Rose

My specialist experience working with young people with SEN to develop trusting and meaningful relationships;

As an alternative provision tutor, I have had the privilege of working with children with a wide range of special educational needs, including autism, ADHD, anxiety, PDA, and SEMH (Social, Emotional and Mental Health) needs. This role has taught me the importance of building genuine, trusting relationships by taking the time to understand each student as an individual. I adapt my approach to suit their unique needs and learning styles, ensuring that every child feels supported and valued. Creating a safe, nurturing environment is always at the heart of my practice, helping students to engage with confidence and curiosity. Through this work, I have further developed my ability to tailor my teaching methods, resources, and tools to make learning both accessible and enjoyable for every learner.

My experience teaching primary Maths and English;

I am a qualified primary teacher, I have worked with children from Year 1 to Year 6 delivering lessons in English, Maths, Phonics, Science and Verbal reasoning. This breadth of experience has given me a strong understanding of the primary curriculum as a whole, particularly for Maths and English.

My experience teaching secondary Maths and English;

Since working as a 1:1 provisions teacher, I have broadened my curriculum knowledge beyond the primary level. I have supported Key Stage 3 students with both English and Maths and have supported some students with GCSE preparation for foundation level exams.

My experience working with young people with ADHD;

I have worked closely with a number of children with ADHD, adapting my approach to meet their individual needs. This has included implementing regular breaks, offering greater autonomy over tasks, and ensuring lessons are engaging by incorporating their personal interests wherever possible.

My experience working with young people with challenging behaviour;

I approach challenging behaviour by prioritising the development of a trusting, safe relationship in which the child feels genuinely comfortable with me. Once rapport has been established, I build in regular opportunities for informal conversations about their day, their interests and their preferences for how we structure our sessions. Offering meaningful choices, incorporating movement and brain breaks, and linking learning to their personal interests have all been effective strategies in my previous work with students who present with challenging behaviour. These approaches help the child feel respected, increase their sense of autonomy and support their engagement in learning.

My experience working with young people with ADD;

I have supported learners with ADD by reducing cognitive load and minimising environmental distractions. When working with these students, I use simple and concise language, incorporate repetition to secure understanding, and provide positive reinforcement and regular breaks to help maintain engagement.

My experience supporting young people with working memory needs; 

I have supported pupils with working memory needs by breaking content into manageable chunks, regularly revisiting key topics, and encouraging the use of note-taking and revision posters to reinforce learning.

My experience working with young people with ASC;

I have worked with several students with autism in both group settings and one-to-one tuition. My support has focused on a combination of academic subjects and personal development, adapting activities to individual learning styles and interests to help each learner progress and engage fully.

My experience supporting young people with dyspraxia; 

When working with children with dyspraxia, I make sure to use clear instructions and visual supports, allowing extra time and providing plenty of opportunities for repetition. I also encourage students to repeat instructions back to me to reinforce their understanding. I have successfully used tools such as pencil grips and speech-to-text software to support students with their writing and help them organise their ideas.

My experience working with young people with Anxiety and SEMH;

When working with students with anxiety or SEMH needs I have created a calm, safe and predictable learning environment where learners feel valued and understood. I have built positive, trusting relationships and maintained clear routines and expectations to reduce uncertainty. Using a nurturing approach, I provide reassurance and opportunities for emotional expression. I use flexible approaches to meet individual needs, while maintaining close communication with parents or carers  to ensure consistent support and early intervention when required.

My experience teaching Community Support and Outside activities;

I have included physical activities in one-to-one tutoring sessions – including swimming, tennis and football – using them as opportunities to promote the benefits of staying active and maintaining a healthy lifestyle. As an active person myself, I value the chance to integrate movement and outdoor experiences into learning, helping to support both physical and mental well-being.

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

In every lesson, my aim is to improve children’s confidence in their learning and their overall self-esteem, as I believe this should be an integral part of all learning. Making sure the content is engaging and at a suitable level to the learner helps to boost confidence.

My specialist experiences providing engaging sessions to inspire a love of learning;

I teach a large variety of children each week, in both groups and 1:1, so I make sure I design engaging sessions that inspire a genuine love of learning. I do this by including games, songs, and activities that keep every child motivated and actively involved. Additionally, I incorporate a variety of tools and resources to ensure that each child can access the work in a way that suits their individual needs. By tailoring my approach, I create a stimulating and enjoyable environment that fosters curiosity and a positive attitude towards education.

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

I always aim to create sessions that build a child’s confidence and sense of control, for example, I might encourage them to start a familiar task without help, follow a short checklist to stay on track, or take responsibility for setting up their own learning space. In addition, letting them choose the order of activities or use timers to manage their own breaks helps increase autonomy and develop independence.