- In Person
- Online
- Either in person or online
Passion for Teaching and Leadership
With over a decade of experience supporting and teaching children and young people with special educational needs, I have worked across both primary and secondary settings, including SEMH schools and specialist provisions. My teaching spans a wide age range—from younger learners building foundational skills to teenagers developing independence and preparing for life beyond school.
Currently, I teach young people aged 16–19 with special educational needs, supporting them in English, Maths, Functional Skills, Science and History, while helping them build the confidence and practical skills needed for further education or employment. This role has deepened my ability to scaffold learning for students who may have gaps in their education or a history of disengagement.
In addition to teaching, I have led whole-school SEND initiatives as a Primary Lead—training staff, mentoring colleagues, and designing inclusive, accessible curricula. This experience has shaped my ability to create structured, nurturing learning environments where every student feels understood, valued, and capable of success.
I am committed to ongoing professional development, particularly in multi-sensory learning, trauma-informed practice, and emotional regulation strategies. By continually evolving my skills, I not only enhance student outcomes but also support colleagues in delivering effective, inclusive teaching across settings.
Tailored Support for a Range of Needs
Throughout my career, I have supported children and young people with a wide range of needs, including autism, PDA, ADHD/ADD, dyslexia, dyspraxia, global developmental delay, anxiety, sensory processing differences, SEMH challenges, and low self-esteem.
I understand that no two learners are the same. I take time to get to know each individual, adapting my teaching to suit their needs—whether through structured multi-sensory techniques, breaking tasks into manageable steps, or using interactive activities to boost engagement and retention. These personalised strategies drive academic progress while also developing confidence, independence, and emotional resilience.
Much of my work has focused on supporting students who have struggled in traditional school settings, particularly those with SEMH needs. I create calm, structured environments—whether in person or online—where learners feel safe, respected, and empowered to re-engage with education.
Positive relationships are at the heart of my practice. By building trust and responding to emotional needs with patience and empathy, I help students develop emotional regulation, self-esteem, and a renewed sense of belief in their ability to succeed.
Collaboration and Holistic Learning Approaches
I work closely with families, SENCos, social workers, therapists, and external agencies to provide coordinated, holistic support. Through strong partnerships and regular communication, I help ensure each student’s academic, emotional, and social development is supported in a well-rounded, coordinated way.
I contribute to EHCP reviews and suggest tailored interventions that align with each learner’s profile. I also guide families toward relevant resources and services to ensure ongoing support.
To promote focus and emotional regulation—especially for students with autism, sensory needs, or SEMH—I incorporate holistic activities such as peer massage, yoga, and mindfulness. These practices help students feel calm, centred, and ready to learn.
Dedicated to Making a Difference
I am driven by the belief that every child can thrive with the right support. My goal is to help each student become a confident, independent learner who enjoys their education and feels proud of their progress.
The heartfelt feedback I receive from families reflects not just the academic growth of the children I work with, but also the trust, confidence, and positive relationships we build along the way. I am committed to making a lasting, meaningful difference in the lives of the young people I teach.
- Â First Class BA (hons) Primary Education degree
- Â Qualified Teacher Status (QTS)
- A-levels in English Literature, Film Studies, Media Studies and Communication Studies
- Â Safeguarding Training
- Â Attachment Theory/Trauma Training
- Â Power of Reading/ Talk for Writing
- Â White Rose Maths
- Â Read, write Inc Phonics
- Â Yoga for children
- Â PRICE - Positive Behaviour Support Training
- Â Child Protection Training
- Â Prevent Training
- Â Autism Awareness
- Â PDA Training and strategies
- Â Dyslexia Awareness
- Â Understanding Diabetes
- Â Understanding ADHD
- Â National Professional Qualification for Leading Teaching (NPQLT) (Ongoing)
My teaching ethos is rooted in inclusivity, empowerment, and a holistic approach to education. I believe every child deserves a learning environment where they feel valued, supported, and inspired to reach their full potential. By tailoring learning experiences to each student’s strengths and challenges, I nurture confidence, independence, and a love of learning.
