Phil

I have worked in education since 2010 and have been a qualified teacher since 2013. My career began in mainstream primary education, where I taught for five years in a school with a specialist ASD provision. This experience gave me a strong foundation in inclusive practice and in adapting high-quality teaching to meet a wide range of additional needs.

In 2018, I was appointed to design and establish a new specialist provision within the mainstream setting for pupils with significant learning difficulties who were working at least two years below age-related expectations. I led the creation and development of what became known as the SEN Hub. In this role, I managed a small team of SEN teaching assistants, overseeing daily provision, intervention delivery, and pupil progress. I was responsible for writing and reviewing Individual Education Plans (IEPs) for twelve pupils and implementing personalised interventions to address gaps in maths, reading, and writing, alongside targeted programmes to develop social communication skills, emotional regulation, and concentration.

The role also required close collaboration with external professionals, including Educational Psychologists, Speech and Language Therapists, and Occupational Therapists. Through multi-agency working, I ensured that recommendations were translated into practical classroom strategies and embedded consistently within each pupil’s provision.

Since 2020, I have worked exclusively as an SEN tutor, supporting children and young people with a wide range of additional needs in both home education and supplementary tutoring contexts. I am now a qualified dyslexia assessor and specialist dyslexia tutor, enabling me to carry out detailed diagnostic assessments and deliver structured, evidence-informed intervention. This combination of classroom leadership, specialist training, and independent SEN tutoring experience allows me to provide highly personalised, expert support tailored to each learner’s individual profile.

I can help with:

Developing trusting and meaningful relationships with pupils: This approach lies at the heart of effective tutoring for all children, but it is especially crucial for those with Special Educational Needs. Many children with SEN face barriers that can impact their confidence, processing, and ability to engage in traditional learning environments. My calm, patient, and non-judgemental approach helps to remove some of those barriers by creating a safe, supportive space where children feel understood and accepted.

By meeting each child at their point of need—emotionally as well as academically—I enable them to take ownership of their learning, work at their own pace, and develop strategies that are meaningful and manageable for them. Whether a child is struggling with dyslexia, ADHD, autism, or anxiety, I focus on building trust, reducing pressure, and encouraging small, consistent steps forward. It is within this nurturing environment that real growth happens—boosting not only academic skills but also self-esteem, independence, and a sense of success.

Supporting Learners with Dyslexia: Dyslexia is a specific learning difficulty that can have a significant and lasting impact on an individual’s educational experience and self-confidence. However, with the right specialist support, evidence-informed teaching strategies, and appropriate use of technology, its impact can be significantly reduced.

I hold a Master’s degree in Dyslexia from University College London (UCL) and am an Associate Member of the British Dyslexia Association (AMBDA). My training enables me to carry out detailed assessments of literacy skills, identify specific areas of need, and design targeted, structured interventions tailored to each learner.

I provide specialist support across a range of areas including phonological awareness, decoding, reading fluency, reading comprehension, spelling, written expression, writing fluency, and handwriting. I also work with older learners and students preparing for their GCSEs, helping them develop the literacy skills, exam techniques, and confidence needed to achieve their potential.

My approach is structured, cumulative, and multisensory, while also being encouraging and confidence-building, ensuring that learners develop both skills and self-belief.

Supporting Learners with Anxiety and SEMH Needs: I believe that meaningful learning can only take place when young people feel safe, understood, and free from excessive pressure. For learners with anxiety or social, emotional and mental health (SEMH) needs, creating a calm, predictable, and trusting environment is essential.

My approach prioritises relationship-building, emotional safety, and flexibility. I work without rigid expectations, taking each lesson as it comes and responding to the learner’s needs in the moment. Reducing performance pressure, offering appropriate choice, and allowing young people to take ownership of aspects of their learning can significantly increase engagement and confidence.

An important part of my practice is knowing when to gently guide and when to step back, providing space where needed. This balance helps students feel respected and empowered, rather than overwhelmed.

I have received specialist training from Place2Be, an organisation dedicated to improving children’s mental health and emotional wellbeing. This training informs my trauma-aware, compassionate approach to supporting young people with SEMH needs.

