I have spent nearly three decades in education so I know the lasting impact a thoughtful, effective teacher can have and I still love what I do! I bring honesty, sensitivity, and intuition to my work, always focused on helping young people grow in confidence, independence, and self belief. During my teaching career, I have led three faculties, trained student teachers, designed curriculum and been an examiner, but I am most proud of the impact I have had and continue to have on those students who surpass their expectations and go on to be confident individuals. I use my creativity to adapt my teaching to suit the needs of the student which is why I have left the classroom and now prefer to tutor and coach. As someone with lived experience of SEND, I know first-hand the difference a skilled and compassionate teacher can make to a young person’s confidence and future.
Over my 27 years in education, I have dedicated myself to making the curriculum accessible to all and challenging perceptions of what is possible. As Head of Department, I successfully led whole school literacy programmes on vocabulary, reading and differentiation as well as whole school training on growth mindset, differentiation and ADHD. I create a calm, structured, and encouraging learning environment where trust and humour are key. My teaching style is patient and flexible, always tailored to the individual’s needs, whether that’s breaking down complex ideas, offering alternative strategies, or simply being a steady, understanding presence. I work with students across a wide range of needs, including ADHD, ASC, dyslexia, and SEMH, including those with trauma histories, anxiety, and school avoidance.
In addition, I have also supported students with physical health challenges and I always aim to make learning as accessible, flexible, and empowering as possible. I work flexibly and creatively to adapt lessons around energy levels, access needs, and communication preferences. I am a strong believer that every student, verbal or non-verbal, academically able or working at an individualised level, deserves an education that honours their interests, strengths, and autonomy. I create a nurturing, student led learning environment where children feel safe to take risks and grow in confidence. My sessions are carefully scaffolded and broken down into manageable chunks, allowing pupils to build success step by step. We often begin with accessible, motivating tasks to build momentum, progressing towards more challenging activities that are still enjoyable and relevant to the child’s interests. I use a range of visual supports and creative tools to aid understanding, particularly for dynamic readers who benefit from multisensory input. By following the child’s lead and celebrating every effort, I help them feel empowered, engaged, and proud of their progress.
In 2022, I stepped back from full time teaching to complete a Master’s in Psychology, specialising in dyslexia, motivation, childhood development, and ADHD in girls. More recently, I became an ICF-accredited ADHD coach. Training and working as an ADHD and neurodiversity coach has significantly enriched my tutoring. I’ve learned how vital it is to co create strategies with students, support autonomy and focus on building executive functioning skills such as planning, working memory, and emotional regulation. I integrate tools such as active breaks, visual timers, movement, and clear routines to help students stay regulated and engaged. My goal is not only to help young people master content, but to equip them with the self awareness and strategies they need to become independent, confident learners who understand how they learn best. I regularly use strategies such as active breaks, visual timers, scaffolded planning tools, and metacognitive reflection to build independence and regulation skills. Whether a student is preparing for exams, re engaging after a period out of school, or looking for a more personalised way of learning, I’m here to help them feel safe, confident, and capable.
Primarily, I am a calm teacher who uses humour, patience, and a vast range of experience to build trust and confidence with my students. I understand the importance of emotional safety in learning, particularly for young people with social, emotional, and mental health needs. I create a low pressure environment where students feel heard, respected, and free to take risks without fear of failure. Whether a child is managing anxiety, low self esteem, or behavioural challenges, I aim to be a steady, compassionate presence who helps them reconnect with learning at their own pace.
