Francesca

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

Building positive and trusting relationships is at the heart of everything I do. I know that children learn best when they feel safe, understood, and valued, so I always begin by establishing a meaningful connection with them. I never raise my voice and I respond with patience, empathy, and encouragement. I closely monitor children’s behaviour and engagement so I can adapt lessons in the moment: if I notice restlessness, I incorporate movement and hands-on activities; if frustration arises, I alter the approach to bring the child back into their “zone of learning.” My goal is to make learning interesting, motivating, and enjoyable, while creating a relationship of trust that allows each child to flourish.

My experience working with young people with anxiety

I have supported children with a wide range of anxiety needs, including those unable to leave a room or take part in activities at first. I prioritise building trust through consistency, patience, and a positive attitude. I create a safe, nurturing environment where children feel secure enough to begin taking small steps forward. I provide endless praise, celebrate every success, and ensure learning only happens once the child feels calm and supported. Over time, this approach not only helps children engage with learning but also boosts their confidence and resilience.

My experience working with young people with working memory difficulties

Through my Level 5 dyslexia qualification and nearly a decade of experience, I have developed effective strategies to support children with working memory and processing difficulties. I use a highly structured, multisensory approach that includes visuals, repetition, and games to reinforce learning. I break tasks into small, manageable steps and link them to real-life situations, making them easier to recall and apply. I also teach children memory-boosting strategies, such as chunking, rhymes, and my own catchphrase: “If in doubt, draw it out.” This combination of structure, creativity, and personalisation enables children to strengthen their memory skills and feel confident in their learning.

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

I take great care to adapt the learning environment for children with sensory and auditory processing needs. I work with them to identify where they feel most comfortable learning and reduce unnecessary distractions to avoid overstimulation. I also use sensory supports, such as preferred textures or calming tools, to help them regulate when they feel overwhelmed. My sessions are always flexible and responsive, designed so the child feels secure and able to focus. By meeting their sensory needs first, I create a foundation where meaningful and enjoyable learning can take place.

My experience working with young people with SEMH needs

For children with Social, Emotional, and Mental Health (SEMH) needs, I take a holistic, relationship-based approach. Building trust and rapport is my first priority, as this creates the safe space needed for growth. I validate children’s feelings, model positive coping strategies, and encourage self-regulation. I also embed small, achievable challenges that build self-belief. By balancing structure with empathy, I empower children to manage their emotions, express themselves, and succeed academically while also developing stronger wellbeing.

My experience teaching Secondary English

English is a subject I am deeply passionate about, in part because I had to overcome challenges with it myself as a child. These experiences taught me how powerful the right strategies can be, and I now share these with my students to help them thrive. I have over 7 years of experience teaching English from Early Years to GCSE. Drawing on my dyslexia expertise, I use multisensory strategies such as rhymes, colour coding, visuals, and memory aids to make reading and writing more accessible. I focus on building confidence alongside subject knowledge, ensuring students feel capable of tackling comprehension, spelling, punctuation, and extended writing tasks. My lessons are designed to be engaging, structured, and encouraging—so that students not only improve their English skills but also develop a genuine enjoyment of the subject.

My experience teaching Secondary Maths

I have taught maths to students aged 4–16 for more than 13 years, including 7 years of 1:1 tuition and 6 years in classroom settings. I use interactive, hands-on methods—such as games, songs, visuals, and repetition—to fill gaps in knowledge and make maths less intimidating. My dyslexia training has given me a strong toolkit for breaking concepts down into bite-sized steps and teaching problem-solving strategies in a way that builds confidence. I also prepare GCSE students using exam-style materials, ensuring they feel capable of tackling questions under pressure. Above all, I aim to make maths fun, memorable, and accessible, turning it from a source of stress into a subject students can succeed in.

My experience teaching Secondary Science

With A-levels in all three sciences and over 5 years of GCSE tutoring, I bring both subject knowledge and enthusiasm to science teaching. I have also taught science across KS1–KS4 in classroom and online settings. I make science engaging by connecting abstract ideas to real-life examples, encouraging curiosity, and using interactive methods to break down complex topics. My focus is on making science accessible, enjoyable, and confidence-building for all learners, including those who may find the subject overwhelming at first.

My experience teaching social skills

I have worked with a wide range of children, including those with autism, selective mutism, and speech and language needs, to develop stronger social communication skills. I use role play, games, and storytelling to give children safe, fun opportunities to practise real-life interactions. These sessions are short, structured, and pressure-free, so children can build confidence gradually. Over time, I’ve seen students become more comfortable expressing themselves, building friendships, and developing the skills needed to form meaningful relationships.

My experience developing confidence and self-esteem

Helping children believe in themselves is one of the most rewarding parts of my work. I create environments where children feel accepted, supported, and celebrated. I set achievable targets, celebrate every milestone, and provide personalised feedback that emphasises strengths. I also challenge negative self-talk and encourage children to see themselves as capable learners. Over the years, I’ve witnessed children transform into more confident and resilient individuals, ready to face challenges both in school and in life.

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

My teaching philosophy is simple: if lessons aren’t engaging and enjoyable, meaningful learning is unlikely to happen. I therefore place a strong emphasis on designing sessions that connect with each child’s interests, making the content relevant and exciting. I use a multisensory, interactive approach with plenty of visuals, hands-on activities, and movement breaks. This ensures lessons are not only accessible but also memorable. My goal is always to spark curiosity, nurture independence, and inspire a lifelong love of learning.

My skills and experience supporting young people to develop their independence

I actively support students in becoming independent learners by gradually stepping back and encouraging them to take control of their own learning. I use questioning techniques rather than providing immediate answers, helping them to think critically and problem-solve. I also teach strategies such as how to break down questions, locate key information, and plan responses. By scaffolding tasks and then slowly reducing support, I help students build confidence, autonomy, and resilience. Ultimately, my aim is to give every child the tools they need to take ownership of their learning and feel empowered in their abilities.