Ian

After 5 years teaching in a mainstream primary school, I worked as a teacher in SEND settings for 11 years, learning how to support pupils with a vast range of physical disabilities and learning difficulties. I was a classroom teacher for KS2/3 pupils and taught adapted English, Maths and Science, along with two years leading on and teaching BTEC Functional Science to KS3-5 pupils.

Within these roles, I needed to make sure that I was tailoring my teaching to match the specific needs of the pupils, allowing them to progress and thrive. For the last 2 years, I was Deputy Headteacher of a Special Needs School and the Deputy Designated Safeguarding Lead.

I have clear structures and expectations which allow the children in my care to feel safe and supported at all times. Pupils are encouraged to stretch their skills with challenging work which is achievable for them - to build confidence, embed skills and encourage independence.

I am patient with my communication, understanding that all learners understand and process information in different ways and at different speed. I like to bring a level of appropriate humour and fun to my sessions, to build trust and nurture a positive working environment.

I have needed to build trust with pupils to be able to work effectively, utilising predictable routines, clear expectations and visual schedules to lower anxiety. I have used social stories and comic book sequencing to help to explain changes in routines or to support with restorative conversations. I have also used Zones of Regulation and emotional literacy techniques to support with emotional regulation.

I understand how important record keeping and collecting evidence of learning is for assessment and to inform future lessons. In the past, I have needed to contribute to regular data drops and pupil progress reports, including writing, amending and assessing against annual review and EHCP targets.

I bring enthusiasm and enjoyment into education for learners who are working at different stages and levels. I continually check to see that strategies are working or need reviewing and adapting, and I adjust accordingly. I understand the importance of how to keep children safe, including children with Special Educational Needs and Disabilities, and those who are particularly vulnerable.

Throughout my career, I have remained dedicated to ensuring that every learner, regardless of the complexity of their needs, receives personalised, compassionate and high-quality educational support.

Over time, I have developed a practical understanding of how to unlock potential in young people with physical and learning disabilities, Autism, Dyslexia and Social Emotional & Mental Health needs - something I believe is essential and at the heart of a good tutor. I work closely on Executive Functioning skills to allow for future independence and personal success.

I bring a fair, structured and calm approach to learning. Consistency, trust, praise and humour are central to my strategy. I am patient with communication, recognising that learners process verbal and non-verbal information differently. Whether introducing visual schedules, low-arousal setups or specialised communication aids, I ensure that pupils are never overwhelmed. I have needed to be a calm presence for pupils, reducing the triggers which cause anxiety and giving them clear structure and choices in how they complete tasks, giving space to calm down or regulate when needed.

As a tutor, I regularly connect abstract concepts to games, activities or real-life context in the community. I love topic-based learning, where I can target different subjects areas into a project. Pupils under my care are gently stretched with challenging yet achievable targets that build and embed core functional skills and promote long-term independence.