Marie-Anne

My experience working with young people with SEN to build meaningful relationships.

I have over 23 years' experience working with children and young people with a wide range of Special Educational Needs, both in schools and through specialist tuition. Central to my practice is the belief that meaningful progress begins with trust. I prioritise building calm, respectful, and consistent relationships, particularly with learners who may feel anxious, disengaged, or wary of education due to previous experiences.

My background in senior leadership and therapeutic tuition enables me to balance clear boundaries with empathy and flexibility, creating an environment where young people feel emotionally safe, understood, and valued as individuals.

My experience working with autistic young people

I have experience supporting autistic children and young people, including those who find mainstream settings overwhelming or inaccessible. I adapt my communication style, session structure, and expectations to suit each learner's individual profile, sensory needs, and processing style.

I work in a predictable, low-pressure manner, using clear routines while remaining flexible and responsive. My approach supports emotional regulation, reduces anxiety, and helps learners engage at their own pace, building confidence alongside academic skills.

My experience working with young people with PDA

I have significant experience working with young people with Pathological Demand Avoidance (PDA) profiles and understand the importance of reducing perceived demands while maintaining purposeful learning.

Sessions are carefully framed to promote collaboration, autonomy, and choice, avoiding power struggles and allowing learners to feel in control of their learning. I use indirect language, negotiation, and interest-led activities to support engagement while maintaining clear learning intentions and emotional safety.

My experience working with young people with speech and language needs

I have worked closely with learners who experience speech, language, and communication difficulties, adapting my teaching to ensure language is accessible, clear, and supportive.

I break down instructions, model language, use repetition where appropriate, and allow processing time. My sessions support vocabulary development, comprehension, expressive language, and confidence in communication, often in collaboration with other professionals and strategies already in place.

My experience teaching English and Basic Maths

As a highly experienced English specialist, I support learners across KS2–KS5, including literacy development, functional skills, and GCSE English Language and Literature. I am also an experienced GCSE English Examiner, which allows me to provide accurate, focused guidance aligned with assessment criteria and exam expectations.

Alongside English, I can support Basic Maths, focusing on functional numeracy, confidence with number, and practical application. Lessons are tailored to individual ability levels and learning styles, ensuring progress feels achievable and meaningful.

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

Many of the young people I work with have experienced repeated setbacks in education, leading to low self-esteem and anxiety around learning. My approach focuses on small, achievable successes, positive reinforcement, and recognising effort as well as outcome.

By creating a supportive and non-judgemental learning environment, I help young people rebuild confidence, develop a more positive self-image, and begin to see themselves as capable learners again.

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

I specialise in designing bespoke, engaging sessions that are responsive to a young person's interests, strengths, and emotional needs. Drawing on my leadership experience and therapeutic practice, I plan sessions that are purposeful yet flexible, allowing learning to unfold naturally.

I use creativity, choice, and interest-based learning to re-ignite curiosity and enjoyment, particularly for learners who have become disengaged or resistant to traditional approaches.

My skills and experience in supporting young people to develop their independence

Supporting independence is a key part of my work. I help young people develop self-belief, decision-making skills, and confidence in managing their own learning, always at a pace that feels safe and achievable.

Through structured support, reflection, and gradual release of responsibility, I encourage learners to take ownership of their progress, build resilience, and develop the skills they need to move forward with greater confidence—both academically and emotionally.