Georgie

My experience working with autistic young people

I have extensive experience supporting autistic children and young people across mainstream schools, alternative provisions, and one-to-one tutoring settings. I have worked with learners with a broad range of needs, including sensory differences, communication difficulties, anxiety, emotional regulation needs, and school avoidance. I use visual supports, structured routines, social stories, sensory strategies, and interest-led activities to reduce anxiety and increase engagement. I recognise that every autistic child is unique and adapt my approach to meet the individual needs of each young person.

My experience working with young people with PDA

I have supported young people who present with demand-avoidant profiles and understand the importance of using a flexible, low-demand, relationship-based approach. I recognise that anxiety often underpins demand avoidance and that building trust and reducing pressure are essential. I use collaborative approaches, offer choices, incorporate the young person's interests, and adapt expectations where necessary. My priority is always to help the young person feel safe, respected, and in control of their learning experience.

My experience working with young people with speech and language needs

I have considerable experience supporting children and young people with speech, language, and communication difficulties. I have delivered interventions, including Time to Talk programmes, and regularly use visual supports, modelling, repetition, and practical activities to develop communication skills. I adapt my communication style to meet individual needs and provide opportunities for children to communicate in ways that feel comfortable and accessible to them. I enjoy helping young people develop confidence in expressing their thoughts, feelings, and ideas.

 My experience teaching Maths & English

I have over 20 years of experience teaching English and Maths to children and young people of varying ages and abilities. I have taught within mainstream schools, alternative provisions, and one-to-one settings and have extensive experience adapting learning to suit individual needs and learning styles. More recently, I have specialised in delivering highly personalised one-to-one tuition, including curriculum catch-up programmes and Functional Skills English and Maths at Levels 1 and 2. I believe learning is most successful when it is practical, meaningful, and tailored to the interests of the young person.

My experience working with young people to boost their confidence and self-esteem

Many of the young people I work with have experienced difficulties within education and have lost confidence in themselves as learners. I pride myself on helping children rediscover their strengths and recognise their potential. By providing a safe and nurturing environment and celebrating even the smallest successes, I help young people develop confidence, resilience, and a willingness to try new experiences. Supporting a child to believe in themselves again is one of the most rewarding aspects of my role.

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

I am passionate about creating engaging, meaningful learning experiences that are tailored to each young person's interests and needs. I regularly use therapeutic approaches, learning through play, practical activities, and real-life experiences to motivate and inspire children who may have become disengaged from education. I enjoy designing personalised activities that build confidence, reduce anxiety, and help children develop a positive relationship with learning. My aim is always to make learning enjoyable, achievable, and relevant to the individual child.

My skills and experience supporting young people to develop their independence

Developing independence is central to my practice. I encourage young people to make choices, solve problems, communicate their needs, and take increasing ownership of their learning. I carefully scaffold activities, providing the right level of support while gradually encouraging greater independence and confidence. Alongside academic skills, I support children to develop emotional regulation, resilience, communication skills, and self-advocacy, helping them become more confident and independent learners both within education and beyond.

I believe that every child can learn and thrive when they feel safe, understood, and valued. At the heart of my practice is the understanding that meaningful learning begins with relationships. Before any deep learning can take place, I prioritise building secure, trusting relationships with the young people I support. When a child feels emotionally safe and genuinely connected to the adult working with them, barriers such as anxiety, low confidence, and previous negative experiences of education can begin to reduce.

I recognise that every child is unique and therefore adopt a highly personalised approach to teaching and learning. I take time to understand each young person's strengths, interests, communication style, and individual needs, adapting my practice accordingly. I believe learning should be meaningful, engaging, and accessible, and I often incorporate therapeutic approaches, practical activities, and learning through play to motivate and inspire children.

Many of the young people I work with have experienced challenges within education and may have lost confidence in themselves as learners. My role is not simply to teach academic skills but to nurture self-belief, resilience, emotional regulation, and independence. I celebrate small successes, encourage children to take risks in their learning, and help them recognise and value their own achievements.

I am passionate about creating an environment where children feel empowered to be themselves, develop confidence in their abilities, and rediscover a love of learning. I believe that by combining strong relationships, high expectations, and personalised support, every young person can make meaningful progress and achieve success in a way that is right for them.

• Qualified Teacher Status (QTS)

• Postgraduate Certificate in Education (PGCE)

• Bachelor of Arts (BA Hons) Degree

• Over 20 years' experience in education and SEND

• Extensive experience delivering one-to-one tuition for children and young people aged 5–16

• Experience teaching Functional Skills English and Maths (Levels 1 and 2)

Specialist Experience and Training

• Autism Spectrum Disorder (ASD)

• ADHD and executive functioning difficulties

• Social, Emotional and Mental Health (SEMH) needs

• Speech, Language and Communication Needs (SLCN)

• Dyslexia and literacy interventions

• Supporting children with anxiety and emotionally based school avoidance (EBSA)

• Therapeutic approaches to teaching and learning

• Learning through play and child-led approaches

• Emotional regulation strategies, including the Zones of Regulation

• Social stories and visual support strategies

• Sensory processing and sensory regulation strategies

• Time to Talk speech and language intervention programme

• Behaviour support and trauma-informed practice

• EHCP planning, target setting, and outcome-based provision

• Differentiation and personalised learning programmes

• Building confidence, resilience, and independence in young people

• Developing engagement and re-engaging children who have become disengaged from education