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Serena

Serena

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Leeds

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£120 per hour

*Minimum 1.5 hours per session in person
Contact Me

Leeds

Show on map

Serena

No Reviews

Rate:

£120 per hour

Minimum 1.5 hours per session in person

About Me

I am a highly experienced SENCO and specialist SEND teacher with over 20 years’ experience supporting children and young people with complex needs across mainstream, specialist and alternative provision. My practice is relationship-led, trauma-informed and deeply person-centred, with a strong focus on rebuilding trust, confidence and engagement in learning. I have particular expertise in autism, ADHD, anxiety, SEMH, speech and language needs and neurodivergent communication profiles, and I adapt my approach to meet each young person where they are. Above all, I am passionate about inclusion and empowering young people to develop independence, self-belief and a positive sense of their own potential.

Skills & Experience​

My approach is relationship-led and trauma-informed. I prioritise emotional safety, consistency and genuine connection, recognising that behaviour is often a form of communication. Through calm, predictable and compassionate practice, I support young people to feel understood and regulated, enabling them to re-engage with learning at their own pace and in ways that work for them.

I am highly skilled in adapting teaching to meet individual learning profiles. This includes supporting neurodivergent learners, Gestalt language processors and pupils with sensory or processing differences. I use structured routines, visual supports, interest-based learning and clear communication to reduce cognitive load and increase accessibility.

Alongside my teaching and leadership roles, I am a qualified psychometric assessor and educational consultant, enabling me to take a holistic, evidence-based approach to understanding need. This informs targeted support, appropriate adjustments and realistic goal setting, ensuring progress is meaningful and sustainable.

Above all, I am passionate about empowering young people. I focus on developing independence, confidence and self-belief, gradually reducing support and encouraging self-advocacy. My aim is not just academic progress, but helping each young person feel capable, valued and hopeful about their future.

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My Teaching Philosophy

My teaching philosophy is rooted in inclusion, relationships and respect for the individual. I believe that learning can only happen when a child or young person feels safe, understood and valued. Many of the pupils I work with have experienced anxiety, trauma or repeated barriers to education, so my first priority is always to build trust and create a calm, predictable environment where they can begin to re-engage at their own pace.

I view behaviour as communication and approach challenges through a trauma-informed, neurodiversity-affirming lens. Rather than focusing on compliance, I seek to understand the underlying need and respond with empathy, structure and flexibility. I adapt my teaching to each learner’s profile, recognising that progress looks different for every child and that development is not linear.

I believe in personalised, meaningful learning that builds on strengths and interests while reducing unnecessary cognitive and sensory load. I combine clear routines with creativity, modelling and scaffolding to support confidence and independence.

 

Ultimately, my goal is to empower young people to believe in themselves. I want learners to leave sessions feeling capable, heard and hopeful, with the skills and self-belief they need to move forward both academically and emotionally.

Read More

Qualifications and Training

I hold Qualified Teacher Status (QTS) and Qualified Teacher Learning and Skills (QTLS), alongside a BA (Hons) in Education and a Master’s degree in Inclusive Practice, providing a strong academic and practical foundation in inclusive education. I have also completed the National Professional Qualification for SENCO (NPQ SENCO), supporting my strategic and statutory leadership of SEND provision across complex settings.

I am currently undertaking doctoral (PhD) studies in Inclusive Practice, with a research focus on neurodiversity, inclusion and effective support for learners with SEND. This research-led perspective strengthens my reflective practice and ensures my work remains informed by current evidence and best practice.

I am a qualified psychometric assessor (CCET Level 7) and have completed ADOS-2 training, enhancing my understanding of autism assessment and enabling me to interpret assessment outcomes meaningfully to inform provision. I also hold CELTA and TESOL qualifications, which support my work with learners who have speech, language and communication needs.

Alongside formal qualifications, I have extensive experience working collaboratively with Speech and Language Therapists (SaLT), Occupational Therapists (OT), educational psychologists and wider health professionals. I regularly translate specialist recommendations into practical, classroom-based strategies and ensure joined-up, child-centred support.

In my role as a SENCO and educational consultant, I have also worked closely with local authorities, contributing to EHCP development, annual reviews and SEND tribunals. I am confident presenting evidence, liaising with professionals and families, and advocating effectively to ensure provision reflects the child or young person’s needs.

 

I remain committed to ongoing professional development and collaborative practice, ensuring support is ethical, coordinated and focused on positive outcomes for children and young people with SEND.

Read More

Choose me if…

Choose me if you want someone who truly takes the time to understand your child, not just their diagnosis. I prioritise trust, emotional safety and connection, especially for children and young people who may feel anxious, overwhelmed or disengaged from learning.

Choose me if you value a calm, patient and flexible approach that adapts to your child’s needs on the day, while still providing structure and gentle direction. I understand that progress is not always linear, and I celebrate every step forward, no matter how small.

Choose me if your child is neurodivergent and needs support that is respectful, trauma-informed and genuinely inclusive. I have extensive experience supporting autism, ADHD, anxiety, speech and language needs and complex emotional profiles, and I work in ways that reduce pressure rather than increase it.

 

Choose me if you want someone who works collaboratively with families and professionals, communicates clearly and advocates confidently for your child. Above all, choose me if you want your child to feel safe, capable and hopeful again — because that is always my ultimate goal.