English Examinations (GCSE & Functional Skills): I have extensive experience preparing learners for GCSE English Language, GCSE English Literature, and Functional Skills English qualifications. I support students in developing both the core literacy skills and the exam-specific techniques required to succeed under timed conditions.

For GCSE English Language, I help students to confidently approach unseen texts, analyse language and structure, compare writers’ viewpoints, and craft clear, well-structured written responses. We work explicitly on how to interpret questions, plan high-quality answers, embed quotations effectively, and write with precision and control. I also provide structured guidance for the creative and transactional writing tasks, focusing on planning, paragraph cohesion, vocabulary development, sentence variety, and accurate punctuation.

For GCSE English Literature, I support students in developing a secure understanding of set texts while building the analytical depth required for higher-grade responses. This includes exploring themes, character development, writer’s methods, context, and constructing conceptualised arguments. I explicitly teach essay structure, how to integrate quotations smoothly, and how to move from description to analysis in order to meet the higher mark band criteria.

For Functional Skills learners, I provide practical, targeted support to develop reading, writing, speaking and listening skills in real-life contexts. This includes improving clarity, organisation, spelling, grammar, and punctuation, alongside strategies for managing the exam format with confidence.

Across all qualifications, I place strong emphasis on:

• Understanding mark schemes and examiner expectations

• Building exam resilience and time-management skills

• Breaking down complex tasks into manageable steps

• Developing confidence alongside technical accuracy

My approach is structured yet supportive, ensuring that students not only improve their attainment but also feel equipped, prepared, and self-assured going into their examinations.

Building Confidence and Self-Esteem in Learners with Anxiety: I have extensive experience supporting children and young people who experience significant anxiety and low self-esteem, both academically and socially. A core part of my approach is helping learners to experience success in small, meaningful steps.

Academically, I break down complex or overwhelming tasks into carefully sequenced, manageable stages. This structured approach not only supports skill development but also enables students to experience regular, incremental success. Consistent praise, clear feedback, and recognition of effort help to rebuild confidence and challenge negative self-beliefs. I frequently use Precision Teaching principles, where progress is measured against a learner’s own starting point. This allows students to see tangible evidence of improvement, fostering motivation and a sense of competence.

Socially, I have supported young people who struggle to form friendships or who feel isolated from their peers. Through explicit teaching of social communication skills, modelling, and gentle coaching — particularly for learners with autism — I help students develop greater self-awareness, conversational confidence, and resilience in social situations.

I also encourage reflective practices such as journalling, which can support emotional literacy. By learning to identify, articulate, and understand their feelings, students become better equipped to manage frustration, anxiety, or disappointment. Over time, this promotes independence, emotional regulation, and a stronger sense of self.

Above all, my aim is to create a safe and respectful environment in which learners feel heard, valued, and capable — helping them to rebuild confidence not just in their academic ability, but in themselves.

Engaging and Personalised Sessions: Many of the pupils I work with have become disengaged from traditional classroom approaches. I see this not as a barrier, but as an opportunity to rethink how learning is presented and experienced.

I enjoy the challenge of tailoring sessions so that they feel relevant, purposeful and motivating for each individual learner. Engagement can take many forms: transforming key skills into interactive games, incorporating movement or outdoor learning where appropriate, or allowing students to demonstrate understanding in creative ways. This might include producing short videos, visual presentations, timelines, quizzes, handmade revision resources, or other alternative formats that play to a learner’s strengths.

By varying how learning is accessed and recorded, students often rediscover curiosity and ownership over their progress. When young people become active participants rather than passive recipients, their confidence, independence and intrinsic motivation grow significantly.

My sessions remain structured and goal-focused, but flexible enough to adapt to each learner’s interests, energy levels and preferred learning style — ensuring that progress is both meaningful and sustainable.

Developing Independence: A key aim of my work is to help young people develop genuine independence — both in their learning and in wider life skills. Building independence is rarely immediate; it is a gradual process that requires patience, careful planning and consistent encouragement.

