Sobia

Skills & Experience

My teaching experience covers English Language and Literature from Key Stage 2 through to GCSE, A Level and adult education, including Functional Skills English. I have also taught Primary English and Mathematics, identifying gaps in learning and selecting or creating activities suited to each learner’s current level, interests and individual needs. I have supported children, young people and adults across mainstream education, SEND, alternative provision, community settings and one-to-one tuition.

My experience includes working with learners with autism, ADHD, dyslexia, EBSA, executive-functioning difficulties, speech, language and communication needs, SEMH, anxiety and disrupted education. I understand that a diagnosis can help to inform teaching, but it never defines the individual.

Trust sits at the heart of my approach. I take time to understand each learner’s experiences, strengths, interests and preferred ways of communicating, recognising that engagement and progress can look different for everyone. I adapt the pace, level of challenge, resources and communication methods to the learner rather than expecting the learner to adapt to me.

I currently support an online learner with selective mutism who chose to communicate solely through the lesson platform’s text chat rather than using a microphone or camera. After learning that she loves horses, I researched the subject and created personalised English activities around her interest. Adapting both my communication and lesson content helped me begin establishing trust and engagement from our first session.

My educational leadership experience includes working as an Assistant Headteacher, line-managing Heads of Department, collaborating closely with SENDCOs, coordinating staff and resources, monitoring progress and addressing gaps in provision. I have experience of working with EHCPs and understand the importance of translating identified needs into clearly specified support that is coordinated effectively and monitored against agreed outcomes.

I also have extensive experience of chairing multidisciplinary meetings, gathering and scrutinising evidence, coordinating reports and contributions, monitoring agreed actions and liaising with families, professionals and senior leaders. Through my Local Authority consultancy, elected local-government and NHS governance roles, I have scrutinised services, advocated for individuals and families, and challenged organisations to respond appropriately to identified needs.

My Diploma in Therapeutic Counselling further informs my calm, patient and emotionally aware approach. I use positive affirmation thoughtfully and specifically, helping learners to recognise their strengths and celebrate genuine progress. My aim is to help each learner develop confidence, resilience and increasing independence alongside academic achievement.

I believe effective teaching begins with getting to know the individual rather than simply delivering a lesson. Every learner is different, so I take time to understand how they learn, what matters to them, where they feel confident and where they need support before planning sessions that are meaningful, accessible and engaging.

Relationships built on trust create the conditions in which confidence and learning can flourish. I adapt my teaching to suit the learner rather than expecting the learner to adapt to me, recognising that communication, engagement and progress look different for everyone.

I provide clear explanations, model new skills and break challenging learning into manageable steps. I use carefully scaffolded activities, purposeful repetition and appropriate visual support, while adapting the pace to give learners sufficient time to process, respond and apply their learning.

I use positive affirmation thoughtfully and specifically, helping learners recognise their progress and develop confidence in their own abilities. Wherever possible, I incorporate learners’ interests into sessions, not only because this makes learning more meaningful, but because it communicates respect and shows them that who they are, what they know and what matters to them are genuinely valued.

Ultimately, I hope every learner leaves a session feeling more confident than when they arrived, equipped with knowledge and strategies that will support them long after our lessons have finished.