As a primary teacher, Science lead, home educating mum and owner of my own home education business, I love providing a creative curriculum to inspire pupils. I currently offer an alternative provision for children with special educational needs and strongly believe that each child is unique. Every child deserves a personalised and individualised approach that highlights their strengths while addressing their challenges. I have over 13 years experience working with children with a wide range of needs.

Hina


Birmingham
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Birmingham
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Hina
Rate:
£125 per hour
Minimum 1.5 hours per session in person


About Me
Skills & Experience
My specialist experience working with young people with SEN to develop trusting and meaningful relationships; As an educator for many learner’s with autism, my experience has profoundly shaped my methods of supporting SEN pupils. It has provided me with priceless perspectives that improve my ability as a tutor and have reinforced my compassion, patience, and communication abilities. I aim to provide adaptability when working with students with autism spectrum condition (ASC) and all children with additional needs, fostering their academic development while adjusting to their diverse requirements in social interaction, communication, and behaviour.
My experience working with young people with severe anxiety; I believe that creating a safe, consistent and calm environment and routine is key. I make sure that I am able to provide the routine needed by my student but also offer the flexibility that might be needed to accommodate their needs. Clear and open communication is important when understanding what factors affect my students learning and understanding. I collaborate with parents and guardians to make sure that I have a clear understanding. I take a patient and persistent approach- I provide all the space and time needed for my student to work on the concepts that they are engaging with and make sure that the resources are not overwhelming nor overstimulating but at the same time, provide an appropriate challenge in an engaging way. I encourage positive self-talk and I do this by modelling appropriate praise and encouragement throughout my teaching.
My experience working with young people with selective mutism; My initial strategy is to always allow for non-verbal communication to ease the young person into our safe and trusting relationship. I believe that it is important to engage in one sided communication initially, giving instructions and support whilst not expecting a response. This allows my learners to feel relaxed and stops the learner from becoming anxious by being put on the spot. The option is always there to communicate through typing and whiteboards. Often, I provide multiple choice responses as this provides a bit of a safety net to reinforce the learner’s own answers and encourages them politely to pick a response. I have been working with young children with selective mutism over the last 2 years and I have learnt to not always assume what they mean and instead I encourage them by offering statements that they can confirm or deny. I have successfully encouraged my students from moving away from just gesturing to using verbal communication over the course of the year.
My experience teaching GCSE Maths, English and Maths functional skills; I have a BA in English Language and Literature in education, enabling me to equip my students with the skills and confidence to analyse language, write creatively and understand what they are reading. My pupils develop great comprehension skills and a keen eye for reading between the lines, making inferences and predictions confidently. I am a passionate writer and foster the love of writing by modelling to my learners extensively. Often, learners will watch me write as I commentate the thinking, editing, proofreading process out loud. I have taught Language and Literature and Maths to GCSE students. With my extensive primary training, I find that teaching GCSE maths and functional skills to young learners that are neurodivergent, becomes second nature. I use similar techniques, working with manipulatives, gamifying maths lessons and providing quizzes to encourage my learners. I have successfully supported young people and adults achieve Functional Skills exams in maths and am experienced in teaching from functional skills from levels E1 to L2. For higher levels (L1 and L2) I focus on worded question comprehension, and identifying the key information needed to be extracted to carry out the mathematical process. For a neurodivergent child, these tools can really help to understand abstract concepts in a concrete and visual way. I love using games, quizzes and lots of repetition in maths, keeping the tasks and resources simple and clear.
My experience working with young people to boost their confidence and self-esteem, providing engaging sessions to inspire a love of learning and supporting young people to develop their independence; This is a particularly personal issue for me as a home educating mother and business owner of an alternative provision for home educating families. I believe that traditional schooling isn’t always equipped to foster independence, resilience and using initiative. I therefore made the choice to home educate my children and provide them with opportunities to express themselves in ways that were fitting to their personalities and learning styles. I believe spending time in the real world, shopping, role playing, visiting heritage sights, growing food in an allotment, working with children of different ages are all valuable experiences that need to be curated and facilitated by a passionate adult such as myself. I believe in invoking curiosity by engaging with nature, having sensory experiences that cannot be experienced inside four walls and using ones hands to build, create and explore. Creating a curriculum that is challenging but also inspirational, that reaches out to the child and pulls them in, is one of my biggest achievements. Being a home educator that provides and implements my own curriculum to many other families, I have a wealth of experience that I bring to my tutoring of SEN children. I am deeply passionate about making learning a joyful experience that boosts confidence and builds resilience. I particularly love facilitating open ended challenges, projects and tasks that enable a child to move in which ever direction their mind and body takes them, with no fear of judgement or failure.
