a testament to my commitment to student success. I oversaw the rapid growth of the Sixth Form, ensuring a nurturing and supportive environment that facilitated academic excellence.

My specialist experience of working with SEN students: As a dedicated SEN tutor, I specialise in creating personalised learning experiences for students with autism, ADHD, dyslexia, and other needs. Building trusting relationships is at the heart of my approach, ensuring each child feels supported and understood. For example, I worked with a student sensitive to sensory stimuli, adapting science experiments to meet his needs while keeping him engaged. Regular one-on-one check-ins helped build rapport and confidence.

For a student with autism and a passion for Biology, I designed independent projects that aligned with the curriculum, allowing him to explore advanced topics at his own pace. This tailored approach boosted both his engagement and academic performance.

I integrate technology and sensory activities to make learning accessible and enjoyable, using interactive whiteboards, apps, and hands-on lessons to suit each student’s strengths. I challenge low expectations often placed on SEN students by showing them how to navigate their learning barriers and achieve success through effective teaching strategies.

My commitment to providing individualised support helps students grow academically and personally, giving them the confidence and tools they need to thrive. I am determined to help every child realise their full potential in a nurturing and inclusive environment.

My specialist experience of working with dyslexia: I have extensive experience supporting students with dyslexia, using tailored, multisensory strategies and assistive technology to enhance their learning. For example, with O., a bright student with dyslexia, I incorporated multisensory activities like sand writing, engaging her visually, auditorily, and kinaesthetically. This approach helped her grasp complex concepts more effectively, and collaborating with a speech therapist made learning both fun and productive.

For J., assistive technology was key. I introduced text-to-speech software and dyslexia-friendly fonts, transforming his reading experience. These tools reduced the barriers he faced, boosting his confidence and academic performance. His newfound love for Biology showed how technology can empower students with dyslexia to explore subjects once seen as unreachable.

Progress is incremental for dyslexic students, as I saw with S. Celebrating small victories, like reading new words, was essential. By breaking down science vocabulary into manageable chunks and celebrating each achievement, I helped her view learning as an attainable goal rather than an overwhelming challenge.

My specialist experience of working with ADHD: I have worked with many students with ADHD, tailoring my teaching to provide personalised support. For example, one student struggled with focus during traditional lessons, so I introduced hands-on activities and interactive learning stations. This allowed him to move around and engage with the material in a way that suited his attention span and energy levels.

I also implemented flexible seating options, including standing desks and wobble stools, and provided frequent brain breaks to help him manage his energy. Structured routines, visual aids, and clear instructions created a predictable environment that improved his focus. I maintained regular communication with his parents, inviting them to observe a lesson and aligning classroom strategies with those used at home. This unified approach helped alleviate their concerns.

Positive reinforcement, such as house points, celebrated each small success and boosted his self-esteem. By adapting the learning environment and recognising his achievements, I created a space where he could thrive. This approach fostered academic success, improved behaviour, and built self-confidence, ensuring that the student's unique needs were met.

My specialist experience of working with dyscalculia: I have extensive experience working with young people with dyscalculia, helping them develop confidence and strategies to overcome their challenges in maths. Understanding that dyscalculia affects number sense, memory retrieval, and problem-solving, I tailor my teaching to provide structured, step-by-step guidance that breaks down complex concepts into manageable parts.

I use a multisensory approach, incorporating visual aids, hands-on activities, and real-world applications to make abstract mathematical concepts more tangible. By integrating number lines, manipulatives, and rhythm-based learning, I help students develop a stronger sense of numbers and patterns. I also focus on strengthening their working memory through repetition, scaffolding techniques, and consistent reinforcement of key skills.

Building confidence is central to my approach, as many students with dyscalculia experience maths-related anxiety. I create a supportive, low-pressure environment where mistakes are seen as learning opportunities rather than failures. Encouraging a growth mindset, I celebrate progress at every step and use positive reinforcement to build resilience.

Collaboration with parents, teachers, and specialists is also key, ensuring consistency in strategies across learning environments. My goal is to equip students with practical skills, boost their self-belief, and foster a more positive relationship with maths, helping them achieve their full potential.

My specialist experience of working with dysgraphia: I have many years of experience supporting young people with dysgraphia, helping them develop confidence in their written communication and overcome barriers to learning. Understanding that dysgraphia affects handwriting, spelling, and the ability to organise thoughts on paper, I tailor my teaching strategies to reduce frustration and build essential writing skills.

I use a multisensory approach, incorporating oral storytelling, dictation software, and hands-on activities to help students express their ideas without the pressure of handwriting. I provide structured scaffolding techniques, such as graphic organisers, sentence starters, and word banks, to support written expression and build fluency. By breaking down writing tasks into manageable steps, I help students develop organisation and coherence in their work.

Since many students with dysgraphia experience low confidence in their writing abilities, I create a supportive, non-judgmental environment where effort is celebrated over perfection. Encouraging a growth mindset, I help students see improvement through small, achievable goals.

