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- In Person
- Online
- Either in person or online
Before joining SENsational Tutors, I was a primary school teacher for 8 years. I worked in city schools where the prevalence of SEND pupils was much higher than the national average. I quickly came to love working with children who found the school system difficult, as I enjoyed creating specific support plans for each individual child. I realised the importance of this work and decided to become a tutor, so I can focus and dedicate my energy and expertise to one child at a time.
Specific diagnoses
I have recent and substantial experience working with students who have been diagnosed with autism spectrum conditions, ADD, ADHD, anxiety, selective mutism, communication and language delays, visual impairments, dyspraxia, dyslexia and Down's syndrome. For each child with additional needs I have taught, I have worked closely with the team around that young person: parents, therapists, SENCos. Additionally, I have read and studied more about specific conditions and research-proven ways to teach effectively.
SEMH
I have a wealth of experience teaching children and adults with SEMH needs. Especially since the pandemic, I have found that there are significant barriers to learning for some people who might not have a formal diagnosis. I have been successful in raising aspirations and outcomes of those who have a history of clashing with the traditional schooling system. I have just successfully completed a university-level diploma titled 'Trauma Informed Schools and Communities' and I graduated with a distinction.
Secondary-aged pupils
As part of my self-employed tutor role, I support teenagers around Greater Manchester to raise their grades in GCSE maths. I am able to complement their school education with weekly tailored guidance and practice in areas I identify as needing support. I keep diligent records on their learning to ensure consistent progress. I can support students work towards 11+, 13+, Functional Skills Qualifications and GCSEs.
Adults with SEND and SEMH needs
Alongside my self-employed work, I spend half of my working week teaching Functional Skills to adults who are preparing to re-enter the workforce. I have experience teaching fast-track courses in order for my students to gain important qualifications - namely Level 2 maths and English, which is required for almost all job applications. I am trained in core therapeutic skills and my practice is fully trauma informed.
Qualifications
- Diploma in Trauma Informed Schools and Communities (University of East London 2025) Grade: Distinction
- PGCE Primary Education with Mathematics Specialism (Edge Hill University 2015)
- Qualified Teacher Status (2015)
- BSc. (Honours) Mathematics (The University of Manchester 2014)
- A levels: Maths, Further Maths, Japanese, Art
- 12 GCSEs at A* - B
Training
- Understanding autism (Level 2) Expected completion September 2025
- Safeguarding children (level 1)
- First aid (adults and paediatrics)
- Neurodivergence: strategies to teaching
- Autism and ADHD awareness
- Intergenerational trauma
- Team Teach
- Dyslexia training
- Trauma informed teaching
- Restorative Approach (3 day course) based on Restorative Justice
- Selective mutism small steps training
Leadership
- I was a science co-ordinator for 8 years.
- I achieved the Primary Science Quality Mark Outreach Award in 2019.
- I have given one-off lectures for Manchester Metropolitan University about primary science teaching.
- I have supported science leaders through networking events and bespoke consultation.
- I was an associate facilitator with STEM Learning UK, delivering lectures to primary teachers and science leaders termly.
Trust comes first. Young people with SEND are highly likely to have experienced discrimination, unfairness and unfit care and support throughout their educational history. My approach to connecting with a student is with PACE: playfulness (and humour), acceptance, curiosity and empathy. My practice is trauma informed. I have studied the psychological and physical development of people with trauma and the impact on executive functioning and learning. My entire approach to supporting a student has this at its heart.
- You know your primary school aged child is bright, but they are not engaging in school.
- Your teenager needs someone who will listen to and validate them.
- Your child is praised as almost perfect in school, but they burn out or melt down after school.
- You as a parent need someone to amplify your voice.
- Your child is autistic and you want an autistic, empathic educator with lived experience.
- You want someone with a varied academic background who never stops learning and developing themselves.
- General Engagement, Confidence and Self Esteem
- Primary (Maths and/or English/Literacy)
- Secondary Maths (Including GCSEs)
- Study Skills & Executive Functioning Skills
- Social Communication & Language Skills
- Functional Skills (English & Maths)
- Homework Support
- Primary
- Secondary
- Post 16
- Adult
- Anxiety
- ASC (autism)
- ADHD & ADD
- Dyslexia
- PDA (Pathological Demand Avoidance)
- SEMH (Social & Emotional & Mental Health needs)
- Working Memory and Processing Needs
- Speech and Language Needs (including non-verbal)
- Dyscalculia
- DCD (Dyspraxia)
- Global Developmental Delay & Learning Difficulties
- Complex & Medical Needs (including Cerebral Palsy; Brain Injury; Epilepsy and other needs)
- Trauma/Abuse
- SEND (inc. disabilities)
- Other SEN
I love a lot of things:
- Music. Especially rock, soul, jazz and folk.
- Art. I have won painting competitions, sold my work and performed at interactive art events in Manchester.
- Nature. The diversity and resilience of life astounds me. I love surrounding myself with the greenness of local nature (or of course orangeness in autumn).
I study a lot of things:
- I have studied classical music for the majority of my life. I enjoy singing or playing with others, writing music and memorising famous pieces on the piano.
- I read about others' teaching practices daily, alongside recent events that impact our children's world.
- I speak Spanish nearly fluently; with Spanish being the only language I speak at home with my partner and our dog.
- I read daily about the lives of those with different cultures to me. This is incredibly important to me.
I love to create cross-overs with the things I love:
- I love taking my dog to watch the ducks and geese.
- I love sharing fascinating facts about the night sky with my friends.
- I love watching local artists perform.
- I love making links between nature and the things we as humans create.