My specialist experience providing engaging sessions to inspire a love of learning; I have had the freedom and opportunity to implement my own curriculum for many years now. My style is often nature centric, sometimes immersed in fictional fantasy but never boring and frustrating. There are infinite ways to convey the same message, learning objective or skill. Creatively choosing activities and resources that present themselves as a beautifully, curated challenge or play is an important skill that I possess. This does not mean that my activities are all elaborate, expensively resourced or extensively researched. Often, I simply think like a child and imagine how the learning will feel, with simple resources that have impactful outcomes. The little wow moments are often enough to inspire and engage a child in their learning. Children like to be challenged, if a child is frustrated, it is often not because the work is too hard and that they don’t want to be challenged. It is simply that the teacher hasn’t yet been able to take the steps to understand the child’s prior knowledge and understanding, to be able to then provide the building blocks to support a child with an appropriate challenge. Understanding my student contextually is key to engaging them and something that I do well.
My experience working with young people with ADHD/ADD; I have extensive experience teaching children and young people with complex learning needs and challenging behaviours, who are developing at different rates. Many children that I have taught throughout my career have needed a personalised approach to teaching and learning to help them reach their full potential. I am confident in my ability to provide consistently high-quality, engaging, and challenging learning experiences, while maintaining high standards of care, to enhance the progress and success of all pupils. I have a particularly personal experience with children with ADHD, having taken my son out of school to home educate him and provide him with an environment that wasn’t overstimulating and disruptive to his learning. I have developed a personalised curriculum for his needs as an ADHD child to enable him to engage and focus deeply on his learning without being mistaken for unbothered, daydreamer and unable to follow instructions. I had quickly realised that my child is a chronic doodler like myself and needs to keep his hands busy in order to still his mind. I have deep appreciation for children that get intensely bored sitting still as I was once that child and now, I have my own.
My experience working with young people with PDA; I have had experience working with young people with a PDA profile, particularly among autistic students. Many of my learners tend to respond most positively when demands are presented in a creatively disguised manner, allowing pupils to feel a sense of control over tasks or situations. The key insight I have gained is that PDA behaviours are often driven by anxiety. As such, it is essential to support these students in managing their stress, helping them feel safe and comfortable. My most personal experience comes from my own daughter, who from a very young age has exhibited many signs of PDA, that until I started teaching other children, I didn’t quite understand. It lead to frustration for both parent and child alike and has resulted in a 7 year battle, to understand and implement strategies at home that work with my daughter instead of against her. Building a trusting relationship, where the safety and respect of her big emotions are the centre of our communication has helped us immensely.
My experience working with children with speech and language needs; Over the last decade I have supported students with a range of speech and language needs. Many students benefited from strategies like visual timetables, visual vocabulary banks, Colourful Semantics and Aided Language Displays. I have extensive experience with EAL children from all over the world, whose needs are different but equally complex. These experiences have helped me adapt strategies that can be used with children with speech and language delays. Learning basic Makaton and engaging in on-going training has been highly beneficial for myself and my pupils. Being able to communicate in a concise and clear manner is an invaluable and often overlooked skill that I pride myself on, making sure that I remove excess from my vocabulary and communication to aid in understanding.
My experience as a Science co-ordinator, focussed on inclusion; As a science co-ordinator of a large public, four form entry school, I was responsible for the training of over 22 members of staff and developing a curriculum to engage over 600 children. Many of our children came from disadvantaged backgrounds, had English as a second language or a breadth of SEN needs. I was tasked with simplifying the curriculum, ensuring it was practical and covered key concepts that were accessible to all children. The science lessons and resources needed to be as thoroughly resourced for our children with SEN as any English or Maths lesson would be expected to be. Do we have practical resources to match the theory? Do we have enough material to inspire, invoke curiousity, to challenge our children and to demonstrate how serious we were about science? These pertinent questions lead me on a path to making sure our science provision was engaging and inclusive but also simple and impactful. This experience has opened me up to the many STEM provisions we have at our disposal and helps me create and resource wonderful lessons.
