Chris

After beginning my career in mainstream secondary education, I developed a passion for supporting pupils with additional needs and went on to specialise in Special Educational Needs (SEN).

My experience includes teaching English, Maths, literacy and numeracy across Key Stages 2–4, as well as supporting pupils with a wide range of needs including Autism Spectrum Condition (ASC), ADHD, dyslexia, speech and language difficulties, and complex learning needs. I hold a Postgraduate Certificate in Special Educational Needs from Liverpool John Moores University and have continually developed my expertise through specialist training and professional development.

I spent ten years working in a specialist school, where I progressed from class teacher to Deputy Headteacher. During this time, I also held leadership roles including Head of Maths and Head of PSHE, played a key role in achieving National Autistic Society Autism Accreditation, and led whole-school initiatives to improve outcomes for pupils with additional needs. During my time in the specialist setting, I worked with pupils from a wide range of backgrounds and with diverse needs, including Autism, ADHD, PDA, Asperger’s Syndrome, attachment difficulties, dyspraxia and dyslexia. I also supported pupils who struggled to attend school regularly, developing strategies to reduce anxiety, improve engagement and rebuild confidence in education. Providing consistency, understanding and support for these children was one of the most rewarding aspects of my role. I am particularly proud of the positive impact I was able to make on the lives of many pupils and their families.

More recently, I spent three years in Dubai as a specialist teacher, working closely with pupils, families and teaching staff to support learners from a wide range of cultural and educational backgrounds. I found the experience to be hugely beneficial to my career. I am now based in Dorset, where I continue to work in a specialist teaching role alongside my tutoring.

Throughout my career, I have built a reputation for forming strong relationships with pupils and families, adapting teaching to individual learning styles, and helping children develop confidence as well as academic success. My approach combines high expectations with patience, empathy and a genuine belief that every child can make progress with the right support.

My teaching philosophy is built on the belief that strong relationships are the foundation of successful learning. Before pupils can achieve their potential, they need to feel safe, valued and understood. I strive to create an environment where pupils are motivated to learn, feel confident to ask questions and are not afraid to make mistakes. In my experience, mistakes are an essential part of learning and often provide the greatest opportunities for growth.

Throughout my career in mainstream schools, specialist settings, school leadership and international education, I have learned that no two pupils learn in exactly the same way. Every child brings their own strengths, challenges, interests and experiences to the classroom. For this reason, I believe teaching should be flexible and personalised. I take time to understand how each pupil learns best and adapt my approach accordingly, ensuring that lessons are engaging, accessible and tailored to individual needs.

Consistency is another principle that underpins my practice. Children thrive when expectations are clear, routines are reliable and the adults around them are dependable. Whether working with pupils who require additional support or those aiming to achieve their highest academic potential, I believe that providing consistency, encouragement and genuine care helps build confidence and resilience.

Having worked with children for over twenty years, I remain as passionate about education as I was at the start of my career. Seeing pupils develop confidence, overcome barriers and achieve goals they once thought were beyond them is one of the most rewarding aspects of teaching. My aim is not only to help pupils make academic progress, but also to foster self-belief, independence and a positive attitude towards learning that will benefit them long after our lessons have ended.