Masters Degree Training of Teachers,

Postgraduate in Language Teaching,

Postgraduate in translation English-French-Spanish,

Masters Degree Training of Teachers,

Postgraduate in Language Teaching,

Postgraduate in translation English-French-Spanish,

About Me

Qualified primary years teacher
Early-years and KS1 specialist
English and Maths

Tutor Specialisms and Experience
  • EYFS Teacher
  • KS1/KS2 Teacher
  • Academic challenges – primary general
  • Maths
  • English
  • Spelling and reading
  • Speech and communication
  • Social emotional and/ or behaviour challenges
  • Memory and processing challenges
  • Fine and/ or gross motor skills
  • Behavioural challenges
  • Focus and attention
  • Confidence and self-esteem
  • Autism
  • Asperger's Syndrome
  • Down’s Syndrome
  • Global Developmental Delay
  • Other
Experience, training and skills

As I tutor, I want the children to develop the habit of success, confidence to explore new activities and initiative, independence and resilience to get through different learning challenges.

When it comes to support young children in their cognitive development, fine motor skills and behaviour, I strongly believe that a varied range of age appropriate approaches, resources, strategies and activities have to be implemented. Please read about some of the strategies and interventions that I use below:

Cognitive development

Most of my tutoring sessions will introduce adult-lead activities but there will be also space for the child to use their own initiative. It is important to consider the children’s interests to motivate and engage them and from there, build their learning.

Maths: I aim to create numerous opportunities to practice counting objects not only during a lesson but while playing. Encouraging problem solving also increases their confidence and independence in this field.

Communication and language: When the child is not willing to engage rather than asking lots of questions, it is more effective to make comments and then wait for an answer: “I wonder… how can I make this tower taller…”  Offering choices helps their decision making and promotes independence, pretending games (such as feeding the baby, going on a picnic, doing the shopping …) improves most areas of their development; especially communication and language.

Literacy: Reading and comprehension.  Teaching sounds by following a sensory approach (using feely letters, objects, picture sound cards), learning songs and rhymes, practicing sounding out and blending words and sight reading, asking questions at the child’s level (who, what doing, what, where?).

-Reading traditional stories and singing nursery rhymes promotes many areas of their early development, especially language and communication (by learning sounds, new words).

-Building sentences by using “colourful semantics” – a teaching strategy that uses colour-coded cue cards to ‘show’ how a sentence is made up. Each colour card represents a word.

-Practicing the alphabet by singing and games.

-Introducing lots of games so the child can wide their range of interest.

-Using everyday objects such as a mirror (looking at your face, nose, eyes… ).

-Playing games about everyday noises such as “Guess the sound”.

-Sensory play and messy play helps the child to develop their senses including movement (proprioceptive) and balance (vestibular). Sensory games may include wet or dry play, finger print, cooking, scented Play Doh, musical instruments, etc.

Fine motor skills

Fine motor skills coordinates the use of the muscles, hands, fingers and eyes. Developing strength in these muscles is crucial for  children to get better at grasping, moving and using objects, to develop a hand/finger grip and later on, the handwriting skill.

During my “finger work” sessions, the children can exercise their finger strength while engaging in exciting games such as getting bones with tweezers to feed a puppy, popping bubbles, or creative activities such as making a bracelet with pipe cleaners, tearing paper to stick onto a collage, peeling stickers, and engaging in programs such as disco Play Doh.

At home, it is recommended to frequently create opportunities for the child to use his/her busy bee fingers (thumb and index finger): opening a lid, undoing a zip or the shoes Velcro, putting money in a piggy bank, turn the pages of a book, etc.


All behavior is communication. In a non-judgmental way, I will observe the antecedent and cause of that behavior. Then, I will help the child to find ways to express his/her emotions in a positive way.  A feelings chart can support the child to identify his/her emotions and a visual strategy board provides a range of resources to help children to manage their emotions. Role playing or social stories e.g (“kind hands” or “sharing”) can guide the child to think about good choices. Positive language reinforces what we want the child to do and offering choices will empower the child into good decision making.

Each session is introduced to the child with a simple set of rules or expectations and a visual time table. A visual timetable reduces the child’s anxiety for the unknown and gives him/her some control about the environment. Moreover, the child knows how many things we are doing, what are we doing and how long it will last. ‘Now and next’ boards are also recommended to motivate the child especially if the ‘Now’ activity is not very motivating for the child. The ‘next activity’ will be a preferred one as a reward for accomplishing their previous activity. Timers can be useful for the child to know when the activity, game or turn will end. De-escalating strategies such as distraction or sense of humour may prevent behaviour situations.

My Teaching Philosophy

I see my job as being to provide children with a challenging, fun and cooperative learning environment, and with tools to build their confidence in their ability to achieve, both socially and academically.

I believe that I stand out among my peers in four ways:

Thinking beyond the classroom: I build learning opportunities and resources not only for the classroom but also for pupils to experience at home or in cross-curricular activities. By building rapport with families and establishing positive relationships I am able to achieve results outside the classroom.

Initiative and drive: I am not afraid to take responsibility or put in extra work. I have a history of stepping up and learning fast in order to work above my pay grade when my employers have needed me to.

Personal development and knowledge sharing: I strive to be a reflective practitioner, taking time outside the working day and week to research and share resources in the SEN community. Understanding best practice helps me provide the children with the best learning experience that I can.

Commitment to diversity: I have spent most of my teaching career in multicultural environments. I have taught my students to embrace and celebrate differences. But I too have gained an appreciation of differences in parenting and can accommodate those while being consistent and effective as a professional.

Choose me if…

… you are looking for an Early Years Expert, with exceptional skills and experience;

… you are looking for someone to help develop cognitive abilities, fine-motor skills and behaviour;

… you are looking for someone fun, friendly and happy;

… you are looking for someone to make a long-lasting, positive difference to your child.

Something sensational about me

What I bring to the role is:

• patience and enthusiasm; a genuine love for the job

• IT and creative skills that allow me to develop engaging learning resources and experiences

• strong behaviour management, organisational and planning skills which allow me to build tailored programmes and set SMART targets for pupils

• strong communication skills – which I can adapt to different audiences and cultures

• formal training and experience in language education



Ealing, London, UK

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  • 2016
    Goldsmith University
    Masters Degree Training of Teachers
  • 2010
    Goldsmith University and Instituto Cervantes
    Postgraduate in Language Teaching
  • 2007
    UAM university
    Postgraduate in translation English-French-Spanish
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