In academic contexts, I use structured scaffolding techniques, providing the right level of support at the right time and gradually reducing this as confidence and competence grow. By modelling strategies, thinking aloud, and breaking tasks into manageable stages, I enable pupils to internalise processes so that they can apply them independently. Over time, support is intentionally pared back until the learner feels secure in completing tasks autonomously.

I also support independence beyond the classroom. For example, I have guided pupils in planning and carrying out their own outings, developing skills in organisation, budgeting, time management and decision-making. Most recently, a Year 7 pupil independently planned an end-of-year bowling trip. He researched suitable venues, selected a date and time, calculated costs, and mapped out the journey — taking full ownership of the process with structured guidance.

Developing independence in this way not only strengthens practical and academic skills, but also builds self-belief, resilience and a sense of agency — empowering young people to feel capable in managing their own learning and experiences.

Community-Based Learning and Enrichment Activities: I believe that some of the most meaningful learning happens beyond the home or classroom. I have supported many young people to access their local community in ways that build confidence, independence and practical life skills. These experiences are often planned in partnership with the young person, ensuring their interests, goals and comfort levels are central to the process. Collaborative planning increases motivation, reduces anxiety and strengthens a sense of ownership.

For some learners, visiting a café and ordering food independently can be a significant and empowering milestone. For others, it may involve planning a trip to the theatre, aquarium, beach, local market, zoo or wildlife park. I have also supported pupils in practical, everyday activities such as visiting local shops to buy ingredients and then preparing food — baking a cake, making smoothies or completing other cooking-based projects. These experiences develop communication skills, budgeting, organisation, sequencing and real-world problem-solving.

Outdoor education is another valuable strand of my work, including nature walks, feeding ducks, shelter building and investigating insects. All community-based activities are built upon strong, trusting relationships with both the young person and their family, ensuring experiences are carefully prepared, purposeful and aligned with agreed developmental goals.

Through these opportunities, learners build not only skills, but confidence, autonomy and a stronger connection to the world around them.

Supporting Learners with Autism (ASD): I have extensive experience supporting children and young people across the autism spectrum, including those with complex presentations and Pathological Demand Avoidance (PDA) profiles. My approach is calm, patient and highly individualised, recognising that autistic learners thrive when they feel understood, respected and free from unnecessary pressure.

For students with PDA profiles, I use low-demand, collaborative strategies that reduce anxiety and minimise power struggles. This may include offering structured choices, indirect language, flexibility within clear boundaries, and shared problem-solving. Building trust is central; progress is most meaningful when a learner feels a sense of autonomy and safety.

I place strong emphasis on relationship-building, often beginning with a learner’s special interests as a gateway to engagement. Sessions are structured and predictable, with routines clearly established, while remaining flexible enough to respond to sensory, emotional or cognitive needs.

Alongside direct teaching, I have supported families through the assessment and diagnostic process, helping them understand reports, implement recommendations, and advocate effectively for appropriate provision in school settings. I work collaboratively with parents and external professionals to ensure strategies are consistent across home and educational environments.

My aim is always to celebrate progress in all its forms — academic, social and emotional — and to help autistic learners develop confidence, self-understanding and independence.

Pathological Demand Avoidance (PDA): I have undertaken Level 2 training in supporting young people with Pathological Demand Avoidance (PDA) profiles and have worked alongside PDAers and their families over prolonged periods of time, developing strong, trusting relationships built on respect and understanding.

Through this experience, I recognise that traditional behaviourist or compliance-based approaches are often ineffective and can heighten anxiety. Instead, I use low-demand, collaborative and flexible strategies that prioritise autonomy, emotional safety and shared problem-solving. This may include indirect language, offering meaningful choices, reducing perceived hierarchy, and embedding learning within areas of genuine interest.

I understand that trust takes time. I am comfortable giving young people the space they need to “figure me out” and to feel secure before academic expectations are introduced. Relationship-building is not an add-on — it is the foundation. Once trust is established, learning can begin to flourish in ways that feel safe rather than pressured.

Alongside direct work with young people, I have supported parents in navigating the complexities of PDA — helping them interpret behaviours through an anxiety-based lens, implement practical strategies at home, and advocate effectively within school systems. My approach is consistent, compassionate and grounded in a deep respect for the individuality of each learner.

