With over 25 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.
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.
During my 22 year teaching career, over 18 years have been in specialist provisions working with young people with autism. My approach has a foundation in specific training such as TEACCH, Attention Autism and lego therapy to current research around diet and double-empathy. I create engaging and structured learning resources and activities for children with autism and have skills in recognising the need for autonomy, using humour and creating low demand environments when appropriate. While developing meaning full relationships, I rely on patience and understanding to ensure a great learning environment.
I have extensive experience supporting young people with Pathological Demand Avoidance (PDA) and anxiety, creating calm, low-pressure learning environments where they feel safe and understood. I use a flexible, child-led approach, reducing direct demands and instead offering choices, collaboration, and indirect language to encourage engagement. Building strong, trusting relationships is central to my practice, alongside a focus on emotional regulation and recognising early signs of overwhelm. By adapting expectations, using humour and creativity, and incorporating each child's interests, I have successfully helped learners re-engage with education, build confidence, and develop a more positive relationship with learning.
As a level 5 dyslexia specialist teacher, I support primary-level 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.
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.
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.
As a trained Primary teacher with qualified teacher status, I have trained in and tested many phonics and reading programmes. 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 in a multi-sensory and therefore memorable way.
I have a strong interest in supporting young people beyond the classroom through community engagement and outdoor activities. With a background in swimming instruction, I bring confidence and experience in helping children build skills in and around water, alongside a personal passion for outdoor swimming. I also cycle regularly, promoting an active and healthy lifestyle, and enjoy encouraging young people to take part in similar pursuits. In previous roles, I have supported a student to attend community dance sessions, helping to build their confidence, social skills, and sense of belonging. I value the importance of real-life experiences in developing independence, wellbeing, and enjoyment.
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. I am particularly aware of the experiences those with ADHD may have had, how situations can be interpreted, and the importance of raising self-esteem.
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.
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.
Much of my teaching experience has been with neurodivergent young people who also have sensory needs. From creating sensory circuits to recognising and supporting regulation, as well as exploring and identifying needs, my work has been as varied as the individuals I have taught. I have been fortunate to work closely with occupational therapists within special school settings and have completed sensory processing practitioner courses.
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.
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.
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.
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.
I have strong experience teaching functional English and maths in ways that are practical, clear and meaningful for the learner. I break concepts down into manageable steps and use real-life contexts to help students understand how these skills apply in everyday situations. I focus on building independence and problem-solving skills so that learners can apply their English and maths skills beyond the learning environment. I currently tutor an individual studying for qualifications in Functional English and Maths.
