South West

For the last 25+ years, I have had the privilege in teaching amazing children and young people, across North Somerset and Bristol. I have taught in mainstream primary and secondary schools and within specialised settings, where students I have taught have a range of academic, behavioural or social need.

My expertise and specialism at secondary are English, teaching English Literature, English Language, Functional Skills and Entry level English. I have also taught GCSE History and humanities at KS3. As a Primary specialist, I have taught all subjects within the primary curriculum, so my knowledge and experience of teaching across many subject areas and multiple key stages, I have an abundance of resources and support services that I can use/adapt to the young people I work with.

I use PACE and THRIVE strategies as these are proven and effective strategies that create a trusting environment, which is necessary for any learning and connection. As a class teacher, I make learning fun and engaging, often teaching ‘out of the box’ and being spontaneous. If your young person is curious about my teaching style, I will share how I spontaneously used a boiled egg within an English lesson!

Whichever the setting and whatever the child/young person’s need, my ‘success’ is through forming meaningful relationships which are based on respect, understanding and listening to the young person and their family. As a mum of a teenager who is ASD, ADHD, PDA, and SEMH need, I empathise with parents and young people who often cannot manage school environments, as I have the personal experience of challenges that this brings in daily life. As an experienced SEN teacher, but more importantly, a mum of neuro diverse teenagers, I have an abundance of patience, knowledge, empathy and ability to connect with people of all ages, abilities and needs. I see the potential in all and will work closely with you and your person to help build the confidence and desire to pursue their interests and aspirations.

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

I have specialised in working with students with SEN for most of my teaching career.  My first student had a ‘statement’ for SEMH and deliberately tested my resolve and commitment to him.  I never waivered.   He taught me so much, especially how important and transformative our relationship was for him. I have always put the relationship with the student first and I am fiercely committed to the young people that I work with.  I am able to earn the trust of all the students that I work with, including those considered hard to reach. I also work very effectively with parents and outside agencies.  I have an 18 year old daughter with ASC (with PDA traits) who received EOTAS in years 10 and 11.  I know the daily family experience as well as the educational perspective.

• My experience working with young people with ASC (autism);

 I have taught children with ASC most of my career; as a class teacher and as a SENCO I have been responsible for the educational journey and support of students with ASC both in primary and secondary schools.  I have worked with schools to develop an inclusive approach that accommodates the challenges that students face rather than expecting the student to ‘fit in’ with the school, including facilitating the integration of a non-verbal child with ASC into a reception class; facilitating the training of a LSA in Makaton to assist the student’s communication and negotiating uniform accommodations to acknowledge sensory difficulties.  I have always worked from the perspective of the student as much as possible, working with their strengths and interests and supporting any difficulties by using multi-sensory methods of teaching, routine, visuals, tapping into their special interests and partnership with the pupil.  I have accompanied my daughter through her educational journey and experienced the difficulties, and strategies that supported her. 

• My experience working with young people with anxiety;

I have extensive experience of working with students with anxiety.  When I worked as a peripatetic Behaviour Support Teacher many of our students had issues due to anxiety and it was during this job that I obtained my level 3 qualification in Counselling Students in Educational Settings.  As a SENCo I promoted and delivered a lot of work for students with anxiety, especially related to social situations and interactions, self-esteem and self-confidence.  Supporting the student to become a confident and competent young adult is absolutely central to all of my interactions with students.  I want them to be healthy, to thrive, to be able to be kind to themselves and to have the skills to navigate life with confidence.  I believe that education is so much more than academic achievements.  

• My experience as an EOTAS coordinator;

I am very very experienced and knowledgeable about implementing the written details of provision within an EHCP into an educational provision.  I think outside of the box to ensure that a student’s needs are met and I will challenge an EHCP if I believe that needs are being missed or the provision is inadequate or incorrect.  I have coordinated the EHCP provision for many many students whilst working as a SENCo for over 14 years.  I was able to draw on this experience when I had to organise and coordinate my daughter’s EOTAS provision for two years. I liaised with the LEA regarding hours, academic curriculum, therapeutic interventions, remedial interventions, location, transport, exam entries and access arrangements and post 16 provision.   I frequently knew more about what was possible and permissible than those to whom I was speaking, never more so than when I had to demonstrate to the exam centre that my daughter was entitled to a reader that she was familiar with, she did not have to accept the centre reader. I am qualified to assess for exam access arrangements and have performed this role for many years. This experience is invaluable.  I have extensive experience of organising therapies such as Speech and Language and Occupational Therapy for students and have worked closely with providers. 

• My experience developing confidence and self-esteem;

I have delivered many self-esteem training sessions to teachers and have run many sessions with groups of children aimed at developing their self-esteem.  I believe that this is the first job of any teacher that works with students with SEN and as such it is woven into every interaction that I have with a student.  I always notice the positive.  If I have to make a corrective observation it is always sandwiched between two positive comments.   The life experience of our children is often challenging and they are frequently aware that they are different from others, even if they are not sure why.  I know that with time, confidence and self-belief they can achieve their potential but that this needs to be supported and developed by the adults in their lives.  I always work from a place of recognising and reinforcing the strengths of the student and developing their understanding and awareness of ways to support themselves and to advocate for themselves.  This work can involve games, role play, social stories and themed tasks.     

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

For all students learning experiences must be engaging or they do not learn. This is even more true for students with SEN. For many students with SEN overlearning is key so one has to be creative in order to present the same information in a variety of different ways.  Students will not repeat work for the sake of it.   Children with SEN often have specific interests that will hold their attention for hours.  I tailor lessons to include their areas of interest where possible, vary lesson input in content and activity, not doing anything for too long.  I like variety in my life and I try to provide this for my students. 

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

Students need to have the confidence to risk independence. I offer the safe base that they need from which to explore the world.  I also aim to equip them with the skills and understanding that they need and I will practice activities with them until they are confident to try it independently, with me close by to catch them if they wish.  I make self-esteem work central to my teaching practise.  I will have sessions that are explicitly designed to develop self-esteem and confidence and other times I simply operate in a manner that is designed to build student self-esteem, spotting success, providing specific, positive praise.  Any corrective feedback that is required is always sandwiched between positive comments.   I have worked with students of all ages to develop independence, including toilet training young children;  taking children to the shop to buy their own things; planning and taking bus and train journeys to practice independent travel. Whatever task has been identified for the student to achieve independently is broken down into parts that are then analysed for the necessary skills and these skills are taught and practised until they are secure.  The task is practised together before they try it independently.

• My experience working with young people with PDA;

I have always supported and protected students with PDA traits, even before they were identified as such.  I encourage a collaborative approach where the student is aware of what we are aiming to achieve and is able to exercise choice over how or what they are doing.  I work at the pace of the pupil and never force things.  If we need to have down time then we do.  I always have a collection of alternative activities that are low demand but purposeful and involve the pupil’s special interests.   We return to the more academic task when they are ready, even if that is on another day.

• My experience working with young people with dyslexia; 

My first ever 1:1 SEN student had undiagnosed dyslexia.  The negative impact that this had on him convinced me of the importance of looking at the pupil as a whole, not just the presenting issue.  Addressing his literacy difficulties transformed his self esteem, his school experience and his life direction.  This motivated me to complete a Diploma for Teachers of Students with Specific Learning Difficulties which qualifies me to assess students for dyslexia; to support students 1:1 and in small groups; to assess for exam access arrangements to help them when sitting exams and to train and mentor teachers to effectively support students in the classroom.  I encourage students to own their difficulties and learning styles and to know what works for them and to use it.  I use a multi-sensory approach to developing literacy skills; focussing on phonics while progress is being made and incorporating some rules of spelling and varied multi-sensory ways to learn spellings to add fun.  I also train teachers on the impact of dyslexia in the classroom and coach them to develop dyslexia friendly teaching practices. I encourage the use of technology to support students, to improve access to material and to provide alternative forms of recording of student knowledge.

• My experience working with young people with sensory and/or auditory processing needs;

I have supported students to learn strategies to help them to understand and manage their sensory sensitivities; introduced sensory diets to school; supported schools and teachers to develop their understanding of the impact of these issues and how to accommodate them in the classroom through the use of visual supports, scaffolding, movement, technology and other accommodations.  I have also supported students with visual and hearing impairments, ensuring that the necessary accommodations are in place for them and material is being presented in a manner that they can access, particularly encouraging the use of technology.

• My experience working with young people with ADHD;

I have worked closely with many students with ADHD.  I have attended various training sessions on understanding ADHD and supporting students.  I have provided training for teachers on working effectively with students with ADHD in their classroom and I have worked with students of all ages to develop individual, age appropriate understanding of their ADHD,  to help them to take ownership of it and to develop strategies to support academic success and the development of strong self-esteem.  Experience has taught me that more than ever relationships are so important for these students and I always encourage teachers to see the strengths and the good in the student, to look beyond the behaviour, to build their relationship and to protect the student’s self-esteem. I have two children with ADHD and I know how tricky the educational experience is.

• My experience teaching Primary Maths;

I am a qualified Primary teacher and have taught Maths to a variety of ages.  I have also supported students with GCSE Maths using very much the same approach. The key to Maths is confidence and practise. I provide physical manipulatives where possible to aid visualisation and kinaesthetic learning then move from tangibles to the written problem and make sure that all of the accompanying language is fully understood, again using visuals to support learning. Finally, repetition is key,providing the opportunity for overlearning and for confidence to develop. Providing examples that make Maths relevant to everyday life also makes it more purposeful and less scary.  