I also collaborate with parents, teachers, and therapists to implement assistive technology, handwriting exercises, and alternative learning strategies tailored to each student’s needs. My goal is to empower students with the tools and self-belief they need to express themselves effectively and succeed academically.

Assisting with homework, study skills and exam techniques (particularly those facing challenges with executive functioning skills): I have enjoyed teaching young people how to develop study skills and executive functioning strategies, particularly those preparing for SATs, 11+, GCSEs, and post-16 exams. Many of my students struggle with organisation, time management, and planning, so I provide structured routines and practical tools to help them manage their workload effectively.

To support executive functioning, I use visual schedules, checklists, and planners to create clear, predictable routines. Breaking down large tasks into smaller, manageable steps allows students to approach assignments with confidence. I also incorporate mind maps, study visuals, and revision techniques such as active recall and spaced repetition to enhance retention.

For exam preparation, I guide students in modifying and condensing notes, using strategies like flowcharts and bullet points to simplify information. I also teach time management skills, practice exam techniques under timed conditions, and provide targeted strategies for different question types.

Additionally, I use interactive activities and games to develop planning and organisational skills in an engaging way. Visible timers help students pace themselves, while a structured learning environment—whether online or in-person—supports focus and productivity. My approach fosters independence, self-confidence, and long-term study habits, empowering students to manage their learning more effectively.

My experience working with young people to boost their confidence and self-esteem: Boosting the confidence and self-esteem of young people is a key part of my role as a tutor. I have seen the transformative power of education and mentorship in helping students overcome self-doubt and develop self-belief. Creating a supportive learning environment where students feel safe to take risks, embrace challenges, and learn from mistakes is central to my approach. By fostering a growth mindset, I help students shift their focus from what they struggle with to recognising their achievements, no matter how small.

Building strong relationships with students is essential in this process. Taking time to understand their strengths and challenges allows me to tailor teaching methods to their individual needs, ensuring they feel valued and capable. I use positive reinforcement, SMART goals, and structured reflection to help students recognise their progress and build resilience.

Beyond academics, I aim to equip students with the confidence to tackle life’s challenges. Encouraging perseverance and a positive mindset helps them develop independence and self-assurance. Watching students grow in confidence, take pride in their progress, and step into their future with a strong sense of self-belief is one of the most rewarding aspects of my work as a tutor.

My skills and experience supporting students to develop their independence: My role as a teacher is to guide students toward becoming independent learners, gradually transferring responsibility to them. From the first session, I encourage students to set their own goals, giving them ownership of their learning and increasing their engagement. When students take control of their education, they build confidence, develop problem-solving skills, and become self-directed learners.

To foster independence, I use reciprocal teaching, an active learning method where students engage in the ‘fab four’ strategies: questioning, clarifying, summarising, and predicting. This approach shifts lessons from teacher-led instruction to student-led discussion, allowing students to take on various roles and lead activities. By the end of a session, they often guide their own learning, reinforcing understanding through peer collaboration.

I also incorporate choice within activities, encouraging students to select tasks that align with their interests and learning styles. Collaborative lesson planning and reflection further develop their critical thinking and self-awareness. Additionally, I teach practical skills like time management and organisation using tools such as mind maps and visual schedules. Over time, I step back, allowing students to take charge while providing support when needed. Watching students become confident, independent learners is fulfilling and exciting

Getting to know the learner – I will introduce myself to the student, discussing my work in education as well as hobbies and interest. I then give students a chance to introduce themselves as a person including their interest, dreams and aspirations.

Learning – I then teach students about the learning processing using the CAMR system which I devised. Each stage of learning is identified and broken down so that they understand what happens when they are learning effectively.

Identify learning styles – All students complete an online assessment process which identifies their main learning styles. We then discuss the most effective strategies that work for them and identify practical ways they can use these in the classroom.

Personal learning plan (PLP) – All students complete an online science assessment that allows me to identify their level and standard which is then used to construct a PLP which incorporates SMART targets. Students are regularly assessed and their progress compared with the targets, adjustments can then be made to the learning programme if targets are not being met. When writing an PLP, I ensure that the language is precise and accessible. I include detailed observations, measurable goals, and specific strategies that teachers and parents can implement. Additionally, I provide a summary for parents, ensuring they fully understand the plan and can reinforce it at home.

My teaching background working in mainstream, hospital and alternative provision has enabled me to develop a deep understanding of the varied needs of pupils with Health needs and SEN. I am comfortable and experienced creating personalised learning plans for pupils to enable them to access education and thrive. I believe it is important to work at  the learner's own pace to nurture them and boost their confidence.

I have supported many pupils to become increasingly independent and confident learners. This includes access to public exams such as GCSE and Functional English, where appropriate. I am a GCSE English Language examiner.

In addition to my English teaching, I  have lots of experience applying myself to subjects outside my English specialism (e.g humanities, creative arts, food tech) to support pupils who need a more cross-curricular, creative or  topic-based approach to their learning. For example, I have delivered outdoor learning activities, taught young people to cook and I have worked closely with London museums and art galleries to create projects and visits.