Supporting Learners with Sensory Processing Difficulties (SPD): Sensory processing differences can significantly impact a child’s ability to access learning. When the brain has difficulty organising and responding to sensory information, this may present as distractibility, reduced concentration, motor coordination challenges, difficulties with motor planning, handwriting weaknesses, executive functioning difficulties, and working memory strain. These behaviours are often misunderstood, so it is essential to look beyond surface-level presentation and understand the underlying sensory profile of the learner.

My approach begins with building a detailed picture of each child’s strengths, needs and sensory triggers. By identifying whether a learner is sensory-seeking, sensory-avoidant, or fluctuates between the two, support can be carefully tailored to reduce overload and optimise regulation.

One-to-one provision is particularly effective, as it allows for a low-demand, low-stress environment where adjustments can be made in real time. Support may focus on developing specific skills, such as fine motor control and handwriting, or introducing practical alternatives and assistive technology where appropriate. I also prioritise developing self-regulation strategies and metacognitive awareness, helping students recognise how their sensory system affects their learning and what tools they can use to manage this.

By combining environmental adaptations, skill development and self-understanding, learners are better able to engage positively and confidently with their education.

Complex needs: I have extensive experience working with young people who present with a wide range of complex and overlapping needs, including autism spectrum disorder (ASD), attention deficit disorder (ADD), attention deficit hyperactivity disorder (ADHD), oppositional defiant disorder (ODD), pathological demand avoidance (PDA), dyslexia, dyscalculia, and foetal alcohol spectrum disorder (FASD), as well as social, emotional, behavioural, and speech and language difficulties.

In supporting these learners, I believe it is essential to take a holistic and individualised approach—seeking to understand not just each specific need in isolation, but also how those needs interact and influence one another. For example, anxiety linked to communication difficulties may amplify behavioural responses, or challenges with attention and executive functioning may mask underlying literacy difficulties. By building a detailed understanding of the whole child and their lived experience, I am better equipped to tailor my support in a way that is empathetic, respectful, and genuinely effective.

Social Skills and Social Stories: I have been trained in the Socially Speaking method; a unique social skills programme that lasts a whole school year and is divided into three units: let’s communicate, let’s be friends, and let’s practise. As pupils progress through the carefully structured programme, their self-esteem will increase and their listening skills and expressive language abilities will improve, and in turn everyone will benefit from enhanced social interaction. I have been trained and had many years’ experience in writing social stories for a wide variety of children and situation.

English including phonics and Reading: I have taught phonics since 2013 and effectively prepared pupils for the Year 1 Phonics Screening. The systematic approach of phonics lends itself well to the Precision Teaching method. However, phonics doesn’t suit all learners; in this case, systematically building up a bank of sight words can be more effective, allowing pupils to recognise the shape of words without the need to memorise all the sounds and letters of English. The Paired Reading strategy is also effective for pupils who struggle with phonics.

English including writing: The sheer number of skills involved in learning how to write can make it a very challenging endeavour. I have broken down further my skills and experience pertinent to each area: Handwriting: I am experienced in teaching handwriting using the Cambridge, Pen Pals for handwriting programme. Fine Motor Skills: The underdevelopment of fine motor skills can often be a big barrier for children learning to write. I have a range of activities aimed to develop fine motor skills for writing and other tasks, such as tying shoes laces, fastening zips, etc. Spelling: The Precision Teaching method is effective in helping children build a bank of spellings. Story Language/Structure: I am trained in the Talk for Writing method of teaching writing; it enables children to imitate the language they need for a particular topic orally, before reading and analysing it, and then writing their own version. This method is particular effective for children who lack imagination or who need to focus on the act of writing without the added pressure of having to create completely original ideas. It also helps children build a repertoire of popular story structures and develop the language of storytelling. Sentence Structure: I am trained in the Shape Coding method. The method uses a visual coding system to show a child the rules for how words are put together in sentences, to develop the child’s understanding of spoken and written grammar and to develop their ability to use grammar successfully to express themselves.