• My experience teaching Primary English;

As a qualified Primary teacher I have taught English across the age phase to children with and without SEN.  I have also taught a lot of English in my role as a dyslexia support teacher, up to GCSE level.  Recording their ideas can be scary for children with SEN. I aim to overcome this by using alternative recording methods if they are helpful, scribing for them, using video, dictation, mind maps, power points, whatever works for them. I aim to make activities varied, creative, imaginative, colourful, active. I read to and with students often, frequently revisiting beautiful picture books to show that any reading is valuable and enjoyable.  I use Colourful Semantics to help young writers to develop their writing and to structure sentences. Above all, I vary my approach to keep the student interested and engaged.

• My experience teaching social communication and language skills;

I teach social communication and language skills through games, role play and kinaesthetic activities as much as possible.  For SEN children these activities can be very challenging so they must be fun, as well as relevant to their everyday experiences.  Where possible this input is woven into the content of other lessons to make it part of everyday practice and not a ‘bolt on’. 

• My experience teaching community support and outside activities;

As a Primary school teacher I have always taught PE as part of the curriculum.  I am an active person and love sport so I was very happy to do this.  I successfully led the Duke of Edinburgh Award Scheme within a secondary school at Bronze and Silver level for several years.  As a SENCO I organised life skills support and preparation for adulthood for students which included community activities.  I have also arranged for children struggling at school to listen to younger children read once a week; sometimes this was different year groups in a Primary school, others it was Secondary School students visiting a Primary school.   This was a positive, affirming experience for the children involved.  I like to think outside of the box.  To be creative.  To encourage children to go out and be part of the world.  I am also mindful that this is tricky for many students and therefore any community work is carefully planned, scaffolded and supported.

I have a developed set of skills where I can be flexible and vary learning to suit the needs and emotional readiness of the student. I understand how the delivery of and language used in teaching affects the student. I have an extensive practice of tailoring and creating learning activities to suit the student’s interests and their learning journey.

When assessing what I love most about teaching, I always return to the individual relationships I have held with students.

I began my teaching career as a teaching assistant in a Profound and Multiple Learning Difficulties (PMLD) school. After qualifying as a teacher, I have amassed 8 years of experience as a class teacher in Autistic Spectrum Condition (ASC), Moderate Learning Difficulty (MLD), Social Emotional and Mental Health (SEMH), and Speech Language and Communication Needs (SLCN) schools. Within these schools I have worked with individuals who have a range of Special Educational Needs: including those associated with Autism, ADHD, Anxiety, Dyslexia, Dyscalculia, Dyspraxia, General Learning Delay, Global Developmental Delay and Learning Difficulties, Pathological Demand Avoidance, Social and Emotional Mental Health Difficulties, Speech and Language Needs, and Working Memory and Processing Needs. The foundation of all my teaching has been fostering individual relationships with students, where trust, understanding and enjoyment have been the key to supporting them through their learning journey and challenges. When working with students, I have always endeavoured to promote a mutual respect, and I have always aimed for them to feel as reassured as possible.

My skills and experience teaching young people with Anxiety:

Many of the young people I have worked with have had adverse experiences socially and with learning, and have developed varying levels of anxiety. A high percentage have tried several different schools or provisions, which for a collection of reasons have failed and have caused the young person to find the, already challenging, experiences of being taught, and unfamiliar people/situations overwhelming. Many of the students I have taught have experienced low self-esteem and self-efficacy. I have enabled students to feel safe in the learning environment by focusing on understanding the student’s story so far and what they may feel they are capable of or ready for. I have been able to adapt learning to take smaller steps at a slower rate; affording time and fostering a growing sense of being able to achieve. I have been able to transform learning to suit students’ interests and therefore allow them to feel more comfortable and effective. I know it is essential that a rapport is established; shifting attention and humour can often go a long way to relaxing individuals. I have experience in using techniques of breathing exercises, movement breaks, visual aids, visualisations, and adapting the sensory environment to support and help individuals manage their anxiety.

My skills and experience teaching young people with ASC:

From my teaching assistant days through all the schools I have taught at, I have a great deal of experience working with individuals who have autism; ranging from those who required a lower level of support to those who needed the most support. I have always appreciated and respected the authenticity, directness and need for precision, which many students with ASC hold. I have been able to adapt my vocabulary and teaching style to be clear and suit individuals and groups of students as to be most successful. Structure is vitally important for supporting young people with ASC. Structure can help individuals to understand what is expected of them, remain calm, learn more effectively, focus on the relevant information, and work independently. Structured learning can be communicated to and referred to by the young person using visual timetables, now and next boards, social stories and a TEEACH approach. It is also vitally important to appreciate that understanding the world can be extremely stressful and exhausting for those with autism. I have developed a sincerely considerate approach, as I have found it essential to monitor a student’s preparedness to receive the additional challenges of learning and changes in routine.

My skills and experience teaching young people with ADD and ADHD:

I have a significant amount of experience working with individuals with ADD/ADHD, where diagnosis has, to me appeared to, become more prevalent through my years of teaching. I have found students with ADD/ADHD to be some of the most individual and often most passionately independent. As a teacher, it has been essential to hold a growth mindset towards ADD/ADHD; working with the benefits of high levels of awareness, observation and energy. As students with ADD/ADHD can get bored easily, I have developed teaching approaches to make educational content stimulating and varied. I am also aware how effective tone of voice and pace of teaching presentations can be in supporting attention.  I have found students with ADD/ADHD to benefit from structure and flexibility in their learning. Using regular routines and rituals have supported individuals to feel safe and secure; as they know what to expect. I appreciate flexibility in recording learning and operating, as this can achieve better outcomes; rather than tying learners down to pen and paper. I have supported those with ADD/ADHD and memory challenges by encouraging them to connect information or concepts with fun and interesting anecdotes, using mnemonics, repeating guidance, using visual maps, colour coding and flash cards.

My skills and experience teaching young people with Dyslexia:

From my experience teaching those with Dyslexia, I have developed approaches which utilise small steps, and short, simple instructions, to support short-term memory and difficulty retaining information. I use fonts which make words more legible and employ visual references of steps to success for students to return to whilst completing activities. Multisensory activities using concrete objects, flashcards, sounds and videos can help students with dyslexia to engage. I strongly encourage use of technology and computers, as it lets the pupil use spellchecker and helps with grammar and punctuation; while you can still see the quality of the content. Further to this, the young person is being prepared for independence in adulthood: particularly in the use of text-to-speech software, which is and will be an invaluable tool for them. I have found that many young people with dyslexia can lack confidence. As a teacher, I have build confidence though praise, reinforcement, fostering a sense of achievement and independence.

My skills and experience teaching young people with PDA:

I have found that patient relationship building and individual understanding is crucial in working with those with PDA. Understanding a student’s perceptions and seeing situations from their point of view, has allowed me to deliver the opportunities for harmonious learning activities and teacher-student relationships. I have found that many young people with PDA will flourish when they are able to pursue their likes and interest which are relevant to them, and I have developed a practice of building on and manipulating these interests to deliver beneficial and progressive learning activities. I have an awareness of how declarative language and phraseology can be utilised to improve communication and willingness to engage in activities and learning. I have discovered that novelty and variety can be used to capture curiosity and distract from potential anxiousness. I have utilised visuals aids, i.e., anxiety scales, and taught relaxation techniques to support young people with PDA to recognise and manage their anxiety. Above all, I understanding that time and trust is essential to supporting students with PDA.

My skills and experience teaching young people with SEMH difficulties:

I have worked with a range of students who have SEMH difficulties, which have included: attachment needs, finding social interactions challenging, withdrawing or isolating, high levels of worry or low mood, challenging behaviour, and difficulties attending to tasks or maintaining focus. I have developed an approach which utilises a clear, understandable and consistent relationship to support individuals with SEMH difficulties. I have worked with students to understand what their behaviour might be communicating and identify triggers and physical symptoms that demonstrate escalating levels of arousal and provide opportunities for pupils to adopt coping strategies. I have worked with students to develop ownership, control, choices and decision-making powers to promote responsibility and self-esteem. I promote opportunities to discuss emotions and feelings, and systems that allow the young people to seek out support for difficult emotions. I believe strongly in allowing every day being a fresh start and clean slate.

My skills and experience teaching young people with working memory and processing needs:

Working with students who have working memory and processing needs, I have found it essential to identify their individual working memory demands, and be able to assess the demands that different tasks place on their working memory and recognise when a young person is experiencing memory overloads. I have been able to adapt teaching to reduce demands, and modify lesson structure and content accordingly, for example, keeping a clear and simple overview of learning, using visual links of mind maps, photographs and videos to link to previous learning and understanding, breaking information down into sizeable chunks, using step by step guides, repeating information and regularly checking understanding, and using multi-sensory strategies to consolidate learning and make it more memorable. Further to this, I have been able to create and develop memory aids with the student’s input to support them in evaluating which aids work best for them and encourage them to get into the habit of using these independently.

My skills and experience teaching young people with Speech, Language and Communication Needs:

I have worked students who have a range of speech, language and communication needs, and supported them in a range of ways from understanding others to forming sounds, words and sentences to expressing ideas and emotions and using language socially. I have worked with and supported students to develop their use and understanding of AAC and Language Development Programs, i.e., Makaton. This has involved working collaboratively with Speech and Language specialists to plan an approach that is tailored for the individual child around their needs and interests, in order to engage and offer opportunity for realistic progression. I developed a practice of using assistive technology and ICT, visual timetables and prompts, diagrams, mind maps and scaffolding prompts. I have supported individuals’ to build their confidence with encouraging them to communicate on subjects which they are likely to be successful at, such as their own interests and passions.

