Building Trusting, Positive Relationships
I have over twenty years’ experience teaching children and young people from Year 1 to Year 11, both in schools and in small groups or 1:1. I work hard to ensure every child feels safe, understood and valued as a learner.
I believe real learning only happens once trust is in place. I take time to understand each child’s strengths, interests and worries, and I adapt lessons so they feel achievable and meaningful. I encourage curiosity, questions and risk-taking, and I make sure effort is recognised and celebrated.
Supporting Children with Anxiety
I have extensive experience working with children who feel anxious about learning or school. My approach is calm, predictable and reassuring.
I use clear routines, simple instructions, and plenty of advance notice of change. Lessons are broken into small, manageable steps with lots of encouragement and low-pressure activities. I offer choices wherever possible so children feel a sense of control and confidence.
Working with ADHD, Working Memory and Executive Function
I support many children with ADHD and difficulties with focus, organisation and memory. I understand how these challenges can affect confidence and self-esteem.
My teaching is structured but flexible: learning is broken into short chunks, understanding is checked regularly, and thinking time is built in. I use talk-based learning, modelling my thinking aloud, and practical strategies such as colour-coding, mnemonics, mind maps and learning mats to help information “stick”.
I also teach children routines, organisation and study skills that support independent learning now and in the future.
Supporting Dyslexia and Writing Difficulties
I have worked with many children with dyslexia and dysgraphia. I focus on helping children succeed as writers without physical writing becoming a barrier.
This includes developing fine motor skills where needed, but also using alternative ways to record ideas so children can show their true ability with vocabulary, sentence structure and composition. I explicitly teach spelling patterns, morphemes, prefixes and suffixes to support both spelling and reading confidence.
Speech, Language and Communication Needs
I adapt my language carefully to ensure children fully understand what is expected. I use clear explanations, visuals, modelling and repetition where needed.
I also support children to talk about their learning and emotions, using shared language such as the Zones of Regulation to help them recognise and manage feelings that may affect learning.
Sensory Needs and Emotional Regulation
I am sensitive to sensory processing needs and work proactively to support regulation before learning begins.
I use uncluttered resources, predictable routines, visual timetables and timers, and I avoid sensory overload wherever possible. I model and teach simple regulation strategies so children can begin to recognise what helps them feel calm and ready to learn.
Behaviour, Self-Esteem and Confidence
I have supported children with behaviour challenges across primary and secondary ages. My experience has shown me that connection comes first.
I work from a child’s interests, strengths and sense of safety, often using flexible, project-based learning that removes unnecessary pressure. As confidence grows, children become more willing to engage, persevere and take pride in their learning.
Teaching English (Primary and Secondary, Including Functional English)
I am an English subject specialist with extensive experience teaching reading, writing, vocabulary and oracy.
I have taught English across primary and secondary phases, including GCSE English Literature, and I designed a specialist Year 7 and 8 reading and vocabulary curriculum for students who were not yet “secondary ready”. I focus on building confidence, fluency and understanding, particularly for children who have fallen behind or lost belief in themselves as learners.
Teaching Maths (Primary and Functional Maths)
I have taught maths across all primary year groups and delivered targeted intervention for children who need extra support.
My approach is practical, step-by-step and confidence-building. I model thinking clearly, use concrete and visual resources, and focus on securing foundations so children can move forward with confidence. I work hard to reduce maths anxiety and help children see that maths can be enjoyable and achievable.
Developing Independence and a Love of Learning
My teaching is child-centred and designed to help children become independent, motivated learners.
Lessons are carefully scaffolded so children can make discoveries for themselves, practise skills, reflect on progress and make choices. This sense of agency builds confidence, resilience and a genuine enjoyment of learning that lasts beyond individual lessons.
Professional Experience and Leadership
Alongside my teaching, I have held senior leadership roles including Deputy Headteacher, Designated Safeguarding Lead, Senior Mental Health Lead and responsibility for inclusion and SEND provision.
I have trained teachers and school leaders, worked as a local authority English adviser and assessment moderator, and examined GCSE English Literature. This background strengthens my practice and ensures my teaching is informed by evidence, experience and deep understanding of children’s needs.