Maths: I am trained in the maths mastery style of teaching which aims to develop a deep understanding of mathematical concepts using concrete and pictorial aids. In addition, I am trained in the Precision Teaching method of planning, which aims to meet the needs of an individual child who is experiencing difficulty with acquiring or maintaining some skills. It has an inbuilt monitoring function and is basically a means of evaluating the effectiveness of what is being taught. This method can be applied to areas of the curriculum that can be broken down into clear objectives, e.g. numeracy and literacy skills. In addition, I am experienced in preparing pupils for maths examinations at GCSE and Functional Skills level.

Science: I have taught science at KS1, KS2 and KS3. The wealth of topics within this subject means that it usually possible to find something that sparks a young person’s interest. The vast of array of practical activities and experiments makes this subject even more appealing and enjoyable to teach. I often use the MEL home science kits to provide quality equipment and well-planned experiments that can be done at home.

Supporting children with Speech and Language needs: I have worked with numerous pupils with wide ranging speech and language difficulties. Working along experienced speech and language therapists I have been able to develop a range of skills and strategies to help young people overcome language difficulties. I am trained to teach Colourful Semantics, which aids pupils in understanding word meaning and grammar. I have extensively used Communicate In Print to create visual aids for pupils with speech and language difficulties. I have used the Word Aware scheme to help develop language and vocabulary in all pupils.

Mentoring: Tutoring students one-to-one usually involves an element of mentoring – offering advice and understanding and sympathising with a student’s challenges. The one-to-one nature of tuition lends itself well to establishing positive and trustful relationships with pupils, where they are receptive to mentoring.

Zones of regulation for managing emotions: The Zones of Regulation is a systematic, cognitive behavioural approach used to teach self-regulation by categorising all the different ways we feel and states of alertness we experience into four concrete coloured zones. The Zones framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts.

Supporting Learners with ADHD: I have extensive experience supporting young people with ADHD in classroom settings, small groups, and one-to-one provision. I understand that ADHD is not simply about attention, but also involves differences in executive functioning, emotional regulation, motivation and impulse control. My approach is therefore structured, flexible and responsive to the individual profile of each learner.

To enable students with ADHD to access learning effectively, I create calm, organised environments with minimal unnecessary distractions. Clear expectations and achievable, short-term goals help reduce overwhelm. Tasks are carefully broken down into manageable steps, with regular movement breaks built in to support regulation and sustained engagement. I frequently incorporate a learner’s interests into activities to harness intrinsic motivation, and use visual supports, kinaesthetic learning, and interactive methods to maintain focus.

Alongside direct teaching, I work closely with parents to help them understand how ADHD may present in their child — particularly behaviours linked to executive functioning difficulties, sensory needs or emotional dysregulation. By reframing behaviours through a neurodevelopmental lens, parents often feel better equipped to respond with empathy and practical strategies. I support families in implementing consistent routines, scaffolding organisation skills, and developing realistic expectations that build confidence rather than frustration.

My aim is to help young people with ADHD feel understood, capable and successful, while empowering families with the knowledge and tools to provide effective support at home.

Supporting learners with Obsessive Compulsive Disorder (OCD): OCD takes many different forms and can often be misinterpreted as other conditions, such as ADHD. I am currently working with three young people with OCD. In supporting learning, I try to establish a learning environment which reduces pressure on performance and timings and allows the student to have a sense of agency over their learning. Of course, each diagnosis will present differently; it is therefore important to understand how each student’s OCD affects their daily life and their learning, and how best to support them. I have recently been working closely with an OCD specialist on how to incorporate exposure and response therapy strategies into my sessions.

Supporting learners with Developmental Coordination Disorder (DCD): Learners with DCD commonly struggle with motor control. This can affect learning in obvious ways, such as poor handwriting. However, it can also affect a child’s ability to concentrate and attend to tasks, as attention is directed to performing motor tasks which have not been automatised. Poor performance in relation to peers can also lead to low self-esteem and motivation. Children with DCD can benefit from targeted practice at motor skills in order to make them automatic. Helping children to break down tasks into manageable and logical chunks is also important. Allowing the child to have more time to complete tasks at their own pace with special adaptations to reduce demands on motor control is key.

