I have over 20 years of experience teaching in mainstream, specialist and tuition settings. In that time, I have fulfilled many different roles including Class Teacher of SEND, Pastoral Lead, Behaviour Lead, SENCo, Tutor of Dyslexia, Designated Teacher of Looked After Children and Computing Lead. Each role has given me valuable insight into the challenges of children and young people with additional needs but also into what their powers can be and how we can spotlight those skills.
Building strong, respectful and purposeful relationships with children and their families is one of my strengths. Being able to communicate clearly, honestly and empathetically is key to building great relationships and I take this aspect of my role very seriously.
In many cases, the various difficulties and challenges can overlap or co-exist and so a personalised and tailored learning program is fundamental in providing the right support. That’s why I do not offer a one-size-fits-all approach and whilst my skills and teaching strategies, as listed below, are an indication of what may be expected, it is more likely that a program will be a melody of strategies that best suit the individual. The programs of support that I deliver are backed by comprehensive research to ensure the greatest impact.
My specialist experience working with students with SEN to develop trusting and meaningful relationships: Developing a trusting relationship is always my priority when working with children and young people to help them feel safe. I achieve this from the values PACE (Dan Hughes) Playfulness (playing games, communicating lightly and sharing fun times) Acceptance (accepting the inner feelings and emotions of the individual, even when the outward behaviour is not accepted) Curiosity – showing a genuine interest in their lives and their inner self. Empathy (hearing the child and how they are feeling and reacting).
My experience teaching autistic young people: I have a wealth of experience tutoring children with ASC (autism), however as this condition manifests differently from individual to individual, the importance of remaining flexible and adaptable in planning and teaching sessions is paramount to successful sessions – it is not one-size-fits-all! Often children with ASC (autism) experience anxiety. I manage possible anxiety through patience, positivity and time. I build strong, trusted relationships with the child or young person and implement familiar, structured routines with sensory/movement breaks as needed. Embedded into sessions, can be the opportunity to address emotions; what the triggers to certain emotions are, how they present and how to manage them through visuals, social stories and activities.
My experience teaching young people with anxiety: I adopt a therapeutic approach to behaviour, social and emotional difficulties. Behaviour, whether prosocial or antisocial, is a form of communication. Having this understanding, allows me to be curious as to why the behaviour is being presented and work on ways to overcome these barriers. In sessions, I may work with a child or young person on exploring emotions, how these can present and how the child or young person can manage them to prevent dysregulation using a five-point scale or similar. We may work on having positive experiences that lead to positive feelings and so prosocial behaviours. We may also work on feeling and keeping safe, self-confidence, social skills and intrinsic motivation. Which again, are woven into our learning.
My experience teaching young people with a PDA profile: Creating an environment that is predictable yet flexible is a key ingredient to successfully working with children with PDA. Lessons are adapted to suit the needs and anxiety levels of the individual on the day and I will always clearly communicate our intentions to minimise demands and anxiety levels. Part of the work I complete with a child is to develop children’s own understanding of their emotions, brains and behaviours.
My specialist experience with ADHD: Children and young people with ADHD may find it difficult to begin tasks, maintain focus and complete tasks; organise themselves, follow a series of instructions and remain motivated. To address these challenges, I use short segmented tasks and activities of high interest with structure, routine and scaffolded support which are key strategies in being able to engage children and young people with ADHD in their learning.
My specialist experience teaching young people with working memory difficulties: Many children and young people experience challenges with their executive functioning skills, including working memory. I use visuals and supporting resources to reduce the demand on these areas of the brain which helps to scaffold learning in other subject areas such as maths or writing tasks. In addition, prioritising learning experiences that develop executive function skills helps improve concentration, comprehension, inference, and working memory. And doing so is key to helping children and young people build study skills and lifelong learning patterns.
My experience teaching young people with sensory and auditory processing needs: Many of the neurodiverse children that I have worked with have had sensory and auditory processing needs alongside their other needs. An understanding of the environment and its effects on the child or young person will help how I plan and deliver lessons, from adding in sensory breaks to teaching with visuals and from ensuring the teaching space is quiet to regular check-ins on self-regulation levels.
My experience teaching maths and English: I have taught maths and English throughout my twenty-year career as a teacher and from Early Years through to key stage 3. I have an equal passion for both subjects and deliver them with enthusiasm and gusto. In English, I like to take a wholesome approach, delving into stories and their characters to provide a deep understanding of the text and improve comprehension, reading and writing skills through discussion, exploration, mind mapping, experimentation, role play and more. I have completed several writing courses and very much enjoy the creativity that English brings.
Having taken A-level maths at school, my knowledge and understanding of the subject is robust. Through various topics, I use manipulatives, pictorial representations and games to help children develop their understanding of concepts. But I also like to take a more practical approach to maths, by taking the learning outside, combining maths with other topics, and putting the maths into real-life scenarios, such as working out the ingredients for a cake or planning an imaginary event.
My approach to inspiring a love of learning and supporting independence through developing self-esteem and confidence: My teaching philosophy states that I teach with the objective of children or young people becoming confident, independent and curious, so that they may take ownership of their learning and grow into being the lifelong learners they are capable of being.
I view it as my mission to unlock interests, skills and abilities and allow children and young people to flourish and shine. My approach is to teach with kindness and flexibility, with the values of confidence, curiosity and independence woven through the nurturing lessons I plan and deliver.
My experience teaching young people with dyslexia: For several years, I tutored with a local Dyslexia Association. Here, I learned how to implement the multi-sensory approach and alternative strategies for children and young people who struggle in this area. Using the Alpha to Omega scheme, phonics schemes, whole word reading, colourful semantics and mind mapping and writing tools, can help children and young people overcome challenges in reading, writing, spelling and organisational skills.