I have many years’ experience of teaching pupils 1:1 and am warm, nurturing, compassionate and consistent in order to create a positive learning experience for my pupils, parents and carers.

The SEN (Special Educational Needs pupils) that I have worked with include: Autism (ASD), Moderate learning difficulties, challenging behaviour, Downs Syndrome, Bi-polar, psychotic tendencies, ADD, OCD, ADHD, PDA, anxiety and general behaviour difficulties caused by early years trauma and attachment issues. At times supporting these pupils and their parents to achieve a diagnosis or change in EHCP or educational placement. I have liaised with a wider range of professionals for safeguarding, LAC and young offenders. I welcome a challenge and I am driven to achieve the best possible outcomes for the individuals I work with.

My skills and experience working with students with autism: I am a confident and experienced teacher with a passion for improving the physical and mental wellbeing of students whilst achieving their educational outcomes outlined in their EHCP’s. Accumulating over 22 years’ experience working in secondary education provisions for pupils with special educational needs.  I have an extensive knowledge of SEN ranging from autism (ASD) to SEMH which have caused pupils to become disaffected with their learning and therefore had a detrimental effect on their attainment. I have throughout the last two years worked with a variety of students with Autism in care homes and home settings to re-engage their interest in learning. By creating an individual learning package based around their hobbies and interests to reintroduce maths and english and a thirst for learning. Devising timetables and schedules with PECs and basic makaton where needed, allowing learning through fun with clear boundaries to help lead them back into school or college placements.

My skills and experience working with students with challenging behaviour, and social and emotional needs: Working in and being the headteacher of a school for pupils with social, emotional and mental health difficulties I have developed strong behaviour management underpinned with nurturing principles. Building trust in relationships with pupils has allowed me to challenge them without causing conflict. Within this role it has been important to identify barriers to learning and devise strategies to enable them to engage in their learning, develop their self-worth and take ownership of their own learning. I have devised a reward system and set personal learning goals which have linked into learning outcomes from EHCPs.

Working with EHCPs, CAMHS and students with Mental Health Needs:  I am a fully qualified teacher with a BA Hons. in Education and NPQH, I have taught in mainstream secondary and special schools. I have considerable experience of teaching in and leading in secondary settings. I have a good working knowledge of the SEN Code of Practice, Education Health and Care Plans liaising with CAMHS to strengthen the resilience of children with mental health issues. I began working in SEN in 1998 and moved from an MLD setting to a SEBD provision in 2006 which then became SEMH. I have developed my personal journey from working as a member of the SLT in a special needs school to a 1:1 tutor for a young adult with mental health difficulties, Asperger’s and PDA in a specialist mental health care home. Working with students with PDA both within schools and on a 1:1 basis, it has been important to develop clear boundaries for safety and to enable learning whilst balancing this with fun learning that allows for their creativity to help them engage in all areas of the curriculum whilst developing their personal and social interactions.

My general experience teaching young people with significant SEN difficulties: I am an experienced class teacher, working with students with significant communication and sensory processing difficulties. I have worked closely with Speech and Language Therapists and Occupational Therapists to incorporate an integrated approach to teaching and learning to create a positive learning environment. This includes using PECS, Intensive Interaction, Attention Autism and more

I am experienced in supporting students with severe medical and physical needs and am confident with following medical and physiotherapy care plans and interventions and am confident to create an integrated approach and am keen to create a dialogue to utilise a holistic way of teaching

I am experience in supporting children with ADHD through utilising clear visual timetables, structuring sessions to allow for movement breaks and providing clear modelling to support their attention and engagement throughout sessions

I am a qualified early years teacher and am passionate about early intervention and strategies to use at home with parents and carers and in sessions to support routines, learning and with more challenging behaviour in the fundamental years as children begin their education journey.

My experience teaching Primary English: I am also proficient in teaching phonics and reading skills to support younger students with challenges in this area. As a result, my literacy teaching is multisensory and can be messy! It can also involve movement, songs and fun and I believe this is fundamental to embed reading and writing skills, particularly if there are barriers to this such as dyslexia

My specialist experience providing engaging sessions to inspire a love of learning: I use a positive behavioural approach to behaviour management and find ways to motivating students to engage in their learning. I believe in getting to know the students to know what they like is fundamental to keeping them interested in learning. I am also keen to keep clear lines of communication open to discuss how best to support your child and their behaviour.

I developed a maths curriculum to support learners with their maths and utilise a movement and problem solving based strategy to maths learning.

My experience working with young people to boost their confidence and self-esteem: I believe in providing a pathway to support autonomy and independence. Through improving communication and problem solving skills clear, reliable structure to sessions, I have seen my students improve massively in their self confidence and willingness to try new things. I believe in a positive behaviour management technique, which includes getting to know what motivates students to take risks and try new things and engage in activities that they may not initially believe the can do. I believe in also providing clear feedback and receiving feedback from the students to engage in a dialogue to understand how big to make these challenges and set out a road map so learning doesn't appear too overwhelming