My skills and experience teaching young people with Dyspraxia:

I have worked with a range of young people that have challenges with their fine and gross motor skills, motor planning and coordination. I have worked closely with Occupational Therapists and Physical Therapists to plan activities and interventions that can support the individual’s needs. I have developed my practice to include fun and engaging exercises and games that can aid the improvement of both fine and gross motor skills, balance and co-ordination; improving physical development, ability and confidence to complete both learning and everyday tasks.

My skills and experience teaching young people with Dyscalculia:

Throughout my teaching experience I have regularly taught individuals with Dyscalculia and I have found that their mathematical confidence has often become significantly reduced or absent. I have found it important, as when supporting any learning need, to break down learning into manageable chunks and create as many opportunities as possible for multi-sensory and practical learning. I have built into my practice, routine revisiting and practising of learning. The aim has been to build moment in achieving small steps and mastering what they know to building confidence to tackle the next step.

My skills and experience teaching young people with Global Developmental Delay (GDD):

When working with students who have GDD, I have ensured that the learning environment is always a safe and supportive space. Often, students will require more time to develop and routine opportunities to revisit learning and practise skills. In my teaching practice, I break down learning into achievable steps and vary resources to revisit areas in order to support engagement and enjoyment each time. I will strive to include materials and resources based on students’ interests and passions in order to make the process exciting. I work hard to encourage learners to attempt and persist at learning tasks that are challenging for them and strive to be completely consistent and predictable through introducing and maintaining routines and expectations. Within my practice, I include multi-sensory and practical learning activities and utilise modelling to show the learner new and different things.

My skills and experience teaching young people who have experienced trauma:

Through working with individuals who have experienced trauma, I have developed an understanding that it is essential to create a safe and supportive environment, where those within it are informed, consistent and foster trust. Sometimes, students need opportunities to talk or write about their experiences and sometimes they are not ready to open up or do not know how to yet. I understand that students will display strong emotional responses, and providing the space and time they need to recover is essential; as is reassuring them that this is a normal response to trauma. I have a developed practice in teaching and modelling social and emotional skills, including positive behaviour strategies with students.

My subject teaching experience:

My education qualification is in Primary Education, however due to the flexible nature of special needs education in special schools, I have significant experience in teaching KS3 and KS4 students also. I have supported students in achieving English and Maths Year 6 SATs. I have supported KS3 and KS4 students in gaining Functional Skills in English, Maths and ICT. I have also supported students in achieving Foundation Level English and Maths at GCSE level. Due to training in Primary and special schools, I have experience of teaching in nearly all subjects. I have learnt over my teaching career that it is often more stable to develop foundational learning in which to build off than to operate a top-down approach when teaching those with SEN.

• 20 years of mainstream secondary school teaching working with students with a wide range of special educational needs.
• 1:1 Tutoring for dyslexia / SpLD
• ATS and APC in Dyslexia, level 7
• Advocate of multi-sensory and morph mastery approaches to dyslexia / SpLD teaching
• Extensive experience of dyslexia, autism, ADHD, ADD, C&L, Social and Emotional, EBSA
• KS3 & GCSE English Language with SEN students
• GCSE and A level Exams Access Arrangements Assessor
• Experience of teaching a variety of literacy Intervention programmes
• Include social and emotional activities into my teaching
• Deputy SENCo - Liaison with parents to develop support plans and provide advice on next steps

Hello:  I am Krista, and I have over 20 years’ SEN experience. I am a specialist in working with students with dyslexia, dyscalculia, focus and concentration issues, dyspraxia and writing challenges, ASD including high-functioning autism, epilepsy, ADD/ ADHD and SpLD including speech/ communication, auditory and sensory processing disorders, executive function, and organisational challenges. I also have extensive experience in building confidence and ability in reading, writing, and grammar and punctuation, as well as building confidence and ability in basic numeracy up to Maths exam attainment. Along with the academic, I also have more than twenty years of experience in helping young people with ADD/ ADHD, ASD, and dyslexia to develop their social, organisational, and listening skills. I am experienced in supporting young people prepare for common entrance exams (including CEM and CEE for some of the top UK schools), teaching GCSE Maths, English, R.S, Philosophy & Ethics, Geography, History, Psychology, and combined sciences, and A-level Philosophy and Ethics, Religious studies, and Psychology. I am familiar with the Middle Years Bachelorette and have supported students in achieving their potential in this, as well as all levels of Functional Skills in Maths and English.

My general SEN experience: I have taught both classes and individuals with SEN across KS1 to KS4. Other SEN I have experience in supporting are APD, VPD, SPD ADD, ADHD, OCD, PDA, BESD, Dyslexia, Dyspraxia, Dyscalculia, Global Delay, ASD (including ASD with non-verbal and selective mutism). I have a proven record of helping young people to improve and develop their communication and language skills.  For those with speech and language delay this is often the focus of support and progress is most successfully made by employing a range of fun and engaging games and activities to encourage positive development in these areas.  Social skills are another developmental area that I am often asked to assist with.  Through positive reinforcement, fun activities, role play and the use of social stories, I have successfully helped many young people to better understand and improve their social skills.  I am also an accredited associate of the Dyslexia Guild. This is renewed yearly. Initially to gain this accreditation I had to go before a panel and evidence my extensive training and experience in understanding and teaching those with dyslexia and other SpLD. On a yearly basis I must evidence relevant CPD training in dyslexia and other CPD for my accreditation and membership of the Dyslexia Guild to be continued. This year I have completed an educate training course on dyslexia as part of my CPD as well as continuing to work daily with young people with SpLD. My current doctorate studies are focussing on SpLD and so my life is currently immersed in learning about SpLD, with it being very much a continuous learning process.

My qualifications and experience of teaching young people with ASC including high-functioning autism; I specialised in SEN and ASD for my PGCE projects. I have an Ma in ASD and a Doctorate in Education with research focussed on Autism and home education. I have a son with ASD who I have guided through education and challenges, and who is now a young adult. I have taught in SEN schools and non-specialist schools where I have been the specialist in ASD. I currently teach and support young people with ASD both privately and in the independent school where I teach. I have completed numerous training courses in ASD over the last fifteen years and keep up to date with current advice and methods through seminars and CPD.  I have found that one of the biggest barriers to learning in those with ASD is anxiety. Establishing a good rapport and relaxed environment when teaching and learning is key to unlocking the young person’s progress. Organisation is also a common difficulty for those with ASD and so I deliver lessons that are clear in direction and structure to further reduce anxiety. Flexibility is also a key component in teaching a young person with ASD. If a student comes to a lesson with anxiety, it is important to allow that student to talk about and reduce that anxiety if possible. With heightened anxiety learning is unlikely to take place and so helping each student to begin to self-manage anxiety is an equally necessary aspect of their lesson’s learning. Often young people with ASD find trusting new people difficult, and so this is something I try to build on whilst increasing rapport through talking about subjects and activities that interest them.

My experience teaching young people with anxiety: I possess extensive experience working with young individuals who struggle with anxiety, which often leads to low self-esteem. My roles in mainstream, special and independent school settings have allowed me to support students with anxiety facing challenges related to confidence and direction. As a trained counsellor, I leverage my expertise to help these students increase their self-belief and motivation, guiding them towards making informed choices in their personal, academic, and career paths. My commitment to alleviating anxiety is underscored by my focus on creating a supportive environment that fosters growth and empowers young minds to overcome obstacles. Building a good rapport and creating a learning environment where the young person feels safe all aids the student’s ability to reduce anxiety levels and therefore make greater progress.

My specialist experience providing engaging sessions to inspire a love of learning: In my role as a teacher and mentor, I have honed an approach to inspire a genuine passion for learning in young individuals. Through carefully crafted and engaging sessions, I aim to create an environment where curiosity thrives, and a lifelong love of learning is ignited. My mentorship style is characterised by a deep commitment to understanding each student’s unique interests, strengths, and learning preferences. By tailoring sessions to their individual needs, I encourage active participation, critical thinking, and exploration. My goal is to empower students not only with knowledge but also with the intrinsic motivation to explore, discover, and embrace the joy of learning.

My experience working with young people who struggle with organisation, presentation, and study skills/executive functioning skills: Many SEN such as ADD, ADHD, Dyslexia, Dyspraxia, ASD and Global Delay, mean that organisation, planning and preparation is a big difficulty and cause of anxiety. Incorporating activities into lessons that practice gross and fine motor skills has significantly helped my students to improve their handwriting and presentation. I have successfully supported primary and junior school aged children in improving their organisational skills through using a variety of graphic organiser templates to improve their confidence and independence when planning written work. I have successfully helped several students who have struggled with organising their workload, giving in homework on time and keeping on top of their workload to feel more in control of their set work and assignments.  Teaching independence in this area is as important as assisting students to organise their own work when anxiety levels rise too high for them to do it themselves.  Just the knowledge that I am there to support and help them is often enough to reduce their anxiety and less anxiety always produces greater student progress.  I have supported several students with organisation and planning who have been GCSE, A level and Degree students, when the need for good organisation and discipline becomes even greater.

My experience working with young people with working memory and/or processing needs: In my lessons, I utilise a variety of tailored approaches to support students with working memory and processing needs. These include chunking information, using visual aids, repetition and practice, multi-sensory learning, memory techniques, giving explicit instructions and self-reflection. I have found these techniques can enhance the young persons’ memory retention, facilitate more efficient processing, and create a conducive learning environment for many students with these difficulties.