Supporting children who have experienced trauma: most children experience psychological trauma at some point in their lives – this could be as a result of parental separation, bereavement or something they have heard about on the news. I have worked with many children who have experienced varying degrees of trauma including some severe and complex cases. Having an understanding of the source of their trauma and how this manifests in their behaviour and daily interactions is fundamental in helping to set up the best conditions in which a child can cope and therefore maintain their daily routine. It is important to be aware of any potential triggers and to try to limit these in the learning environment. In addition, we should try to equip children with tools to help them to recognise and cope with their stress and anxiety.

Study skills/ executive functioning skills: I have worked with a range of students preparing for secondary school examinations as well as young people who generally struggle with their study skills and executive function. I can provide support with revision skills, planning, organisation and motivation.

Supporting Learners with Working Memory Difficulties: Working memory plays a crucial role in many of the cognitive processes involved in learning, including following instructions, retaining information long enough to apply it, mental arithmetic, reading comprehension, and written expression. Difficulties in this area are a key feature of many Specific Learning Difficulties (SpLD), particularly dyslexia. Through my specialist training, I have undertaken in-depth study and research into the cognitive underpinnings of SpLD, including the impact of working memory limitations on learning and classroom performance.

When working memory is reduced, pupils may appear inattentive, disorganised, or forgetful, when in fact they are struggling to hold and manipulate information in the moment. Although many commercial “brain training” programmes claim to improve working memory capacity, research indicates that such gains rarely generalise to broader academic outcomes.

For this reason, my approach focuses on reducing cognitive load and teaching practical, sustainable compensatory strategies rather than attempting to increase capacity directly. These strategies may include chunking information into manageable units, multi-sensory teaching, pre-teaching key vocabulary, providing clear visual scaffolds, modelling effective note-taking techniques, and encouraging the use of assistive technology such as voice recording or speech-to-text software. I also teach learners to self-advocate and recognise when they need repetition or clarification.

By embedding these strategies consistently, students are better able to access learning, retain key information, and build both competence and confidence.

Supporting non-verbal learners: I have worked with several autistic pupils who were non-verbal in a school setting. I therefore have a range of strategies which have been successful at encouraging these children to communicate. These include: a focus on non-verbal communication, body language, eye contact, gesture and visual supports; Simplifying spoken language and allowing time for students to respond without automatically filling in the gaps; Interactive play, songs and nursery rhymes.

Focus and Attention: I have developed a range of strategies to help pupils improve their focus and attention. These include: the Pomodoro Technique; Chunking Technique; Attention Autism techniques (developed by Gina Davies); Precision Teaching; reward charts.

Supporting learners with dyscalculia: learners with dyscalculia benefit from visual and kinaesthetic approaches to learning. Concrete manipulatives are essential for learners to grasp seemingly obscure mathematical operations and the related language. Many mathematical operations involve combining a range of skills, it is therefore important to help break problems down into their constituent parts and make sure students develop fundamental skills. Poor short and long term memory is usually a major contributing factor in dyscalculia, therefore short, frequent sessions are essential to help keep information fresh.

Supporting learners with Global Developmental Delay: GDD is a multifaceted specific learning difficulty which presents differently in each individual but usually means children are not meeting several developmental milestones. Support will depend on the developmental areas which have been identified as requiring additional help. A range of strategies may be useful in an educational setting, such as interactive activities to keep students engaged, supporting learning with visual cues, breaking tasks down into manageable chunks, keeping language/instructions short and clear, allowing additional time for processing, repetition of incremental steps building up towards a larger goal.

Writing and implementing IEPs: I have written dozens of IEPs and put into place effective interventions to address targets.

Entrance examinations (7+, 8+, 11+, 13+): I have 10 years of experience preparing children for entrance examinations to London’s top independent and grammar schools, as well as the Kent Test. My students have been successful in gaining places at the following schools: Alleyn’s Junior and Senior Schools, Dulwich Prep, Dulwich Prep London, Dulwich College, Emanuel, JAGS, JAPS, St Dunstan’s, Rosemead, St Paul’s, Trinity, Westminster, Whitgift.