Sarah

I have nearly two decades of experience working with children and young people across a wide range of settings — from mainstream primary classrooms to specialist one-to-one provision in schools, family homes, and hospital wards. My career began in primary school teaching in 2007, where I developed a strong foundation in curriculum delivery and early identification of additional needs. From there I moved into Initial Teacher Training as a Senior Lecturer, where I shaped how the next generation of teachers understood and responded to children with SEN. Since 2022 I have worked exclusively in specialist one-to-one provision, supporting children with ADHD, Autism Spectrum Condition, dyslexia, SEMH needs, acquired brain damage, and complex physical disabilities including bilateral leg amputations and amputations to several digits of both hands. My academic background — a BSc in Cognitive Science, an MA in Education, and a PGCE in Primary Education, alongside Level 3/4 OCN certification with Dr Lyndsey Hookway — means I bring both deep theoretical understanding and highly practical, adaptive teaching to every session.

Relationship is the foundation of everything I do. Before I think about targets or curriculum, I invest time in getting to know each child — their interests, their communication style, what makes them feel safe, and what makes them light up. I have found that when a child feels genuinely seen and valued, learning becomes possible in ways that structured programmes alone cannot achieve. I show real interest in the things my learners care about, and I use those interests as a doorway into engagement and trust. This is not a technique — it is a genuine commitment to the whole child, not just the learning goal.

One of the most significant aspects of my current practice is the flexibility of the settings in which I work. I currently support a child who was beginning to refuse school entirely, his anxiety and dysregulation making attendance feel impossible. By working closely with him and his family, we developed a blended model: I support him within school during the week and provide home education on Friday mornings. He is now engaged, regulated, and happy. That shift came not from an intervention package but from consistency, patience, and truly listening to what he needed. This kind of responsive, bespoke approach is at the heart of how I work with every child.

I am one of a small number of tutors who delivers sessions in a hospital setting. One of the children I support regularly receives treatment at Great Ormond Street Hospital, and I go to him there. For this child, seeing a familiar and trusted face in a frightening environment has been transformative — not only for his wellbeing during treatment but for the continuity and stability of his learning. This commitment to going where the child needs me to be reflects my broader belief that education must meet children in their reality, not ask them to come to ours.

My experience spans ASC, ADHD, dyslexia, SEMH, acquired brain damage, and significant physical disability. I understand how these conditions affect cognitive load, executive function, sensory processing, emotional regulation, and self-esteem — and I translate that understanding into individualised adaptations in every session. I do not apply a one-size-fits-all approach. I observe, I adjust, and I remain endlessly curious about what each child needs on any given day. My background in Initial Teacher Training means I also bring reflective, evidence-informed practice to my work — I understand not just what to do, but why it works. I am experienced working with children whose needs are complex and sometimes profound, and I am equally at home supporting a child who simply needs a different pace or a different way in.