My experience teaching young people with ADD and ADHD: I have had extensive experience teaching young people with ADD or ADHD, and I understand the unique challenges they face in the classroom. I have found that it is essential to create a structured and predictable learning environment that allows them to focus and stay engaged. Incorporating hands-on learning activities, frequent breaks, and movement breaks can also be helpful in keeping them focused and attentive. Additionally, providing clear expectations, consistent routines, and positive reinforcement can help build their confidence and self-esteem. I also recognise the importance of working closely with parents and other professionals to ensure that the student is receiving the support they need both in and out of the classroom. With my experience and knowledge, I aim to provide the best possible learning environment for young people with ADD or ADHD to help them reach their full potential.

My experience teaching young people with PDA; In my experience teaching young people with Pathological Demand Avoidance, I have developed a tutoring approach that combines empathy and flexibility to address their unique needs. For instance, recognising the challenges some students may have with transitions, I implement a gradual and visual transition plan to help them move between tasks smoothly. I also integrate their interests into the curriculum, making the learning experience more engaging and enjoyable. Additionally, I provide clear and concise instructions, breaking down tasks into manageable steps to alleviate anxiety associated with demands. Understanding that building trust is crucial, I take the time to establish a connection with each student, creating a safe space where they feel comfortable expressing their concerns and preferences. This individualised and patient approach ensures that tutoring sessions are not only educational but also supportive of the social and emotional well-being of young people with PDA.

My experience teaching young people with challenging behaviour; Over the past 20 years, I have worked with a diverse range of students with challenging behaviours. My approach is based on empathy, patience, and understanding each student's unique needs. I create tailored learning plans, using positive reinforcement to encourage desirable behaviours and build self-esteem. Trained in de-escalation techniques, I manage disruptive behaviours effectively to ensure a safe learning environment. Building trust with students is crucial, and I spend time getting to know them and demonstrating consistency. I collaborate closely with parents, careers, and other professionals to provide cohesive support and regular communication. My specialised training in autism spectrum disorders, ADHD, and emotional and behavioural disorders equips me with strategies to engage and support these students. I use various teaching methods, such as hands-on activities and interactive technology, to keep students engaged and make learning relevant. In crisis situations, I implement effective management strategies to ensure safety and address root causes of behaviour. Committed to continual learning, I attend courses to stay updated on the latest techniques for managing challenging behaviours. By integrating these strategies into my tutoring, I help young people achieve their full potential despite their challenges.

My experience teaching young people who have experienced trauma; In my experience teaching young people who have experienced trauma, I approach tutoring sessions with a deep understanding of the sensitivities and challenges they may encounter. Establishing a foundation of trust is paramount, so I prioritize creating a safe and supportive environment where students feel comfortable expressing themselves. I employ trauma-informed teaching strategies, such as incorporating predictable routines to provide a sense of stability and using positive reinforcement to build confidence. Additionally, I integrate mindfulness techniques, like deep breathing exercises where appropriate, to help students manage stress and anxiety during sessions. Recognising that trauma can impact cognitive processes, I allow flexibility in pacing and provide alternative learning pathways, ensuring that the tutoring experience is tailored to each student's unique needs. Regular check-ins and open communication play a crucial role, allowing students to guide the pace of their learning and providing them with a sense of agency in their educational journey. I have basic training as a counsellor, and this also helps inform my understanding of trauma and it’s effects, as well as my approach.

My experience teaching science; In my online tutoring experience with young people studying science at KS2, KS3, and GCSE levels, I prioritise interactive and personalised approaches to enhance their comprehension and interest in the subject matter. For KS2, I employ multimedia resources and engaging virtual simulations to make science concepts accessible and enjoyable. During KS3 sessions, I emphasise real-world applications of scientific principles, fostering critical thinking through discussions and problem-solving exercises. As students advance to GCSE levels, my approach shifts to targeted exam preparation, utilising online resources and interactive quizzes to reinforce key concepts. I offer detailed feedback on practice tests and encourage independent research to deepen their knowledge. Through these adaptive online tutoring methods, I aim to cultivate a lasting curiosity and appreciation for science in students, irrespective of their academic level. 

 My experience working with students who require specialist support with Maths and English: In my SEN role I support young people in overcoming their barriers to learning, helping them to achieve their full potential. For some children this has been subject specific, and I have spent a large percentage of my time improving young peoples’ confidence and ability in reading, writing and numeracy. In my current school the ages range from 2 to 16 and so I have a wealth of experience adapting to supporting the very young with basic numeracy, literacy, and general engagement, all the way through to supporting subject specific goals for GCSE students. I have successfully supported young people and adults achieve Functional Skills exams in maths and English also and am experienced in teaching from functional skills from levels E1 to L2. Where necessary I begin by helping children to consolidate the basics in numeracy and literacy including phonics and number bonds.  For those with SPD I aim to create a learning environment that makes them feel as comfortable as possible by removing triggers and increasing calming tools such as fidget or pressure toys.  My lessons aim to be fun, creative, and tailored to the individual student’s personality and learning style.  Building a fun and friendly rapport helps create a safe and encouraging learning environment for all students, but this is particularly important to those who have a dislike of learning or low self-esteem.

My experience teaching Functional Skills Maths – Level E1 to Level 1 and Level 2 Functional Skills: I have successfully supported young people and adults achieve Functional Skills exams in maths and am experienced in teaching from functional skills from levels E1 to L2. Where necessary I begin by helping children to consolidate the basics in numeracy and number bonds. For higher levels (L1 and L2) I focus on worded question comprehension, and identifying the key information needed to be extracted to carry out the mathematical process. As I have navigated the functional skills curriculum, I have observed students progressing from uncertainty to confidence as they applied mathematical principles to real-world scenarios. Tailoring lessons to meet individual learning styles, I cultivate an environment that encourages questions, critical thinking, and problem-solving. I have found that by making the learning process supportive and engaging helps to build the student’s confidence and self-esteem, resulting in further progress being made.

My experience teaching GCSE Maths; My experience teaching GCSE Math has been incredibly rewarding, particularly in the context of supporting students with various SEN. In both an independent school setting as a specialist teacher and privately as a 1:1 tutor, I have worked closely with students who face diverse challenges. Through personalised instruction and a focus on accommodating their unique needs, I have witnessed these students reach their full potential in GCSE Math, demonstrating the power of tailored education in overcoming obstacles and achieving academic success.

My experience and understanding of the IB curriculum: Having provided guidance to students both with and without Special Educational Needs (SEN), specifically within the domains of Mathematics and English of the IB Middle Years Program (MYP), my experience is a dynamic blend of inclusivity and academic rigour. Navigating the diverse needs of students with SEN, I’ve honed a deep understanding of differentiation techniques that accommodate various learning styles, ensuring every student can access and engage with the curriculum. Simultaneously, my interactions with students aiming to enhance their grades in these core subjects underscore my familiarity with the IB MYP’s challenging academic standards within Mathematics and English. This dual experience has enriched my ability to tailor my teaching methods, providing comprehensive support while fostering a holistic learning environment that embraces both scholastic and personal growth.

My experience teaching the 11+ and 13+ Common Entrance Examinations: My experience teaching the 11+ and 13+ Common Entrance examinations: Over the years, I have supported numerous young students in their preparation for the 11+, 13+, and other entrance exams across various ages and levels, both within a school setting and through private tutoring. My expertise spans all four essential components of the 11+ exam—English, Maths, Verbal Reasoning, and Non-Verbal Reasoning—and extends to subjects required for the 13+ Common Entrance exam such as Science. I take pride in employing a comprehensive and student-centric approach to promote their success. By tailoring my teaching methods to address the specific strengths and weaknesses of each individual increases their progress. Previous students have achieved the results they aspired to, gaining admission to their preferred schools.

My experience, skills, and strategies of working with young students with focus and concentration challenges:  I have worked with primary and secondary children who find concentration and staying till a challenge I both Special Schools, state Schools and my current Independent School setting.  Each child’s needs and challenges vary because of age, SEN, and personality.  I have found it paramount to build a rapport with each student and understand what they enjoy, what engages them, and what disengages them individually.  I have a philosophy that a child who is interested and feels the learning environment is safe will be an engaged child.  Introducing a variety of activities, topics, and learning and teaching styles all help to provide more manageable sized chunks of learning and act as much needed breaks.  I have found that the use of incentives such as quizzes, challenges, project work and rewards can be particularly helpful with incentivising younger learners who struggle with prolonged concentration.  I have seen how continued encouragement and reassurance can easily begin to build on a few successful minutes of concentration to ten or twenty minutes of concentration, when patience, understanding and compassion is maintained throughout.

My specific experience working with students with dyslexia and/or dyspraxia: I have a specialism in, and more than 15 years of experience supporting children with dyslexia dyspraxia, and dyscalculia. As a result, I was awarded membership accreditation of the Dyslexia Guild. This is renewed on an annual basis, and I am required to submit evidence of my ongoing training and practice in this area to keep my Dyslexia Guild accreditation.  I have successfully supported students to improve their organisational skills, complete homework, comprehend and access class work, complete specialist dyslexia programs and generally improve confidence.  I am competent in using speech and type software packages such as Dragon.  I worked recently with a student who had dyslexia who progressed from Year 7 to Year 11 with my support and was able to achieve all 8 of her GCSE exams at grades A – C as a result. I use regular fine and gross motor skill activities to improve dyspraxia difficulties and so enhance further each students’ progress. When tutoring a child with dyspraxia, I have found it is crucial to adopt an individualised approach. I tailor my teaching methods to address the specific challenges they face, focusing on their needs. I utilise visual aids, diagrams, and charts as appropriate to simplify complex concepts, and break down tasks into smaller, manageable steps to reduce overwhelm. If appropriate I use the young persona’s tactile senses with hands-on activities and try to use a multi-sensory approach. I provide extra time for tasks, incorporate movement breaks if needed, to maintain focus or allow for rest. I encourage the independence, foster a growth mindset, and offer positive reinforcement to boost self-esteem. I approach each session with patience and empathy, recognising the unique nature of each child’s experience with dyspraxia. I find that with all students, encouragement and increasing their confidence is key to unlocking their success.

