I specialise in working with learners who may find education challenging, including those with Autism, ADHD, SEMH needs, speech and language difficulties, and complex learning profiles. I also have extensive experience supporting children who are not currently accessing full-time education, including those in alternative provision or educated at home.
My approach is calm, structured and highly personalised. I focus on building strong, trusting relationships with each child, helping them to feel safe, understood and confident in their learning. Alongside academic progress in English and Maths, I place a strong emphasis on emotional wellbeing, engagement and developing independence.
My experience comes from teaching children and young people within mainstream school in specialist provision delivering a tailored curriculum to meet individual needs. In a class of 10 children, the needs ranged from ADHD, SEMH, Autism, ADHD, Global Developmental Delay, anxiety, Pathological Demand Avoidance (PDA), speech and language needs, sensory and auditory processing differences, and Social, Emotional and Mental Health (SEMH) needs. Through this work, I have developed a highly adaptive, child-centred approach focused on building trust, fostering engagement, and promoting independence.
A key strength of my practice is developing trusting and meaningful relationships with young people. I prioritise consistency, patience, and understanding, taking time to learn each child’s individual communication style, triggers, and interests. This enables me to create a safe and supportive environment where pupils feel secure, valued, and ready to engage in learning.
In those students with PDA profiles, I use low-demand, flexible approaches and collaborative strategies to reduce anxiety and encourage participation. I am skilled in recognising and responding to anxiety in young people, adapting expectations, and using calming techniques and structured routines to help them feel regulated and in control.
In supporting children with ADHD, I incorporate movement breaks, clear structure, and engaging, multi-sensory activities to maintain focus and motivation. I also have experience supporting sensory and auditory processing needs by adapting the environment, using visual supports, and reducing overwhelming stimuli to ensure accessibility.
My work with children with speech and language needs involves simplifying communication, using visual aids, modelling language, and allowing processing time to support understanding and expression. I am also experienced in supporting SEMH needs, helping children to identify and regulate emotions, build resilience, and develop positive coping strategies.
A central focus of my teaching is developing confidence and self-esteem. I celebrate small achievements, provide consistent encouragement, and create opportunities for success, helping pupils to build a positive sense of self and belief in their abilities.
I design and deliver engaging, creative sessions tailored to individual interests and learning styles, fostering curiosity and a genuine love of learning. By making learning accessible and enjoyable, I support children to re-engage with education and develop intrinsic motivation.
I am also committed to supporting young people to develop independence. I encourage decision-making, problem-solving, and self-help skills, gradually reducing support as confidence grows, so that pupils can become more autonomous both in their learning and daily life.
As a qualified SENDCo and Safeguarding lead, I bring a deep understanding of EHCPs, multi-agency working and the wider education system. I regularly work alongside families, schools and local authorities to ensure that support is consistent, appropriate and impactful.
What I offer:
- Specialist 1:1 SEND tutoring (English & Maths)
- Support for children with SEMH and complex needs
- Engagement support for learners out of education
- EHCP-informed planning and tailored interventions
- Close communication with families and professionals
I am committed to helping every child make meaningful progress, both academically and personally, and to ensuring that support is delivered with care, consistency and professionalism.
