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My specialist experience working with students with SEN to develop trusting and meaningful relationships:
With over 20 years working with children with SEN, I pride myself on the relationships I form. Being patient and understanding the individual student’s needs is so important. I have a caring and friendly approach; I will not raise my voice. Creating a safe and enjoyable space for learning to happen is my first goal. Children relax quickly in my company and trust is gained swiftly.

My experience supporting young people with SEN and additional needs:
Having a flexible approach is necessary to allow for each individual child’s needs. Liaison with parents about the child’s interests is my first step in order to plan that important first session. I incorporate games so the student feels comfortable and relaxed. Ensuring sessions are fun, in my opinion, is so important for learning to take place. Breaking the session into workable chunks keeps the child on-task and motivated. The nature of children with SEN means that sometimes plans are shelved; in that case, I always have something up my sleeve and never get flustered (small achievable steps).

My experience teaching reading, writing and phonics to early years children:
Being trained in ‘Early Years’, means I can confidently teach phonics, reading and writing at this important stage. Initially, as mentioned, I find out the child’s interests and these inform my planning. A creative approach, I feel, develops their knowledge and understanding especially when it’s child-led. Sensory tasks are great fun when it comes to learning phonics and developing fine motor skills – children are playing and don’t realise they’re learning so much in the process.

My specialist experience providing fun sessions to help students engage in learning:
I provide fun and engaging sessions to help children develop both academically and socially and keep them on-task. I’m smiley and friendly and have different ways of engaging a child. Singing and using props and games are part of the fun for the younger ones – learning through play!

My skills and experience supporting students to develop their independence:
Developing the child’s independence weaves through every activity I plan. Building the child’s self-esteem through positive encouragement gives them the confidence to work independently. I am able to gauge the child’s learning style and this will inform future planning to further their independence. Allowing the child enough thinking time is also very important; I’m there to prompt at the right time. Providing scaffolding by using writing frames assists with structure and sequencing of ideas and enables independence in their learning.

After gaining my first class BEd (honours) degree with primary QTS (qualified teacher status), I worked full time in both mainstream and independent schools for fifteen years and taught many children with a range of special needs. I worked closely with the SENDCo and learnt so much, writing and implementing hundreds of individual educational programs. Reading many reports, from assessors specialised in their field, provided me with strategies to aid the different pupils’ needs. Thus, I developed a tool kit for working with SEN and neurodiverse students. Before leaving to have my daughter, I was a member of the senior leadership team and had been head of English and PHSCE lead.

My specialist subjects are English and maths including being a certified examination tutor (yr 6 SATs, 7+,8+ 11+, 13+, CEE, NVR, VR, CATs and entry to independent schools) and as a primary teacher I can offer many KS1 and KS2 curriculum subjects including phonics.

After having my daughter, I knew I wanted to follow my passion for working with children with SEN and I began my tutoring journey. I converted an out-building at my home into my learning room. As well as face to face, I offer remote tuition via Zoom and travel to clients’ homes if local.

Presently, I also work part time as a learning support teacher. My students range in their needs from ADHD, ASC, dyslexia, dyspraxia and anxiety disorders. I provide engaging sessions and have a creative and dynamic approach to the curriculum. Through a nurturing approach, the students make great progress. By working in a school, my professional development continues and I keep up-to-date with any new initiatives.

For the past 4 years, I have tutored a boy twice a week in his home who is a school refuser with autism, PDA and attachment needs; he is often non-verbal. For the last six months, he has gained the confidence to come to my house once a week. He struggled with many tutors before finding me, so I feel privileged to know I have made a difference.