Laura

Skills and Experience

I am an experienced teacher and senior leader with a passion for supporting children and young people with additional needs to thrive. I have been a qualified teacher since 2017 and hold a First Class BA (Hons) in Primary Education with QTS, NPQ in Early Years Leadership (NPQEYL) and NPQ in Leading Teaching (NPQLT), alongside extensive specialist training.

I have worked across mainstream, alternative and specialist settings, supporting children and young people aged 3–19 with a wide range of needs, including Autism, ADHD, PMLD, SLD, SEMH, PDA, ODD, complex communication needs and medical needs. My teaching has consistently been recognised as outstanding, leading to senior leadership roles including Lead Teacher, Phase Leader and Deputy Head.

Building Trusting Relationships

For me, positive relationships are the foundation of successful learning. Every child is different, and I take time to understand their personality, interests, communication style, strengths and individual needs.

I believe children learn best when they feel safe, understood and valued. I use their interests and strengths to create engaging learning experiences, while carefully adapting my approach to remove barriers to learning.

Autism, ADHD and Communication Needs

I have extensive experience supporting autistic children and young people, including both verbal and pre-verbal learners with a wide range of communication profiles.

My practice is informed by the SCERTS approach, with a focus on social communication, emotional regulation and the supports needed to make learning accessible. I also have experience using Attention Autism, The Curiosity Programme (Gina Davies), PECS, TEACCH and Identiplay, alongside Total Communication approaches.

I particularly enjoy finding creative ways to help children communicate their needs, express themselves and develop positive interactions with others.

Personalised Learning

One of the greatest benefits of tutoring is being able to provide learning that is genuinely personalised to the individual child.

I have extensive experience designing individual curriculums based on a pupil's EHCP, professional recommendations, family priorities, interests and individual starting points. I can adapt learning across English, Maths, Science and the wider curriculum, while ensuring that academic learning is balanced with the development of communication, independence and life skills.

I regularly assess and reflect on progress, adapting activities and teaching approaches so that children are appropriately challenged while still experiencing success.

I also understand that progress isn't always measured by a worksheet or test. For some children, learning to communicate a choice, regulate their emotions, develop independence or confidently participate in the community can be just as significant, and I have helped hundreds of pupils live successful and happy lives out of the classroom.

Supporting Emotional Regulation and SEMH

I have significant experience supporting children with anxiety, emotional dysregulation, demand avoidance and behaviours that challenge.

My approach is based on the belief that all behaviour is communication. Rather than focusing solely on the behaviour itself, I work to understand what the child is communicating and identify the support they need.

I use calm, consistent and proactive strategies to help children develop emotional regulation and build their own 'toolkit' of strategies. My goal is always to help children feel more confident and increasingly able to understand and manage their emotions.

PDA, ODD and Demand Avoidance

I have supported many children with PDA and ODD, and understand the importance of creating a learning environment where children feel a sense of autonomy and control.

I carefully consider language, choice, task presentation, motivation and the level of demand, adapting my approach to reduce anxiety and increase engagement.

I particularly enjoy using play-based and interest-led learning, creating activities that feel motivating and achievable while still working towards meaningful learning goals.

Early Years and Early Cognitive Development

I have specialist experience working with children in the Early Years, including those with complex learning and communication needs and children working at early cognitive levels.

As a senior leader, I opened and led a dedicated specialist Early Years provision and hold an NPQ in Early Years Leadership. My approach is strongly rooted in play, exploration and following the child's interests.

I have training in Schema Play and use observation to understand how children naturally explore and interact with the world, using these interests to create meaningful learning opportunities.

I also use the Engagement Model to support children working at early cognitive levels, focusing on areas such as exploration, anticipation, persistence and initiation.

Reading, Phonics and Writing

I have led Reading and Phonics across a specialist school for pupils aged 3–19 and have experience delivering sessions to Read Write Inc. and Little Wandle Phonics schemes.

I adapt phonics and literacy teaching to make it accessible and engaging for children with additional needs, using multi-sensory, practical and play-based approaches where appropriate.

This might include mark-making through sensory materials, using objects and visuals to develop early literacy skills, or practising reading and communication skills in meaningful real-world situations.

Life Skills and Independence

I believe education should support children not only to learn academically, but also to become more confident and independent in everyday life.

I have supported children across a wide range of practical skills, including personal hygiene, toileting, communication, making choices, road safety and accessing the wider community.

I work closely with families and other professionals, including Speech and Language Therapists, Occupational Therapists, Physiotherapists and Nurses, to ensure that support is consistent and reflects the child's wider needs.

Ultimately, my aim is for every child I work with to feel successful. I take a highly individualised, pupil-centred approach, getting to know each child's strengths, interests, communication style and needs.

I believe children learn best when they feel safe, valued, understood and engaged. I use their interests to create motivating learning experiences, giving pupils appropriate choices and a sense of ownership over their learning.

As a specialist educator, I know that learning does not always need to happen sitting at a table with a pen and paper. I use active, practical, play-based and multi-sensory approaches, adapting activities and teaching strategies to suit each individual child.

I also take a holistic approach, recognising that emotional wellbeing, communication, sensory needs and regulation can all impact a child's ability to learn. Building a trusting relationship is always my starting point.

I believe a good SEN tutor should be patient, creative, adaptable and genuinely curious about the child they are teaching. I also value working closely with parents and carers, who know their child best. By sharing knowledge and strategies, we can provide consistency and give each child the best opportunity to thrive.

For me, successful tutoring is about more than academic progress — it is about helping children build confidence, develop independence and enjoy learning.