My specialist experience with global learning delay: Global learning delay can present many difficulties for children and young people. Alongside academic and speech delays, individuals may also experience difficulties with memory, social skills and emotional literacy. Taking a holistic approach to learning allows for these developmental skills to be worked on. For example, turning a learning objective into a game, using role-play and stories or simply taking our learning away from the classroom.
My experience teaching young people with speech and language needs: I have worked alongside Speech & Language therapists to deliver programs for children with speech, language and communication difficulties. Using programmes such as PECS, Elklan, attuned-play and colourful semantics, I have supported children and young people to develop spoken sounds, improve their receptive and expressive language skills and develop their social-communication skills.
My experience teaching young people with SEMH/mental health needs: I work with a great deal of understanding when teaching children with SEMH and/or mental health needs, adopting an approach laden with curiosity where feelings and experiences are considered and explored. Having empathy for children and young people can help children and young people find a connection and feel safe in their learning environment. I teach with compassion, kindness and patience.
My experience teaching young people with challenging behaviour: I believe and adopt a therapeutic approach to behaviour where the values of pro-social behaviours are taught through experience and understanding. Undesirable behaviour is challenged in a non-threatening way and always when a child or young person has returned to a regulated state and can digest what is being discussed. This could be achieved through social stories, role-play, or reflection strategies.
My experience of teaching science: Having taught the science curriculum from Key Stage 1 through to Key Stage 3, I am well-versed in providing engaging and practical experiences with a combined emphasis on the investigational skills and the subject knowledge of biology, physics and chemistry.
Using technology to support learning: Technology is here to stay and can be a great asset to engaging our children and young people and unlocking learning. A more recent role that I held as Computing Lead has led to the discovery of many assistive and educational technologies (including Text-to-Speech, Scanning Pens, Clicker, Purple Mash, Communicate inPrint and many more). I make use of technology within lessons to foster engagement, independence and learning when it is appropriate to do so.
3 Reviews on “Helen”
Helen has been a brilliant tutor for us. My son is autistic with a PDA profile and suspected dyspraxia. When I first spoke to Helen I explained what my son needed. The most important things for us were finding someone (very) patient and flexible. Helen said she could do that and I feel 100% she has been both these things.
Helen has a caring approach and she has continued to learn about my son’s needs along the way. Helen has reflected on and adapted how she does things as soon as any challenges arise. Helen has many strategy ideas for the tuition sessions and she will spend time outside of the sessions researching new approaches and activities. Helen provides a completely bespoke education for my son. The sessions are fun and interesting.
Helen is able to pick up on early signs of emotional dysregulation and immediately change the level of demand, offer a break or use a range of other strategies that are individual to my son.
Helen has worked with our OT to incorporate fine motor skill activities in tuition sessions, while bringing many of her own ideas. Helen has been able to engage my son with touch typing, something he has previously not wanted to do.
Helen supported us at my son’s EHCP annual review meeting, attending and being the main contributor to the meeting and writing a thorough and accurate report in advance of this.
After over a year out of school and school trauma Helen has been able to re-engage my son with learning. I am very grateful to her for this. I would highly recommend Helen as a tutor.
I would highly recommend Helen from SENsational Tutors. She is an expert at connecting and empathising with young people who have become disillusioned and let down by the education system. Likewise, she is professional and passionate about bringing the absolute best out of children, enabling them to shine once more.
Ever since SENsational Tutors sent Helen to tutor our daughter, we’ve noticed magical results. Our daughter was failed by three mainstream schools and Helen joined us at the point where she was completely burnt out and resistant to any form of educational intervention. Helen took her time to get to know Florence, to see what her interests were and to gently build trust. She discovered that our girl is a ‘Swiftie’ and embarked on a multidisciplinary project incorporating a range of subjects to engage her, with a 3D stage that they built at the end of the unit. She employs a range of strategies to support Florence’s specific learning needs and find ways to ensure she has little to no barriers to learning.
Our school refuser has reengaged with education and her love of learning has returned – she’s even keen to work when Helen’s not present; she’s writing reams and reams when due to her dysgraphia, previously she refused to write at all; she has reconnected with subjects she’s passionate about and is now keen to be a marine biologist. She reads for pleasure and most significantly, I feel our daughter is happy and proud to be herself.
I wholeheartedly recommend Helen from SENsational Tutors. She has a rare gift for connecting with young people who feel disconnected or let down by the education system. Helen is not only incredibly professional but also deeply passionate about helping children unlock their full potential, guiding them to rediscover their confidence and love for learning.
Since Helen started tutoring our daughter, the changes have been truly remarkable. Our daughter had struggled in three different mainstream schools and had become disengaged and resistant to any educational support. From the very beginning, Helen took the time to build a trusting relationship with her, learning about her interests and strengths. She discovered that Florence is a huge fan of Taylor Swift, and used that passion to create a cross-disciplinary project that truly captivated her. Together, they even built a 3D stage, blending subjects in a way that made learning fun and relevant.
Helen’s approach is tailored to Florence’s unique learning style, and she has been able to break down the barriers that once made education feel impossible. As a result, Florence has re-engaged with her studies, and her enthusiasm for learning has returned. She’s now writing freely—something she struggled with due to her dysgraphia—and is excited to explore subjects she’s passionate about, like marine biology.
Most importantly, our daughter is happy and proud of herself again. It’s clear that Helen has not only helped her rediscover her academic abilities but also her sense of joy and self-confidence.