Lucy

With over 20 years as a qualified teacher working with neurodivergent students, as well as specialist teacher qualification in dyslexia and specific learning difficulties, you are in safe hands. As an inquisitive individual, I am constantly expanding my knowledge and currently training to become a dyslexia assessor. My teaching tool kit is full of well researched and successful interventions and strategies, allowing me to quickly adapt and provide a progressive pathway for learning. I support a range of learners both in person and online and can provide valuable screening for learning difficulties.

My specialist experience working with young people with SEN to develop trusting and meaningful relationships enabling them to engage

I recognise that developing respectful and trusting relationships is the way to provide a safe environment for children to take risks and challenge themselves with their learning. I work with young people’s special interests to form a foundation for further learning. My clients look forward to my sessions and can’t wait to explore the learning games both in person and online.

My experience teaching young people with ASC (autism)

Throughout my 25-year teaching career, I’ve specialised in working with young people on the autism spectrum. My approach is grounded in specific training like TEACCH, Attention Autism and Lego therapy, alongside current research on diet and PDA. I create engaging and structured learning resources and activities for children with autism and possess skills in recognising the need for autonomy, using humour and fostering low-demand environments when necessary.  Developing meaningful relationships relies on patience and understanding to create a positive learning environment.  I consider myself resilient, having worked alongside children with complex needs and trauma.

Experienced in supporting young people with dyslexia

As a level 5 dyslexia specialist teacher, I support students both online and in person, and currently I am completing the dyslexia assessor course. By conducting targeted assessments, I identify each learner’s specific needs and tailor strategies to best support their progress, using a multi-sensory approach. I work closely with students to help recognise their strengths as well as their challenges, fostering a deeper understanding of themselves and their learning styles. This approach provides an opportunity for a greater understanding of themselves, which in turn develops confident learners.

Experienced in teaching reading and comprehension

I regularly screen children for dyslexia and specific learning difficulties and when broken down, I understand the the unique skills needed to read are complex. With my experience and training I have a toolbox full of strategies and successful approaches to support reading skills. whether this is using a structured approach such as Sounds Write or a blend of syllable division, onset and rime or multi-sensory tasks. My strength is identifying what works for the individual. Comprehension follows when reading is less effortful. I use imagery with success, to enable students to hold the information in their short term memory to answer questions.

My experience working with young people to boost their confidence and self-esteem

My philosophy has always been to support students to become confident and curious learners. Students should experience endless opportunities for success, and in doing so create a secure foundation to thrive.

My specialist experience providing engaging sessions to inspire a love of learning

Students learn best, when a safe environment is created, where mistakes can be made and support and encouragement is on hand. I aim to use children’s special interests wherever possible to showcase what they are capable of surrounded by fun! From ‘wow!’ moments to games, drama and real life experiences, I understand the need to provide irresistible moments to attend to and engage with. I work from a neurodiverse aware philosophy and can deliver sessions linked to themes, speech and language targets, social skills and independence.

My skills and experience supporting students to develop their independence.

The ultimate aim of any SEND tutor is to provide scaffolding to develop an independent and confident learner. Through my practise I promote strategies such as curiosity and wonder to develop the small steps of self-awareness which in turn contribute to a child approaching life with a ‘can do’ attitude.

My experience teaching young people with working memory difficulties

I use and adapt strategies to support children’s working memory, that are unique to each individual. Weaving ‘hooks’ throughout activities, enables learning to become more memorable and I enable each individual to be as independent as possible. For some children, understanding how their brain works really gives them the confidence to succeed.

My experience teaching young people with ADHD

My work in supporting children with ADHD closely follows the psychology of the brain. I work alongside Occupational Therapists and deliver engaging, short tasks, with opportunities for a child to feel in control. As a really positive tutor, I focus on developing the self-esteem of children with ADHD and am aware of RSD affecting how some children learn. Movement breaks are vital for many and I can use yoga and mindfulness tasks throughout a session.

My experience teaching young people with DCD (dyspraxia)

I work closely with Occupational Therapists to build in programmes of therapy throughout the day for individuals with DCD. I monitor tasks set carefully to ensure regular working methods are accessible and that individuals can achieve regular bursts of success. Tasks often contain elements of crossing the mid-line and tracking to practise these key skills in a variety of ways.

My experience teaching young people primary English (including phonics) and maths;

As a trained Primary teacher with qualified teacher status, I have trained in and tested many phonics and reading programmes over a 20 year career. My English lessons in specialist provisions were praised by Ofsted and I trained teachers in the importance of using concrete objects in maths lessons for SEN students. In qualifying as a dyslexia specialist teacher, I further explored the process of learning to read and develop the skills in a multi-sensory and therefore memorable way.

My experience teaching young people with SEMH

As a trained practitioner in the Thrive approach I work side by side with children who have experienced early trauma and have SEMH needs. I have experience of working in an SEMH setting and use relationship building, trust and respect as core elements of my teaching which are reflected in my reviews.

My experience working with young people social interaction/communication needs 

As a result of working alongside speech and language therapists in specialist provisions, I am able to progress children through the initial stages of self-awareness to awareness of others and ultimately become part of a wider community. This entails small steps from developing ‘self’ to then working with a partner and group using a range of games and strategies including shared attention, listening skills and turn taking. I also worked recently with the updated PSHE curriculum for SEND children with the focus on developing relationships.

My experience teaching young people primary English (including phonics) and maths;

As a trained Primary teacher with qualified teacher status, I have practised and tested many phonics and reading programmes over my 20 year career. My English lessons in specialist provisions were praised by Ofsted and I trained teachers in the importance of using concrete objects in maths lessons for SEN students. In qualifying as a dyslexia specialist teacher, I further explored the process of learning to read and develop the skills in a multi-sensory and therefore memorable way.

My experience teaching young people with executive functioning skills/study skills;

Through the use of visuals, prompts, prior rehearsal and technology, I work together with the young person to identify a preferred method to support day to day challenge areas. I then scaffold around these key areas with a long term view of developing the independence of the individual.