My skills and experience supporting students to develop their independence: I have developed a wide range of skills and extensive experience in supporting students to develop their independence. Throughout my career, I have gained expertise in identifying and addressing individual needs, building self-esteem and confidence, promoting self-awareness, encouraging problem-solving and decision-making skills, and providing opportunities for autonomy and independence. Whether working with students with specific learning difficulties or supporting those who need additional social and emotional support, I am committed to helping them develop the independence and resilience they need to succeed both academically and personally. By providing the right support, I have been able to empower my students to take responsibility for their own learning and decision-making, setting them up for success in the short and long-term.

My experience teaching young people with Down’s Syndrome; Drawing upon my experience in tutoring young individuals with Down syndrome, I bring a tailored and compassionate approach to education. Having worked in both mainstream and special school environments, I understand the importance of adapting teaching methods to meet the unique needs of each student. I prioritise creating a supportive and inclusive atmosphere, where patience and positive reinforcement play pivotal roles. In my sessions, I often incorporate visual aids and hands-on activities to promote a multi-sensory learning experience. For instance, using visual schedules and incorporating real-world examples, I aim to enhance comprehension and engagement. Additionally, I find that incorporating routines and consistent structures provides a sense of predictability, fostering a conducive learning environment for my students with Down syndrome. My goal is to empower the young person to thrive academically and develop essential life skills through a personalised and holistic tutoring approach.

My experience teaching young people with global developmental delay; I have taught a variety of subjects to young people with global delay in mainstream and special schools.  In my experience of tutoring young people experiencing global delay, I employ a multifaceted approach geared towards their specific needs. One effective strategy I have used incorporates visual aids and interactive materials to enhance comprehension. For instance, I have successfully utilised educational games and hands-on activities to make learning more engaging and accessible. Additionally, I prioritise breaking down complex concepts into manageable steps, fostering a step-by-step understanding. Another technique I've found beneficial is utilising technology, such as interactive online resources, to create an interactive and stimulating learning experience. By combining these approaches, I strive to create a supportive learning environment that caters to the individual strengths and challenges of each student.

My experience working with young people with social interaction and friendship skills: My background includes significant experience in working with young people who seek to enhance their social interaction and friendship skills. I have worked with students 1:1 in independent, special, and mainstream school settings, guiding them through the complexities of building meaningful relationships and fostering positive social interactions. I have taken an active role in supporting students in developing effective communication techniques, empathy, and active listening. Through structured activities, role-playing, games, and open discussions, I empower young people to navigate social situations with confidence and authenticity. My approach is rooted in creating a safe and inclusive space where students can explore and practice various social scenarios. By tailoring guidance to individual needs, I have helped students overcome social barriers and strengthened their social bonds.

My experience teaching English, including reading, writing and comprehension skills: I always tailor my lessons to the student’s interests and reading level, making sure the learning process is engaging and enjoyable for them. I start by informally assessing the student’s current comprehension level. This helps me design a plan that addresses their specific needs and challenges. I love using a variety of reading materials such as articles, short stories, poems, and excerpts from novels, appropriate for the age and ability of each student. It exposes my students to different writing styles and subjects. I teach techniques like skimming, scanning, and predicting to set the context and generate interest before diving into the full text. I encourage my students to highlight key points, underline unfamiliar words, and jot down questions or thoughts while reading. I introduce various question types like literal, inferential, and evaluative questions to help my students develop different levels of comprehension. After reading, I engage in discussions with my students to delve deeper into the material. This improves their critical thinking and encourages them to express their thoughts. I focus on expanding their vocabulary by helping them identify and understand new words in context. I guide my students on how to summarise paragraphs or sections, highlighting the main ideas and key details. I use visuals like mind maps, diagrams, and charts to illustrate complex concepts and make them easier to understand. I connect comprehension skills to real-life situations, showing my students how these skills are valuable beyond just reading. I encourage my students to compare different texts or viewpoints to enhance their analytical thinking. I provide constructive feedback on their responses, highlighting both their strengths and areas for improvement. I guide my students towards discovering answers on their own through a series of thought-provoking questions, using the Socratic method. I remain open to adjusting my approach based on my student’s feedback and learning style. Above all, building a strong foundation in comprehension skills takes time and consistent effort. By incorporating these ideas, I create a dynamic and enriching learning experience.

My experience of teaching GCSE subjects – English Language, English Literature, Maths, Sciences, Geography, History, Philosophy, Ethics and Religion (R.S.), PSHE, and Psychology: I have taught these subjects at GCSE level in State Schools, Independent Schools, and private tuition/online settings. I have had proven success in supporting my students to achieve their full potential in the above subjects. I have taught various exam board curriculums including AQA and OCR and can easily adapt schemes of work to cater for all required syllabuses. One to one support with the GCSE curriculum allows me to create lessons to suit the learning style of the individual student and address their needs, creating engaging lessons based on the individual’s interests.

My experience supporting young people with A-Levels; I have extensive experience supporting students through the challenges of A-Levels, with a focus on study skills, time management, and building effective revision structures. In addition to teaching A-Level Philosophy and Ethics, Religious Studies, and Psychology I have worked with students across a variety of subjects, particularly those facing executive functioning challenges. This has included helping students with additional needs to manage their workload, organise assignments, understand how to apply assignment responses to mark schemes, and structure essays more effectively. In both state and private school settings, as well as through private tutoring, I have supported students in developing skills to process new information and tackle tasks with greater confidence. I understand that the demands of A-Levels can feel overwhelming, and I work with students to break down those challenges into manageable steps. By creating tailored revision plans, improving organisational skills, and addressing procrastination, I help students reduce anxiety, manage stress, and approach their studies with a clearer sense of purpose. This support not only enhances academic performance but also boosts students’ self-esteem and motivation at this often challenging time in their education.

My experience teaching GCSE History: I have extensive experience teaching History at both Key Stage 3 and GCSE level, and I have also supported students with Special Educational Needs through A-Level Ancient History. I primarily teach the AQA GCSE syllabus but am confident in adapting to other exam boards where required. My approach combines clear explanation of historical concepts with structured essay-writing and source analysis techniques, enabling students to meet the specific demands of exam questions. I help learners develop key historical skills such as evaluating evidence, analysing interpretation, and writing extended responses with balance and clarity. Many of my students have successfully raised their predicted grades and developed a genuine interest in the subject. I tailor each lesson to the student’s learning style, needs, and interests, using visual timelines, discussion, and scaffolded tasks to make History accessible and engaging. My background in SEN ensures that students with additional needs receive structured support, confidence building, and effective strategies for memory, organisation, and written expression, resulting in steady academic progress and renewed enthusiasm for learning.

My experience of working with students who lack confidence, anxiety, and who require support with future planning and self-esteem boosting: I have worked with young people both independently and in a school/college setting who have low self-esteem, a lack of direction and anxiety. As part of my school role, I was a careers advisor and support students pastorally. I am also a trained counsellor, and this has proven useful when helping young people to increase their confidence and self-belief, and in turn giving them direction and motivation to move forward in their life choices, be it personal, academic or career related. My own son (22) suffers from anxiety, poor organisation and a lack of direction and so requires a lot of guidance and support to help navigate his way through life and its choices, as well as encouraging and supporting him to be the most successful he can be by building his confidence and self-belief. I am pleased to say that he is doing well and is now involved in several projects which are all improving his confidence further and allowing him to build on these positive experiences to achieve more and more as time goes on.

My experience of teaching the KS1 and KS2 curriculum: I have taught KS1 and KS2 classes both in special needs’ schools and non-specialist schools. My current school ranges in age from Year R to Year 11 and so I have several years of experience teaching classes in numeracy, literacy, and RS in KS1 and KS2. In addition, I work one to one with KS1 and KS2 pupils who have a variety of SEN and support them to make greater progress than a classroom setting has allowed. My KS1 and KS2 support has included boosting confidence, pre-teaching the next year’s curriculum, and reinforcing the previous year’s learning, to make for a smoother transition and less anxious young person.

My experience working with students with dyscalculia: I have a SpLd accreditation (Dyscalculia, Dyslexia and ADHD) and have worked with many students with a diagnosis of dyscalculia in both school and one to one setting.  Often high levels of anxiety accompany a young person with dyscalculia, especially around maths and memory.  I make relieving and reducing anxiety a key component of my lessons, focussing on encouragement and confidence building.  Depending on the age and interests of each student I employ techniques and activities such as rhymes, maths games, revision, and flash cards, breaking down tasks into bite size chunks, making tasks visual, lots of repetition, and of course by making learning engaging and fun.

My experience teaching young people who are non-verbal/have communication and speech and language needs; I have extensive experience in teaching young people from age 5 to 19 with diverse communication and language needs, gained through a combination of special school-based teaching, mainstream school teaching with an autism unit, and private 1:1 support. My background includes working with non-verbal students with a wide range of learning difficulties, as well as those with selective mutism and varying levels of Autism Spectrum Condition (ASC). Additionally, I’ve provided support to students with language delay and language processing difficulties. This experience has equipped me with a deep understanding of tailored teaching methods and the importance of adapting strategies to meet each student’s unique needs. Some key strategies that I have found helpful to use are:

An individualised approach by tailoring lessons to the specific needs and abilities of each student. Recognising that every student is unique, and their lessons should reflect that. Familiarising myself with Augmentative and Alternative Communication (AAC) devices and systems that can help non-verbal students communicate, such as communication boards, or speech-generating devices. Using visual aids like pictures, symbols, and diagrams to support communication and comprehension. Creating a supportive and patient learning environment where the student feels encouraged to communicate in their own way, no matter how limited it may be. Incorporating activities that encourage social interaction and cooperation, as these can help improve communication skills. Engaging multiple senses to enhance learning, combining visual, auditory, and tactile approaches were possible. Collaborating with parents and caregivers to ensure consistency in supporting the student's needs both in and out of the tutoring sessions. Regularly monitor and track the student's progress and adjust the teaching strategies accordingly. I find that a patient, empathetic, and adaptable approach is key when working with students with communication and language difficulties, and the goal is to help them develop their communication and language skills in a way that best suits their individual abilities and needs.

