My extensive experience across primary and secondary schools, post-16 education, and beyond has equipped me with a broad and deep skill set. This adaptability enables me to effectively support and inspire young people, helping them achieve their full potential.
My experience working with young people who have dyslexia comes from a personal interest in this area, as I am also dyslexic. I didn’t find out until I was in my 30s, which was a sudden realisation that I wasn’t as daft as I had thought. It explained why I had been a rebel without a cause in school; I really do pity those teachers now.
I hold specialist teacher status in SpLD (dyslexia). For the last 13 years, I have been the head of a CReSTeD Registered learning support department, with approximately 65% of the school having a diagnosis or traits in this area. My current favourite resources include The PAT (Phonological Awareness Programme), Sounds-Write, a pure phonics programme, and assistive technologies such as Microsoft’s Immersive Reader and Dictate.
My experience working with teenagers and young adults. My journey into teaching and mentoring began with a personal experience that profoundly shaped my approach. As a mother of four grown children, one of whom has profound learning needs, I encountered first-hand the challenges and shortcomings of the support systems available to both parents and children. This experience ignited my passion for education and advocacy.
With over 15 years of experience guiding teenagers and young adults, I have developed a broad understanding and deep empathy for young people and their families. My professional experience includes teaching essential life skills, managing change, and fostering independence. Whether it’s navigating transitions to university or mastering financial literacy, I have supported countless young individuals in developing the skills necessary for a successful and independent future.
As a mentor and coach, my focus is on helping young people build resilience, confidence, and the competencies they need to thrive. Through my empathetic approach and unwavering advocacy, I strive to create a supportive environment where they can reach their full potential.
My experience working with neurodivergent young people is extensive. It stems from being a parent to my (now grown-up) son with ASC, co-occurring speech and language disorder, and ADHD. It also includes teaching young people who are trying to fit into a rigid and old-fashioned school structure and training and supporting colleagues to grasp the complexities and challenges these individuals face daily.
I am acutely aware of the need to first develop a trusting relationship. From this foundation, there is scope to tackle daily misunderstandings and assist with understanding themselves, helping them identify what does or does not work for them moving forward. My go to resources fluctuate but currently I’ve seen real progress using The Incredible 5 Point Scale, Social Stories, and the Understanding Me course.
My experience working with mental health challenges. I have extensive experience working with young people who manage Social, Emotional, and Mental Health (SEMH) needs, including anxiety, OCD, and other mental health challenges. Through my work, I have developed a deep understanding and empathy for the unique struggles these young individuals face. I believe that addressing mental health is crucial to their overall well-being and academic success.
My approach might involve, but is not limited to:
• Boosting Resilience: Helping students build resilience is key. I provide strategies and support to help them bounce back from setbacks and develop a positive outlook.
• Self-Care: Emphasizing the importance of self-care, I encourage practices that nurture their mental and emotional health.
• Mindfulness: I incorporate mindfulness techniques to help students stay present, reduce stress, and improve focus.
• Positive Self-Talk: Teaching the power of positive self-talk, I guide students in developing a healthy and constructive internal dialogue.
I understand that mental health impacts every aspect of a young person’s life, and I am committed to supporting their journey towards a balanced and healthy future.
My experience with Speech and Language difficulties. In my previous role, I taught in a specialist Secondary Speech and Language provision attached to a large secondary comprehensive school near Maidstone. All the children I worked with had Education Health and Care (EHC) Plans and faced a diverse range of co-occurring difficulties, including verbal dyspraxia, Autism Spectrum Condition (ASC), Pathological Demand Avoidance (PDA), ADHD / ADD (Attention Deficit Hyperactivity Disorder), moderate learning needs, and dyslexia.
Through this experience, I have developed an in-depth knowledge of and strong empathy for young people facing these challenges. My approach involved teaching the full Key Stage 3 curriculum but delivering it at Key Stage 2 expectations. This method allowed students to engage with high-interest, age-appropriate content without the fear of being judged or misunderstood.
Key strengths of my approach include:
• Accessibility: I excel at modifying content to ensure it is accessible to all, enabling students to fully participate and succeed.
• Empathy and Understanding: I create a supportive environment where students feel heard, safe, understood, and valued.
This rewarding approach enabled students to learn effectively while building confidence and resilience. My commitment is to help young people develop the skills they need for a successful and fulfilling future.
Understanding language is crucial as it underpins every subject. Effective communication skills are essential for academic success, as they allow students to access, engage with, and excel in all areas of the curriculum.
My experience working with students managing complex medical needs. I have experience teaching students with chronic fatigue, cystic fibrosis, life-limiting heart and lung diseases, and congenital hearing loss. I am fully aware of the unique challenges these medical conditions present, and I ensure I understand each student’s specific needs. If uncertain, I always seek clarification.
To support these students, I prepare flexible and easily adaptable lesson plans. I understand that my best-laid plans may need to be adjusted based on the student’s current physical and mental wellbeing. I am adept at making real-time changes to ensure success is achievable, even if it requires deviating from the original plan.
I take great care to tutor in a holistic manner, balancing academic challenges and learning success with maintaining the student’s self-esteem, dignity and general wellbeing.
My experience working with primary aged students. I started my teaching career in a large state primary school, where I quickly realised that humour, consistency, and predictability are essential tools in the classroom. These elements help create a stable and engaging learning environment for young children to thrive.
From a personal perspective, there is nothing more enjoyable than seeing a student grasp a concept or overcome a challenge while having fun. I am dedicated to stretching and challenging my students, building their confidence, and ensuring that their impressionable minds are nurtured. This rewarding experience drives my passion for teaching and reinforces the importance of creating a positive and supportive atmosphere for all.