My eagerness to adapt my teaching style and resources to help all children learn in a way that they can understand and enjoy is my biggest strength. I don’t believe in a one size fits all curriculum and love teaching that involves nature, art and serenity. I have consistently exhibited strong leadership skills as a science co-ordinator centred around inclusivity and creating engaging learning environments.
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My Teaching Philosophy
I believe learning and joy should be synonymous. I create a warm and welcoming environment by building a rapport and taking the steps to understand each of my pupils as individuals. My approach is most definitely personalised and tailored for each child. Whether a child likes a more practical approach, likes to learn through play, is a visual learner or kinaesthetic learner, I believe in finding the right approach for each child.
An engaging play-based curriculum centres on the idea that children learn best when they are actively involved in their learning experiences. By using play as a medium, as an educator I can spark curiosity and creativity, encouraging children to explore and interact with their environment. This type of curriculum allows children to take the lead in their learning, offering them opportunities to ask questions, solve problems, and experiment.
I often encourage learning through open-ended play, whether it’s building structures, completing puzzles, pretending to be characters in a dramatic scene, or engaging with nature as children develop critical thinking skills. This enhances their ability to work collaboratively, and expand their understanding of the world. By providing materials and scenarios that invite exploration, I try to offer children the freedom to think and create beyond conventional boundaries.
Incorporating creativity into a play-based curriculum helps me foster an atmosphere of wonder and innovation. Activities that encourage artistic expression, such as drawing, painting, or role-playing, help my children process their emotions and ideas in unique ways. The curriculum that I develop can also introduce challenges that require children to think outside the box, such as solving a problem together in a group or designing their own games. These experiences not only build creativity but also resilience, as children learn to experiment, take risks, and learn from mistakes. My role in a play-based curriculum is that of a guide, offering thoughtful questions and gently steering children toward new avenues of exploration without stifling their creativity. This kind of curriculum nurtures a lifelong love of learning and helps children develop the skills needed to navigate an ever-changing world.
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Qualifications and Training
- BA in English Language and literature in Education – University of Birmingham.
- PGCE – University of Hertfordshire.
- CELTA- Brasshouse Language Centre Birmingham
- Specialist EAL training for children and young adults.
- SEND awareness training
- Developmental Language Disorder
- FFT Phonics Programme
- Home Ed – alternative provision curriculum designer and business owner
- Science co-ordinator
- Safeguarding level 2
- Colourful semantics
- Play Therapy
- Level 2 Safeguarding, FGM and Prevent
- Talk for writing
- PTLLS
- TEEP (Teacher Effectiveness Enhancement Programme)
- Autism Awareness in Education
- Engaging practical science for EYFS
- Teaching Primary Science outdoors
- Inclusive primary science for pupils with SEND
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Choose me if…
You want your child to feel safe, heard and happy.
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Availability
Monday: 13:00-20:00
Tuesday: 13:00 – 20:00
Wednesday: 13:00 – 20:00
Thursday: 13:00 – 20:00
Friday: 16:30 – 20:00
Saturday: 13:00 – 20:00
Ages Supported
- Early Years
- Primary
- Secondary
- Post 16
- Adult
Specialisms
- Anxiety
- ADHD & ADD
- PDA (Pathological Demand Avoidance)
- SEMH (Social & Emotional & Mental Health needs)
- Speech and Language Needs (including non-verbal)
- Dyscalculia
- DCD (Dyspraxia)
- Global Developmental Delay & Learning Difficulties
- Trauma/Abuse
- SEND (inc. disabilities)
Subjects Provided
- General Engagement, Confidence and Self Esteem
- Primary (Maths and/or English/Literacy)
- Secondary English (including GCSEs)
- Secondary Maths (Including GCSEs)
- Study Skills & Executive Functioning Skills
- Functional Skills (English & Maths)
- Homework Support
Locations Covered
Birmingham, Online, and West Midlands
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Something Sensational About Me
I have always been considered an easy going, relaxed and warm person. I’ve had a weird and wonderful life which has moulded me into a deeply empathetic person, who believes in sharing her adventure, love of learning and creativity with everyone around. I wish for everyone to have the magical experiences I had growing up and a share in the wonderful kindness and warmth that I have experienced. In a way, often I feel the responsibility lies within me to share that with all of the children that I spend my time with.
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