My experience of helping individual students transition to the UK curriculum: I have worked in my current school for six years.  As a boring school we have a high percentage of international students and part of my role is to support these students in becoming accustomed to and making a smooth transition to our UK curriculum.  This includes accessing the differences between previous learning and that required in the new placement, as well as offering pastoral to emotionally support the student, and academic support to aid help fill in any gaps in knowledge and understanding.  My experience as an EAL teacher also means I am competent in facilitating subject specific programs to help students to access more specialised subjects in a second language.  I have found that with the right support students make such a transition comfortably and their confidence consistently grows.

My experience of supporting children and young people with mental health needs: In addition to the experience outlined above in supporting young people with extreme anxiety, I also have supported many young people with a variety of other mental health needs.  I have counselled young people and helped them to open-up and talk through their feelings, and this has been very effective in allowing young people to begin to understand their emotions and linked behaviours, so that they can begin to challenge and improve them.  I have a level 2 and level 3 qualification in Counselling and have found my education in SEN, and commonly linked mental health difficulties, a great help when tutoring academic subjects because often mental health needs act as a barrier to learning and need to be addressed first. Mental health difficulties that I have supported young people with are extreme anxiety, OCD, depression (which often leads to a lack of motivation or feeling of purpose), suicidal thoughts, Tourette’s linked mental health difficulties and self-harm.  Building a rapport with the young person is crucial because too often people with mental health difficulties report feeling uncomfortable when being asked to open-up to someone they don’t really know.  Therefore, I always work at the student’s pace, and allow them to open-up when they feel ready, through partaking in activities and discussions linked to their subjects of interest, rather than direct questioning.

My experience working with young people to boost their confidence and self-esteem: Drawing from my extensive experience working with students dealing with issues such as low self-esteem, anxiety, and a lack of direction, I have effectively guided young individuals both independently and within educational settings. Serving as a school’s careers advisor and offering pastoral support, I’ve employed my training as a counsellor to facilitate the growth of confidence and self-assurance among these students. Through personalised guidance, constructive feedback, and empowerment-focused interactions, I assist them in recognising their strengths and capabilities. By addressing their anxieties and uncertainties, I provide a supportive environment that encourages them to explore their potential and make informed decisions about their personal, academic, and career pursuits. This approach has consistently produced positive outcomes, enabling students to embrace their abilities and embark on a path of self-discovery and achievement.

My experience working with students with comprehension and reasoning challenges: For young people who struggle with comprehension and reasoning skills I have found that reducing the amount of written work and focussing on verbal responses is the most effective approach.  Through sorting activities, patterns, pictures, short stories, and dilemmas I encourage and support young people in explaining reasons for why they think what they do, or why they have chosen what they have chosen.  Sometimes this is based on an abstract subject and sometimes it requires a more logical line of reasoning. I have found that repetition of using these skills is key to achieving fluidity in their use independently.

My experience teaching young people with working memory/processing needs: When tutoring a young person with memory and/ or processing needs I have found that using visual aids, breaking down information into smaller chunks, repeating key concepts, and incorporating interactive activities to reinforce learning are a helpful approach. In addition, I have found that being patient and providing consistent reinforcement is essential in supporting the student’s progress.

My experience teaching young people with sensory processing difficulties: Teaching young people with sensory processing disorders requires a thoughtful and individualised approach. Firstly, I create a sensory-friendly environment, minimising sensory triggers and encourage the use sensory tools like fidget toys or noise-canceling headphones if applicable. Understanding each child's specific sensitivities and preferences is crucial, so I collaborate closely with parents and other specialists who work with the young persons, such as occupational therapists, to gather insights. During lessons, I offer clear and concise instructions, incorporating visual aids and hands-on activities to cater to diverse learning styles. Additionally, I allow for breaks when needed, enabling students to regulate their sensory input. Flexibility is key, as I adapt my teaching methods to accommodate each child's unique needs, fostering a supportive and inclusive learning atmosphere where they can thrive.

My experience working with students with auditory processing disorders: I have found that for young people with auditory processing disorders (including my own daughter) that the use of visual aids and repetition has increased their academic and organisational progress.  By creating a calm learning environment, where the anxiety of auditory input it reduced, allows the young person to enjoy and engage in learning.  Memory exercises through games and activities all provide a repetitive and but fun way to help the young person to learn helpful techniques such as ‘chunking’, and to build their confidence.

My experience working with EAL students: I am also a qualified EAL teacher and over the last twenty years have spent considerable time teaching English as a Foreign Language. This has also been to a variety of ages and levels from beginner to IELTS exam lessons for university entrance. I have successfully EAL in specialist language schools, mainstream schools, independent schools and privately 1:1.  I can focus on all elements of the language (speaking, listening, reading, writing, grammar) or tailor lessons to accommodate specific requirements if the learner requires, such as focussing on just conversation or grammar.

My Experience teaching English, including essay writing, support completing assignments, academic and critical writing for Post 16, HE, and University Students: I completed my MA a few years ago (in Autism and Asperger’s Education). I am currently completing my Doctorate (also in SEN). I am well versed in what is expected when completing academic writing and assignments at A-level, degree, and master’s level. Whilst the subject might vary, I am very able to offer constructive support and guidance with planning, organising, and writing academic assignments.  I can read and give feedback on draft work and help to organise and structure essays from the planning stage.  Many students have found that having a fellow academic to bounce thoughts and ideas off makes critical and academic writing a more fluid and less onerous task.  My method of support is to work to the requirements of each student. This could be providing feedback on plans, draft essays, helping with referencing, organising initial ideas, and talking through the essay plan. Feedback is always questioning rather than negative, and the aim is to help each student progress and therefore to write in the appropriate style and at the required academic level for their qualification. I have found that encouragement is as important at this level as constructive feedback.

My experience of working with students who have epilepsy: I have worked with several children over the years who have epilepsy.  Epilepsy can affect different people in different ways and therefore also affect their learning in different ways too.  I make it a priority to find out how each individual student is affected by their epilepsy and how their learning has been impacted by it.  From that point I can plan lessons around gaps in knowledge and understanding.  Also, it is important as a teacher for me to be aware of any medications that the student might be on and its effect on the student.  Aside from this understanding potential triggers for seizures is paramount.  For some tis may be the use of computers, lights, or certain patterns. Knowing what to do if someone has a seizure has also been an important part of my in-school training.  This has included learning about different types of seizures, how each might affect someone, how recovery might differ, and how to keep someone safe during and after a seizure. My own son has absence epilepsy and I have taught many pupils in a school setting with epilepsy and have been aware of the extra precautions needed to ensure their safety in the event of a seizure.

My experience teaching young people with complex medical needs; In addition to my experience of teaching and supporting young people with Down syndrome and epilepsy, as explained in previous sections, I have also worked with a wide variety of medical needs and disabilities in a special school and mainstream schools, ranging from mild to acute. This included children with cerebral palsy, muscular dystrophy, chronic fatigue syndrome, and paralysis. My role involved adapting educational strategies to meet the individual needs of each student, ensuring they received a supportive and inclusive learning environment.

My specialist experience working with students with SEN to develop trusting and meaningful relationships: My specialist experience working with students with SEN has given me the opportunity to develop my skills in building trusting and meaningful relationships with them. I understand that students with SEN may require additional support and guidance to build these relationships, and I have developed strategies to help them feel valued, understood, and supported. I always take the time to listen to their needs and concerns, and I work collaboratively with them to develop goals and strategies that are tailored to their unique needs. By creating a safe and supportive learning environment, I can help students with SEN to feel more confident and motivated, which in turn can lead to greater academic success. I believe that building trusting and meaningful relationships is essential for the academic and personal development of all students, and I am committed to providing the support and guidance they need to thrive.Above all I believe building a rapport with each student is key for a successful learning. Therefore, I take time to get to know each child and try to incorporate their topics of interest into lessons where possible.

   My specialist experience working with young people with SEN to develop trusting and meaningful relationships: I have a range of experience teaching students with various SEND, including dyslexia, dyspraxia, ADHD, PDA and ASC and deliver effective strategies to support them in their learning. I use engaging resources in fun and structured lessons to help students understand tasks/content and develop their communication skills, enabling them to succeed in activities. As I understand the difficulties and challenges children with neurodivergence encounter, I am able to build trusting and meaningful relationships with them by using their interests in sessions and checking in with them to ensure their wellbeing in day to day life and supporting however I can. I have a caring and compassionate approach towards students which helps to build trust and ensures a positive working relationship with them. I am patient, kind, consistent and understanding which helps to build and strengthen relationships.

