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Pira

Pira

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Chessington

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£100 per hour

*Minimum 1.5 hours per session in person
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Chessington

Show on map

Pira

No Reviews

Rate:

£100 per hour

Minimum 1.5 hours per session in person

About Me

I have over 10 years of experience supporting students with Special Educational Needs across mainstream schools, specialist provisions, and alternative education settings. I believe strongly in building trusting relationships with students and their families. I take a holistic approach, creating a safe and supportive environment where confidence and curiosity can grow. 

Skills & Experience​

Building strong, trusting relationships is central to my practice. Many of the young people I support have had difficult experiences within education, so I prioritise creating a calm, consistent, and supportive environment where they feel safe and understood.

Experience with Autism

I have extensive experience supporting autistic students with a range of profiles and needs. I use structured routines, visual supports, and clear expectations to create a predictable learning environment. I also adapt my teaching to support sensory and communication needs, allowing students to engage at a pace that suits them.

Experience with PDA

When working with students with a PDA profile, I use low-demand approaches and collaborative strategies that reduce anxiety around tasks. I focus on offering choice, flexibility, and shared problem-solving to help students feel in control of their learning, which supports engagement and trust.

Experience with Speech and Language needs

I support students with speech and language needs by adapting my communication style and teaching methods. This includes simplifying instructions, using visual cues, modelling language, and allowing additional processing time so that students can access learning with greater confidence.

Experience teaching subjects

I have experience supporting students across a range of subjects, including Maths, English, and Science, adapting lessons to meet each learner’s individual needs and abilities. I break down complex concepts into manageable steps and use clear explanations, guided practice, and practical examples to support understanding. 

Experience teaching confidence and low self-esteem

Many students I work with initially lack confidence due to previous educational challenges. I focus on recognising progress and celebrating small successes, helping students rebuild their self-belief and develop a more positive attitude towards learning.

Specialist experience providing engaging lessons

I design sessions that are structured but engaging, using questioning, interactive activities, and real-life examples to support understanding. By linking learning to students’ interests where possible, I help increase motivation and encourage active participation.

Read More

My Teaching Philosophy

My teaching philosophy is rooted in the belief that learning should feel accessible, purposeful, and empowering for every young person. I focus on meeting students where they are, recognising that each learner comes with different experiences, strengths, and challenges. Rather than taking a one-size-fits-all approach, I adapt my teaching to suit the individual, helping students rediscover confidence in their ability to learn and succeed.

In practice, I like to teach through structured but engaging sessions that combine clear explanation with active participation. I often use questioning techniques, guided practice, and real-life examples to help students understand concepts more deeply rather than simply memorising information. Where possible, I connect learning to students’ interests to increase engagement and motivation, particularly for learners who may have become disengaged from traditional classroom environments.

I also place strong emphasis on developing executive functioning skills such as organisation, planning, and problem-solving. Many students benefit from support in these areas, so I help them learn strategies for managing tasks, approaching challenges step-by-step, and developing independent learning habits that will support them long-term.

Another important aspect of my approach is helping students reflect on their own progress. I encourage learners to recognise what they are doing well and understand how they improve over time. This helps build a growth mindset and reduces the fear of making mistakes, which is often a barrier for many young people.

In my view, a good tutor is someone who can balance structure with flexibility, challenge students while also supporting them, and create a space where learning feels positive and achievable

Read More

Qualifications and Training

I hold a BSc in Biochemistry (First Class Honours) and an MSc in Immunology of Infectious Diseases, alongside a PGCE and Qualified Teacher Status (QTS). My academic background has given me a strong understanding of science and evidence-based approaches to learning, which I apply when supporting students to build both knowledge and confidence in their studies.

Alongside my formal qualifications, I have completed professional training in:

– Behaviour Support Management

– Safeguarding

– First Aid

– Trauma-Informed Practice

– Supporting Emotional Regulation.

I remain committed to ongoing professional development so that I can continue to apply the most effective, research-informed strategies when supporting young people with additional needs.

Read More

Choose me if…

…your child needs someone who will understand them, build their confidence, and help them rediscover that they are capable of anything.

