Heather

I believe that successful tuition is built on the foundation of a strong, trusting relationship where a learner’s unique strengths, interests and individual support needs are understood well. Taking a child-centred approach I carefully assess where each learner is and tailor a bespoke educational path that fosters confidence. As each learner is different and my practice is highly adaptable to ensure that teaching is accessible, engaging and impactful for every learner I support.

For learners with ASC sessions are clearly structured and visual timetables are used to provide a reassuringly predictable routine. Learning is centred around their specific strengths and passions to drive intrinsic engagement. I carefully manage sensory environments ensuring clutter and distractions are kept to a minimum, including on screens. They have a familiar, predictable structure supported using visual aids and timetables which helps to decrease anxiety. Communication is aided through the use of simple language, gestures, and visual aids such as pictures. Sensory needs are considered including ensuring that the environment is quiet, working areas are kept tidy and background colours and screens have preferred visual backgrounds, such as soft yellow.

For learners with ADHD, work is planned in short time blocks, and I explicitly chunk tasks to prevent overwhelm and maintain a high frequency of positive reinforcement to promote engagement. I integrate visual tools such as mind mapping, diagrams and colour-coding to support learning. Active games and activities alongside strategic movement breaks are used to accommodate restlessness. Executive function skills are taught to support learning, for example, how to plan essays, manage time and prioritise activities. Executive function skills are supported with the use of physical checklists for example sticky notes, or ticking off a list, so learners are not reliant on verbal instructions. Visual timetables, for example a timeline of the session so that they visualise the session and see when a break is coming and the use of a clean and tidy workspace to limit distraction

 For learners with a Pathological Demand Avoidance (PDA) profile a deeply collaborative, low-arousal approach focused on safety and trust is required. Initial sessions with PDA learners prioritise building a strong rapport through shared play, casual conversations and exploring their special interests. Language is chosen to be declarative and non-directive; for example, framing a task as “Let’s look at this together,” or “I’m not sure how to solve this problem,” rather than “Solve this problem”. Learning is acquired through projects tapping into the learners’ interests and games so that the perceived demands are lower. Praise focuses on the learner’s effort rather than the outcome.

For learners with dyslexia, I utilise multi-sensory and structured approaches to unlock their reading and writing potential. I begin by using practical and engaging assessment activities to identify specific learning gaps without causing test anxiety. From there I deliver highly structured lessons that build on prior knowledge, providing ample opportunities for overlearning. Activating visual, kinaesthetic and tactile channels simultaneously maintains interest and helps to ensure that learners remember what they are taught. The use of concrete materials, visual aids and scaffolding supports learners with tasks and supports success. Breaking tasks into small, achievable targets enables pupils to clearly see their progress, which rebuilds self-esteem and rapidly nurtures independence skills.

Learners with medical/physical needs. My experience also includes supporting children with physical and medical needs. This includes wheelchair users, children with severe allergies and teaching from a hospital bed. I recognise that these learners face lifelong challenges, and that supporting their psychological and emotion needs is vital, alongside academic support. Prior to commencing tuition, I conduct thorough research into their specific condition using credible sources, alongside talking to the learner and their family. This collaborative approach ensures that tuition is safe, accessible, and aligned with medical requirements and emotional readiness.