Specialist experience working with young people with autism/ASC: I have experience working with autistic students, helping them with practical and academic work by working alongside them and supporting them step by step which can encourage and motivate them to complete tasks. I am flexible in my sessions to ensure their needs are met so that they feel safe and supported. I provide a visual timetable and visual prompts to reduce anxiety and use lots of praise to motivate  and encourage them. When working online, using writing frames and colours to annotate work is effective and provides clarity of information for students with ASC. After training as a speech and language therapist, I undertook a research role at Reading University working specifically with minimally verbal and non verbal children with ASC, supporting their language learning through music and speech therapy.

Experience working with young people with anxiety: I have experience with students with severe anxiety and use a clear structure in my sessions to reduce anxiety and visual timetables to help students know what is coming next in a session. I reduce expectations and demands for children so they don't feel they are expected to complete particular tasks and I am always patient and understanding. If a child experiences anxiety, I adapt an activity to help them to feel safe and supported and ensure that they feel regulated. I also use multisensory ways of learning to engage students and teach in a cumulative and sequential way to reduce overwhelm and build confidence, which breaks down learning, reducing anxiety. I give lots of praise to students with anxiety which helps me to build positive relationships with them. I enjoy supporting students with anxiety and monitoring their progression and anxiety levels over time.

My experience working with young people with ADHD: I have extensive specialist teaching experience with students with ADHD and help to support their attention and listening skills and also organisation and time management skills. I use structure in my sessions to reduce anxiety and visual timetables to help students know what is coming next. I also use multisensory resources to engage students and teach in a cumulative and sequential way to support overlearning and memory, which are affected by ADHD/ASC. I enjoy supporting students with ADHD and monitoring their progression over time.

My experience teaching Executive Functioning Skills and Study Skills: I have supported children with EFS deficits for 10 years, providing strategies to support task initiation, emotional regulation and planning amongst others. I have provided support with study skills and techniques/tools which can be used by students in all subjects. The use of multisensory resources and explaining metacognitive approaches to learning can encourage students to reflect on their own learning and how they learn best. Resources such as Quizlet, BBC Bitesize, and use of visuals and colour are examples of strategies which can be practised in the context of subjects/curriculum content which I tailor to the syllabus of what a student is learning to support their memory. Different approaches work for different students, so I am adaptive to the needs of the student up to and including A levels.

My experience teaching Secondary English : I have extensive experience teaching English, focusing on areas such as creative writing, reading comprehension, spelling, grammar and exam preparation. I also teach iGCSE English Language and Literature and can teach a wide range of texts, including 'Of Mice and Men', 'Macbeth', 'An Inspector Calls' and GCSE Anthology texts featuring poetry and prose texts. I often go through poetry/ texts using multisensory teaching online, using BitPaper to ensure teaching is highly interactive. This helps to ensure students understand and can analyse key texts. I use writing frames, sentence starters, planners and visual resources to help students formulate their ideas and encourage them to annotate text. With creative writing tasks, I like to give a clear structure and examples of model answers which support students and give them ideas of what to write.

My experience teaching Secondary Maths: I regularly teach maths up to KS4 level, which can support preparation for GCSEs. I use a structured and multisensory approach to online maths learning, which involves using visuals to help students understand topics e.g data handling, number and measure, word problems and young people can use and apply their new knowledge understanding in tasks to check they understand and to enable them to perform their maths skills in stages. I often give praise to students to enable their confidence to grow.

My experience developing confidence and self-esteem: I have experience creating a safe, encouraging environment where students feel valued and able to express themselves. I use positive reinforcement, clear guidance, and age-appropriate activities to help individuals recognise their strengths and build a sense of achievement. By listening to their needs and adapting my approach, I support them in overcoming challenges, trying new things, and gaining confidence in their abilities. Over time, this helps them become more self-assured, resilient, and willing to engage with others.

My specialist experience providing engaging sessions to inspire a love of learning: I like to focus on my student’s strengths and planning fun, personalised lessons which helps me to engage them in my sessions and has enabled students’ confidence, self-esteem and independence to develop and thrive. I use praise frequently to motivate students which builds their confidence and resilience and plan varied activities to support their targeted needs to develop their love of learning.

My skills and experience supporting young people to develop their independence: I provide a collaborative approach to begin with in sessions to help the person feel supported and to develop our relationship. I scaffold activities depending on the child's ability and existing knowledge which enables their confidence to grow and as a result children have then felt ready to explore their ideas and make decisions on their own, which has resulted in them showing their creativity. I like to give praise and reassurance to children in response to their independent learning.

Experience teaching children with Speech and Language Needs: I am a qualified speech therapist therapist and have experience supporting children and young people with speech sound disorders, social communication difficulties, expressive and receptive language needs and use evidence based practice to support them. In my experience as a speech and language researcher at Reading university, I devised engaging ways to support children's language using intensive interaction therapy, focussed stimulation therapy and music therapy techniques to support functional language development which enabled children with ASC to develop relationships at school, ultimately improving their social skills.

Experience teaching children with Complex Medical Needs:

I have supported several pupils with complex medical needs, including epilepsy and cerebral palsy, ensuring they are fully supported in their learning and wellbeing. I ensure that I understand each pupil’s EHCP and work closely with parents, carers, and medical professionals to ensure their needs are consistently met. I liaise regularly with parents and school staff to maintain up-to-date knowledge of each pupil’s medical routines, triggers, and emergency procedures. I adapt activities so that all pupils can participate meaningfully which includes managing rest breaks for pupils with fatigue or health conditions, and creating calm, predictable routines for children who may experience anxiety due to their health.

Experience teaching children with sensory/auditory processing needs: I am mindful that students may have sensitivity to noise and the number of visuals on screen in my online lessons, so I ensure that I limit the amount of information given to them on screen and verbally. I break down tasks verbally so that students have to process and understand verbal instructions to help them complete tasks. I ensure that I repeat information to students who may have difficulty processing and understanding information so they are clear on how to complete a task which we can complete together.

My experience teaching primary and secondary science: I have experience teaching primary Science up to KS3 level and have experience teaching the IGCSE Edexcel syllabus for Biology, Chemistry and Physics. I enjoy breaking topics into small chunks and asking students to learn actively, completing interactive activities online to check their understanding of concepts. I recommend science experiments that can be done together in sessions and at home to check understanding and make science practical when combining with online learning to make science learning motivating and fun.

My experience working with young people to boost their confidence and self-esteem:  I regularly use praise to all pupils to increase their self esteem and when getting started on activities, I give examples to answers to help their confidence which in turn develops their independence. I give reassurance to children who are unsure of themselves or a task and use a collaborative approach in a calm and patient manner. I scaffold tasks to begin with so that students can develop awareness and understanding of activities which can support their confidence and self esteem and give rewards such as sticker charts and prizes. I also create activities such as quizzes with instant feedback to engage and encourage learners which can develop their confidence.

My experience teaching young people with SEMH/Mental Health Needs: I have previously taught young people who may have barriers towards learning due to their mental health and I adapt my teaching so they are supported and feel confident in themselves to succeed. I use praise and encouragement so that students feel value within themselves and I break teaching down so that it is less overwhelming for students and they are able to understand 'small steps to success' to help motivate them. I go over a plan of what we will do in the session and plan short activities which are motivating for the student in order for them to progress.

Experience working with young people with Pathological Demand Avoidance: When working with children with PDA, I reduce the need to 'achieve' and meet demands and expectations to encourage them in a session and use a collaborative ‘we’ approach to tasks. I currently work with a young person with PDA and make the sessions flexible, yet engaging, with alternative activities in mind if one doesn't work for the child on that occasion. A flexible and facilitative approach has worked well so far. I incorporate the child’s interests to motivate them in a session and make the task meaningful for them, in order for the child to see its importance. I often use humour with children and adapt to their own humour, which helps me to build a relationship with them and helps them to feel secure in lessons. I also give the child choices, to give the child a sense of control which helps lessons to run smoothly. I am adaptable to meet children's needs and I change my approach if they feel anxious, so that they feel safe.

Experience working with young people with working memory difficulties: When I support pupils with working memory needs, I ensure that information is written down and repeated verbally to help them retain and manipulate information. This ensures that tasks and information is accessible and they can succeed in tasks. I also ensure that I give students enough time to answer questions so that they can use information to help them work out an answer in their head. I also ensure tutees are given opportunities to remember information by asking them to write/type information in a way that makes sense to them, so that they can remember and work out answers to questions.

My experience working with young people to develop social interaction and friendship skills : I am a qualified speech therapist therapist and have experience supporting children and young people with social communication difficulties (including children with ASC). Developing social interaction skills using social stories and social scenes to develop students' confidence and language when potentially interacting with others is an aspect of social communication I enjoy teaching and practising as role plays can be really engaging and fun ways to develop friendship and social skills. Also looking at texts and themes e.g National Friendship Week can also give young people a chance to discuss understanding of social contexts which I enjoy.

My experience teaching young people using a child led, activity based style: I currently work with a child where all sessions are child led. I produce resources and ideas for sessions which a child can use in a way they enjoy to engage them. Sessions are open ended and enquiry based, where the child can develop the session topic depending on their interests and curiosity. For example, providing an online interactive whiteboard encouraged the child to draw their own story which has developed into a storytelling project and is now being entered into a gaming competition based on the main character.  I enjoy working with children using this flexible approach, as the most creative ideas come out of it which can be so motivating for children.

My specialist experience providing sessions focusing on STEM based learning: I incorporate a lot of science and technology based activities with students as I find that some students with Autism and PDA are heavily interested in these areas. Recent session topics have included the role of technicians within science and understanding the role maths plays in our society and game based learning using maths. Discussions on the use of AI within science have been topics which students have enjoyed debating and designing practical projects which students want to explore.

