I am an experienced and compassionate SEN tutor with over fifteen years of experience supporting young people with a wide range of additional needs. I have worked with learners in home settings, outreach provision, and further education, and I currently support students who access Education Other Than at School (EOTAS) packages. My work focuses on helping children feel safe, understood, and confident so they can begin to enjoy learning again while working towards the outcomes set in their EHCP.
I have extensive experience supporting children with Autism Spectrum Condition (ASC), ADHD, sensory and auditory processing needs, speech and language difficulties, anxiety, and Social, Emotional and Mental Health (SEMH) needs. I understand that every child learns differently, so I take time to build trusting relationships and carefully adapt my approach to suit each child’s individual needs, interests, and learning style.
For children with autism, I use a nurturing and structured approach that provides clear routines and consistency. This helps reduce anxiety and allows children to feel secure enough to engage in learning. When supporting children with ADHD, I use calm and structured sessions with clear boundaries, while also allowing opportunities for movement breaks and self-regulation so they can refocus and manage their attention more effectively. I often use visual supports and practical activities to help children understand tasks and stay engaged.
I also have strong experience supporting children with speech and language needs. I use a whole-communication approach, which may include visual timetables, Makaton, body signing, and PECS (Picture Exchange Communication System). I have also worked with communication passports to ensure consistency between home, tutors, and other professionals involved in the child’s support.
Academically, I teach primary-level Maths and English, typically at Key Stage 1 and Key Stage 2 levels. I adapt learning so it is accessible, engaging, and confidence-building, particularly for children who may be working below age-related expectations or who have had negative experiences with education.
Many of my sessions also take place in the community, particularly for children accessing EOTAS packages. Learning outside of a traditional classroom can often feel more comfortable and meaningful for some children. I regularly deliver sessions in places such as parks, libraries, garden centres, gyms, sports venues, and other local places of interest. These sessions allow children to develop important life skills, confidence, and independence through real-life experiences such as ordering food, shopping, using community facilities, and interacting with others.
A key part of my work is helping children rebuild confidence and self-esteem. I create engaging, personalised sessions that incorporate a child’s interests so learning feels enjoyable rather than overwhelming. My aim is always to help children feel proud of their achievements, develop independence, and rediscover a positive relationship with learning.
