My specialist experience working with young people with SEN to develop trusting and meaningful relationships
Across almost three decades in education, I have supported students with a wide range of needs, including ADHD, ASC, dyslexia, SEMH, trauma histories, anxiety, and school avoidance. I create calm, structured, and encouraging learning environments where trust and humour are central. Emotional safety always comes first: students learn best when they feel respected, understood, and free to take risks without fear of failure. I adapt lessons to suit the mood or energy of the pupil, always putting the relationship first which brings about the very best results. As someone with lived experience of SEND, I know the lasting difference a compassionate, skilled teacher can make.
My experience working with young people with ADHD
I bring both professional expertise and lived experience to my work with ADHD. As a parent of two children with ADHD and someone with ADHD myself, I understand the challenges and strengths that come with it. I am also an ICF-accredited ADHD coach, trained to support executive functioning, emotional regulation, and self-awareness. I specialise in working with young adults and teenagers, supporting them through coaching and practical academic mentoring. Often, we expect students to work in neurotypical ways, but my approach is to listen to the individual and together build up systems and strategies that work for them specifically. My sessions use practical tools such as visual timers, active breaks, scaffolded planning, and movement strategies to help students stay engaged and regulated. Above all, I help students develop confidence in their own abilities, working with them to co-create strategies that actually fit their needs.
My experience teaching executive function and study skills
Academic mentoring is central to my practice. Many students struggle not with ability, but with organisation, working memory, planning, and self-regulation. I support these skills alongside subject content, using reflection, planning tools, structured routines, and step-by-step scaffolding. By embedding executive function support into my English teaching, I enable students not only to succeed academically, but also to grow as independent, resilient learners.
My experience teaching Secondary English
I have taught English across Key Stages and exam groups, and as Head of Department I led whole-school literacy initiatives on vocabulary, reading, and differentiation. My teaching style is patient, fun, flexible, and creative, ensuring students can access challenging texts and tasks at their own pace. Even after all these years, I am still passionate about my subject and work hard to break down some of the complexities of the curriculum, hopefully instilling the same love of English in my students. I use varied strategies to engage reluctant readers and writers, from breaking down complex ideas into manageable steps, to linking literature to real-life experiences, to harnessing student interests as a way in. My goal is always to make English feel relevant, accessible, and less overwhelming..
My experience developing confidence and self-esteem
So many students arrive feeling demotivated or believing they “can’t” succeed. My focus is on rebuilding that confidence through both tutoring and coaching. My success with students one to one is shown in their assessment points, which frequently surpass their target grades and the expectations around their ability. Drawing on my many years of classroom experience and my training as an ADHD and academic coach, I design sessions that begin with accessible, motivating tasks and progress to more challenging activities, always celebrating effort and progress along the way. This coaching-informed, step-by-step approach helps students grow in self-perception, develop resilience, and rediscover a genuine rediscovered belief in themselves.
My specialist experience providing engaging sessions to inspire a love of learning
I adapt every session to the individual, drawing on creativity, humour, and variety to keep learning enjoyable. My enthusiasm and love for English are contagious, helping students see the subject in a new light and sparking curiosity even in reluctant learners. For dynamic learners, I incorporate movement and multisensory input; for those with lower confidence, I scaffold tasks carefully so success feels achievable. My aim is to show students that English can be both meaningful and enjoyable, creating positive experiences that last well beyond the lesson.
My skills and experience supporting young people to develop their independence
My goal is to help students take genuine ownership of their learning. By combining mentoring with coaching, I support them to develop the strategies and confidence they need to work more independently. Listening carefully is central to this process: when young people feel heard and understood, they are better able to identify what works for them and build trust in their own abilities. With years of classroom experience and specialist training, I can judge when to step in with support and when to encourage self-reliance. Whether a student is preparing for exams, returning after time away from school, or simply looking for a more individualised approach, I focus on equipping them with practical tools that build independence, resilience, and lasting success.