Mentoring and executive function skills experience: I often mentor pupils with high levels of anxiety, frustration and help them to manage their overwhelm by breaking down tasks and activities into smaller chunks to motivate them and make them feel they are progressing with small steps to success. This also links in with executive function support as I am able to monitor and support students to initiate tasks, reduce task avoidance and manage response inhibition.

Experience teaching young people with Global Developmental Delay: I have worked with children who have difficulties in their physical, cognitive, communication and social skills and find effective ways to motivate and inspire them to support their development across these areas, in person and online. I am excellent at supporting social and emotional development, enabling students with GDD to meet targets and milestones.

My experience working with young people to develop social interaction and friendship skills : I am a qualified speech therapist therapist and have experience supporting children and young people with social communication difficulties (including children with ASC). Developing social interaction skills using social stories and social scenes to develop students' confidence and language when potentially interacting with others is an aspect of social communication I enjoy teaching and practising as role plays can be really engaging and fun ways to develop friendship and social skills. Also looking at texts and themes e.g national friendship week can also give young people a chance to discuss understanding of social contexts which I enjoy.

Specialist experience teaching students with dyslexia: As I am Level 5 dyslexia trained, I have a wealth of experience tutoring children of all ages who have a range of dyslexic profiles, including difficulties in reading, writing, spelling, memory, comprehension, organisation and processing abilities. My lessons have a structured, cumulative and sequential approach, which includes overlearning many different concepts to support student's memory. I use online resources such as BitPaper to engage students with dyslexia and using this highly interactive method helps with overlearning and makes it easy for the student to learn online. I integrate multisensory learning, using visual, auditory and kinaesthetic methods to help the student learn.

Specialist experience teaching students with Dypraxia/DCD:  I have a wealth of experience tutoring students with dyspraxia. My lessons have a structured, cumulative and sequential approach, which includes overlearning many different concepts to support a student's memory. I can support sequential memory by asking students with dyspraxia to sequence pictures/events in a way that will support their memory through collaborative learning. I use online resources such as BitPaper to engage students with dyspraxia and using this highly interactive method helps with overlearning and makes it easy for the student to learn online. I integrate multisensory learning, using visual, auditory and kinaesthetic methods to help the student learn.

Experience teaching students with visual stress: As a dyslexia specialist, I teach many students with visual disturbances, and can assess for visual stress using the Wilkinson's test. I will be completing Irlen's visual stress training in the new academic year so I can assess using this renowned process. I regularly source overlays for pupils and ensure I have the background of a screen a colour which makes it easier for students with visual stress to read. I use these colours on the BitPapers I use online to make this easier for the student.

Experience teaching entrance exams (11+) and cognitive ability: As a teacher, I have demonstrable experience tutoring children for entrance exams into very competitive independent schools and have a 100% pass rate thus far. I have tutored verbal and non verbal reasoning, quantitative reasoning and and I break down tasks and puzzles into small chunks to equip children with the skills needed to succeed in these tests. I am training as a dyslexia assessor and regularly use cognitive assessments to find where the gaps are in children's verbal and non verbal abilities which then helps me to find appropriate activities to complete with a child.

Work Experience History and Skills: After graduating with QTS (Qualified Teacher Status), I started my teaching children with SEND at a very small independent school in Battersea, London, where I worked with children with dyslexia, dyspraxia, ADHD, Autism and Speech and Language impairments. In the two years I worked as a Special Needs Teacher at a prestigious inner London day school, I worked with students who had difficulty accessing the curriculum and had difficulty with social skills due to their sensory processing difficulties, hearing impairments, dyslexia, dyscalculia, dyspraxia, ADHD and ASD.

I supported students through whole class teaching, a 1:1 basis and group interventions, and I supported other teachers in delivering and adapting lessons for specific students, behaviour management strategies and assessment for learning. I also tailored my lesson ideas and resources to meet the needs of the children I taught, to enable them to succeed in their learning and significantly developed my students’ love of learning through praise and positive feedback.

My teamwork skills helped me build positive and supportive relationships with colleagues and senior staff, STL, parents and carers and, as a consequence, which resulted in them having confidence in me which was also seen in the children I taught. I also effectively managed students’ mental health and overwhelm by encouraging appropriate strategies in our 1:1 sessions.

As I wanted to further specialise in SEND and develop my expertise further, I undertook my MSc in Speech and Language Therapy at Reading University, having taken an interest in communication difficulties after working in London.

On the placements on my course, I worked closely with children with ASD, behaviour and emotional difficulties, dysfluency (stammering) and PMLD. I also worked with adults with acquired brain injuries, Adults with Learning Disabilities and dysphagia.

When working with children, I worked closely with other Speech and Language Therapists and I developed both personally and professionally, assessing students, setting SMART targets and planning therapy and activities together to support children and target their needs, which were often detailed on EHCPs. When working in schools, I worked with Learning Support Assistants, Teaching Assistants and other allied health professionals to support students accordingly. Due to the cooperation with the multi-disciplinary team, I learnt a range of strategies to deal with students whose education was impacted by poor communication, concentration and language skills.

I gained experience with a wide variety of tasks as a speech and language therapist, including assessing students using standardised and published assessments and using evidence based therapy to support them.

After training, I undertook a research role at Reading University working specifically with minimally verbal and non verbal children with ASD, supporting their language learning through music and speech therapy. As this was done over lockdown, I developed skills in assessing children and giving music based speech therapy online. I worked with a team of researchers to develop and plan this complex project, and as a result I developed knowledge of research methods and made my own assessments.

While working, I completed my Level 5 dyslexia teaching qualification and started screening and planning/delivering lessons 1:1 with children with dyslexia.

I also became familiar with assistive technologies - such as ACC devices - and softwares such as Nessy, Bitpaper, Microsoft Teams and Google Classroom. I started teaching online in lockdown and furthered my tutoring abilities by tutoring children for entrance exams, including 7+, 8+ and 11+ (including ISEB). My students passed their exams with weekly tutoring sessions from myself.

In my current role as an Academic Support Teacher, I am proud of the effective, working relationships that I have formed with teachers, parents and students with dyslexia, dyspraxia, ADHD and ASD. I use multisensory methods to help them with overlearning and memory to help them pass exams and achieve their very best. I also mentor students and provide effective study skills support which gives students the tools they need to succeed.

I am excellent at establishing a meaningful and trusting relationship with students, families and other professionals which has amounted to many successes in my students.

Focusing on student’s strengths and planning fun, personalised lessons has helped me to engage students in my sessions and has enabled students’ confidence, self-esteem and independence to develop.

      I am a qualified teacher with over 15 years experience. This including working in a specialist behaviour unit for secondary students who had been excluded from mainstream schools. The students were studying Functional Skills and I taught these lessons, and this gave me invaluable experience with behavioural needs. During this time, I was responsible for the final exams and some online teaching during the covid pandemic. I have also worked in a primary special provision for children with SEN and behavioural needs. These were small classes of children and it required patience and resilience and I had to draw on my many years of experience with children with medical needs, ADHD, ADD, Autism and other special needs. I enjoyed working here and it developed my skills and led me to realise that I wanted to tutor students and give them the support and attention they need.

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

I have taught children with complex and medical needs such as Cerebral Palsy, Moderate Learning Difficulties, Profound and Multiple and Learning Disabilities, ADHD, ADD and behaviour needs in a variety of settings, including specialist provisions, where I taught small classes with bespoke learning plans and created 1:1 sessions for both face to face and online learning. I pride myself in developing good relationships with my students and take my time to get to know the student well and tailor my approach to suit the individual. I use humour and a nurturing approach to allow them to get to know and trust me and to create a safe and successful learning environment.

·        My experience teaching young people with ASC/autism;

During my career I have taught many children on the autistic spectrum, both in mainstream schools and specialist provisions, where I attended many training courses. I have created bespoke learning plans for each student based on their individual needs and have a good understanding of the need for an individual approach to maximise success.

·        My experience teaching young people with SEMH;

I have taught many children with SEMH, both in mainstream settings and specialist provisions. I believe I have a calm, nurturing and positive approach and really value building a relationship with the student to allow for a successful learning environment in which the students trust me. I have had training in mental health support and mental health first aid.

·        My experience teaching young people with challenging behaviour;

I have a lot of experience with children with challenging behaviour, having taught at a specialist provision. The school had small classes that allowed the children to have the support required and had a nurturing approach to learning. I am trained in TeamTeach and de-escalation. I have a calm and measured approach and take time to understand the individual student's needs.

·        My experience teaching functional English and Maths;

With over 16 years of experience teaching in primary schools and up to GCSE and Functional Skills, I have developed numerous methods for teaching English and Maths to young people with different learning styles and needs. This includes creating bespoke programmes of work for SEN children needing extra support. I aim to make the sessions creative, fun, and engaging and always tailor the sessions to individual needs of the child.

·        My specialist experience supporting young people with social skills/language skills;

I have attended a number of training courses that are designed to support teachers when working with young people with speech and language needs and have worked 1:1 with children alongside speech and language specialists to create bespoke curriculums to support them in the classroom. This has allowed me to us this knowledge in my 1:1 sessions. 

 My specialist experience boosting confidence and self-esteem: During my teaching career I have noticed a marked increase in students lacking self-esteem and I particularly enjoy helping to boost this and make the student aware of their unique strengths and skills. This comes from building strong relationships and identifying what approach is best for that individual. 1:1 tutoring is ideal for this approach as it allows that relationship to develop. I love watching students’ self-esteem grow and they see themselves making progress.

• · My skills and experience supporting students to develop their independence.

Building independence is crucial in creating a life-long learning with a thirst for knowledge. I believe that a creative learning approach will build both confidence and independence. This is best achieved with a secure relationship between student and tutor and sessions that are tailored to the student’s learning style.