Read More

Availability

Monday: 08:00-20:00
Tuesday: 08:00-20:00
Wednesday: 08:00-20:00
Thursday: 08:00-20:00
Friday: 08:00-20:00
Saturday: 08:00-20:00
Sunday: 08:00-20:00

Ages Supported

  • Early Years
  • Primary
  • Secondary
  • Post 16

Specialisms

  • Anxiety
  • ASC (autism)
  • ADHD & ADD
  • Dyslexia
  • PDA (Pathological Demand Avoidance)
  • SEMH (Social & Emotional & Mental Health needs)
  • Speech and Language Needs (including non-verbal)
  • Dyscalculia
  • DCD (Dyspraxia)
  • Global Developmental Delay & Learning Difficulties
  • Complex & Medical Needs (including Cerebral Palsy; Brain Injury; Epilepsy and other needs)
  • Trauma/Abuse
  • SEND (inc. disabilities)

Subjects Provided

  • Primary (Maths and/or English/Literacy)
  • Secondary English (including GCSEs)
  • Secondary Maths (Including GCSEs)
  • Secondary Science (including GSCEs)
  • Functional Skills (English & Maths)
  • Homework Support

Locations Covered

Central London, Hampshire, London, Online, and Surrey

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Something Sensational About Me

Outside of teaching, I enjoy long walks in the countryside with my German Shepherd and riding my motorbike, which helps me stay balanced and active. I bring that same calm and grounded energy into my sessions, creating a supportive space where students feel comfortable, motivated, and ready to learn.

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Choose me if...

…your child needs someone who will understand them, build their confidence, and help them rediscover that they are capable of anything.

Back

Qualifications & Training

I hold a BSc in Biochemistry (First Class Honours) and an MSc in Immunology of Infectious Diseases, alongside a PGCE and Qualified Teacher Status (QTS). My academic background has given me a strong understanding of science and evidence-based approaches to learning, which I apply when supporting students to build both knowledge and confidence in their studies.

Alongside my formal qualifications, I have completed professional training in:

– Behaviour Support Management

– Safeguarding

– First Aid

– Trauma-Informed Practice

– Supporting Emotional Regulation.

I remain committed to ongoing professional development so that I can continue to apply the most effective, research-informed strategies when supporting young people with additional needs.

Back

My Teaching Philosophy

My teaching philosophy is rooted in the belief that learning should feel accessible, purposeful, and empowering for every young person. I focus on meeting students where they are, recognising that each learner comes with different experiences, strengths, and challenges. Rather than taking a one-size-fits-all approach, I adapt my teaching to suit the individual, helping students rediscover confidence in their ability to learn and succeed.

In practice, I like to teach through structured but engaging sessions that combine clear explanation with active participation. I often use questioning techniques, guided practice, and real-life examples to help students understand concepts more deeply rather than simply memorising information. Where possible, I connect learning to students’ interests to increase engagement and motivation, particularly for learners who may have become disengaged from traditional classroom environments.

I also place strong emphasis on developing executive functioning skills such as organisation, planning, and problem-solving. Many students benefit from support in these areas, so I help them learn strategies for managing tasks, approaching challenges step-by-step, and developing independent learning habits that will support them long-term.

Another important aspect of my approach is helping students reflect on their own progress. I encourage learners to recognise what they are doing well and understand how they improve over time. This helps build a growth mindset and reduces the fear of making mistakes, which is often a barrier for many young people.

In my view, a good tutor is someone who can balance structure with flexibility, challenge students while also supporting them, and create a space where learning feels positive and achievable

Back

Skills & Experience​

Building strong, trusting relationships is central to my practice. Many of the young people I support have had difficult experiences within education, so I prioritise creating a calm, consistent, and supportive environment where they feel safe and understood.

Experience with Autism

I have extensive experience supporting autistic students with a range of profiles and needs. I use structured routines, visual supports, and clear expectations to create a predictable learning environment. I also adapt my teaching to support sensory and communication needs, allowing students to engage at a pace that suits them.

Experience with PDA

When working with students with a PDA profile, I use low-demand approaches and collaborative strategies that reduce anxiety around tasks. I focus on offering choice, flexibility, and shared problem-solving to help students feel in control of their learning, which supports engagement and trust.

Experience with Speech and Language needs

I support students with speech and language needs by adapting my communication style and teaching methods. This includes simplifying instructions, using visual cues, modelling language, and allowing additional processing time so that students can access learning with greater confidence.

Experience teaching subjects

I have experience supporting students across a range of subjects, including Maths, English, and Science, adapting lessons to meet each learner’s individual needs and abilities. I break down complex concepts into manageable steps and use clear explanations, guided practice, and practical examples to support understanding. 

Experience teaching confidence and low self-esteem

Many students I work with initially lack confidence due to previous educational challenges. I focus on recognising progress and celebrating small successes, helping students rebuild their self-belief and develop a more positive attitude towards learning.

Specialist experience providing engaging lessons

I design sessions that are structured but engaging, using questioning, interactive activities, and real-life examples to support understanding. By linking learning to students’ interests where possible, I help increase motivation and encourage active participation.

Back
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