Read More

Availability

Monday: 9:00-18:00
Tuesday: 9:00-18:00
Wednesday: 9:00-18:00
Thursday: 9:00-18:00
Friday: 9:00-18:00
Saturday: 9:00-12:00
Sunday: 9:00-12:00

Ages Supported

  • Early Years
  • Primary
  • Secondary
  • Post 16
  • Adult

Specialisms

  • Anxiety
  • ASC (autism)
  • ADHD & ADD
  • Dyslexia
  • PDA (Pathological Demand Avoidance)
  • SEMH (Social & Emotional & Mental Health needs)
  • Working Memory and Processing Needs
  • Speech and Language Needs (including non-verbal)
  • Dyscalculia
  • 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)
  • Study Skills & Executive Functioning Skills
  • Social Communication & Language Skills
  • Functional Skills (English & Maths)
  • Homework Support

Locations Covered

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Something Sensational About Me

Something special about me is the genuine care I bring to my work. I am deeply passionate about SEND and driven by a desire to make a meaningful difference in the lives of children and young people who may have felt overlooked, misunderstood or let down by education. I don’t see this as just a job — it is a commitment to advocacy, inclusion and possibility.

Alongside my professional expertise, I bring warmth, creativity and approachability. I love being creative and often use this in my work to make learning engaging, practical and accessible. My enjoyment of DIY means I’m comfortable thinking flexibly, problem-solving and adapting resources to suit each child. I also have a real love for animals, which often helps me build rapport with young people who connect more easily through shared interests or gentle conversation.

What truly sets me apart is my ability to blend evidence-based practice with humanity. I work with compassion, curiosity and optimism, always believing that with the right support, every young person can grow in confidence, independence and self-belief.

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Choose me if...

Choose me if you want someone who truly takes the time to understand your child, not just their diagnosis. I prioritise trust, emotional safety and connection, especially for children and young people who may feel anxious, overwhelmed or disengaged from learning.

Choose me if you value a calm, patient and flexible approach that adapts to your child’s needs on the day, while still providing structure and gentle direction. I understand that progress is not always linear, and I celebrate every step forward, no matter how small.

Choose me if your child is neurodivergent and needs support that is respectful, trauma-informed and genuinely inclusive. I have extensive experience supporting autism, ADHD, anxiety, speech and language needs and complex emotional profiles, and I work in ways that reduce pressure rather than increase it.

 

Choose me if you want someone who works collaboratively with families and professionals, communicates clearly and advocates confidently for your child. Above all, choose me if you want your child to feel safe, capable and hopeful again — because that is always my ultimate goal.

Back

Qualifications & Training

I hold Qualified Teacher Status (QTS) and Qualified Teacher Learning and Skills (QTLS), alongside a BA (Hons) in Education and a Master’s degree in Inclusive Practice, providing a strong academic and practical foundation in inclusive education. I have also completed the National Professional Qualification for SENCO (NPQ SENCO), supporting my strategic and statutory leadership of SEND provision across complex settings.

I am currently undertaking doctoral (PhD) studies in Inclusive Practice, with a research focus on neurodiversity, inclusion and effective support for learners with SEND. This research-led perspective strengthens my reflective practice and ensures my work remains informed by current evidence and best practice.

I am a qualified psychometric assessor (CCET Level 7) and have completed ADOS-2 training, enhancing my understanding of autism assessment and enabling me to interpret assessment outcomes meaningfully to inform provision. I also hold CELTA and TESOL qualifications, which support my work with learners who have speech, language and communication needs.

Alongside formal qualifications, I have extensive experience working collaboratively with Speech and Language Therapists (SaLT), Occupational Therapists (OT), educational psychologists and wider health professionals. I regularly translate specialist recommendations into practical, classroom-based strategies and ensure joined-up, child-centred support.

In my role as a SENCO and educational consultant, I have also worked closely with local authorities, contributing to EHCP development, annual reviews and SEND tribunals. I am confident presenting evidence, liaising with professionals and families, and advocating effectively to ensure provision reflects the child or young person’s needs.

 

I remain committed to ongoing professional development and collaborative practice, ensuring support is ethical, coordinated and focused on positive outcomes for children and young people with SEND.

Back

My Teaching Philosophy

My teaching philosophy is rooted in inclusion, relationships and respect for the individual. I believe that learning can only happen when a child or young person feels safe, understood and valued. Many of the pupils I work with have experienced anxiety, trauma or repeated barriers to education, so my first priority is always to build trust and create a calm, predictable environment where they can begin to re-engage at their own pace.

I view behaviour as communication and approach challenges through a trauma-informed, neurodiversity-affirming lens. Rather than focusing on compliance, I seek to understand the underlying need and respond with empathy, structure and flexibility. I adapt my teaching to each learner’s profile, recognising that progress looks different for every child and that development is not linear.

I believe in personalised, meaningful learning that builds on strengths and interests while reducing unnecessary cognitive and sensory load. I combine clear routines with creativity, modelling and scaffolding to support confidence and independence.

 

Ultimately, my goal is to empower young people to believe in themselves. I want learners to leave sessions feeling capable, heard and hopeful, with the skills and self-belief they need to move forward both academically and emotionally.

Back

Skills & Experience​

My approach is relationship-led and trauma-informed. I prioritise emotional safety, consistency and genuine connection, recognising that behaviour is often a form of communication. Through calm, predictable and compassionate practice, I support young people to feel understood and regulated, enabling them to re-engage with learning at their own pace and in ways that work for them.

I am highly skilled in adapting teaching to meet individual learning profiles. This includes supporting neurodivergent learners, Gestalt language processors and pupils with sensory or processing differences. I use structured routines, visual supports, interest-based learning and clear communication to reduce cognitive load and increase accessibility.

Alongside my teaching and leadership roles, I am a qualified psychometric assessor and educational consultant, enabling me to take a holistic, evidence-based approach to understanding need. This informs targeted support, appropriate adjustments and realistic goal setting, ensuring progress is meaningful and sustainable.

Above all, I am passionate about empowering young people. I focus on developing independence, confidence and self-belief, gradually reducing support and encouraging self-advocacy. My aim is not just academic progress, but helping each young person feel capable, valued and hopeful about their future.

Back
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