I am passionate about breaking down barriers to education through using adaptive, multi-sensory strategies, structured interventions, and student-led approaches. Integrating visual supports, assistive technology, and scaffolded learning ensures lessons are accessible, engaging, and meaningful. My goal is not only to develop academic skills but also to foster emotional resilience, problem-solving abilities, and self-belief, equipping students with the tools they need to thrive beyond the classroom.
Collaboration is at the heart of my teaching philosophy. I work closely with families, multi-agency teams, and professionals to provide a well-rounded, person-centred approach that meets each child’s needs. By prioritising student voice and engagement, I create a safe, nurturing space where learners feel empowered to take ownership of their education and develop a growth mindset.
Above all, I am committed to cultivating a positive, enriching educational experience that equips children with the skills, confidence, and motivation to succeed both academically and personally. Seeing students re-engage with learning, gain confidence, and surpass their own expectations is the driving force behind my dedication as a tutor.
- You want a tutor who understands your child’s unique strengths and challenges, providing personalised, inclusive sessions that nurture confidence and success.
- You’re looking for someone who goes beyond academics, helping your child build independence, resilience, self-belief and a love of learning that extends beyond the classroom.
- You value engaging, adaptable teaching methods that ensure lessons are interactive, meaningful, and tailored to how your child learns best.
- You appreciate collaboration, with a tutor who works closely with families and professionals to create a well-rounded, holistic support system.
- Your child has special educational needs and requires structured, supportive strategies to help them thrive in their learning journey.
- Your child struggles in school and needs a patient, understanding tutor who will empower them to overcome challenges and develop resilience.
- You want a calm, structured learning environment, particularly for children with SEMH, PDA or autism, where they feel safe, supported, and encouraged to grow.
- You need a tutor who truly listens, adapting lessons to ensure your child feels understood, respected, and motivated.
- You seek an experienced SEN specialist with a track record of success, helping children with diverse learning needs unlock their full potential and make meaningful progress.
- General Engagement, Confidence and Self Esteem
- 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
- Primary
- Secondary
- Post 16
- Anxiety
- 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
- DCD (Dyspraxia)
- Global Developmental Delay & Learning Difficulties
- Complex & Medical Needs (including Cerebral Palsy; Brain Injury; Epilepsy and other needs)
- Trauma/Abuse
- SEND (inc. disabilities)
I have a deep love for adventure and exploration, and my experiences traveling the world have shaped my outlook on life and my approach to teaching.
One of my most memorable experiences was spending a year traveling across the globe—skydiving, hot air ballooning over Uluru/Ayers Rock, diving in the Great Barrier Reef, and even appearing in a crowd scene in a Jim Carrey movie! I have rafted down white-water rapids in New Zealand, gone on a safari in Kenya, and visited incredible places like Hawaii, Singapore, and Fiji. Backpacking along the West Coast of America, from Las Vegas to San Francisco, further broadened my horizons. These adventures have enhanced my adaptability, resilience, and ability to connect with people—qualities I bring into my work as a tutor.
Personal Interests
Outside of teaching, I love spending time with my family and my two Australian Labradoodles, Ivy and Daisy. We enjoy long walks and discovering new places together, making the most of the outdoors. I also have a deep love of reading and enjoy exploring different genres and perspectives through books. As a mum, I understand the importance of creating meaningful learning experiences that inspire curiosity and confidence—whether in the classroom, through stories, or in everyday life.
- In Person
- Online
- Either in person or online
- Special Educational Needs (SEN) Expertise:
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- Experienced in the teaching of young people with SEN, including Profound and Multiple Learning Disabilities (PMLD), Autism, Pathological Demand Avoidance (PDA), ADHD, and Cerebral palsy.
- Trained primary school teacher with experience across all key stages.
- Developed and delivered engaging education sessions for 16-19-year-olds, including Level 1/Level 2 qualifications, employability, and functional skills in English and Maths.
- Worked in different settings, this has allowed me to hone my skills and adept to any environment. These settings include, Pupil referral Units (PRU), Children’s Residential, Council run homes, Respite centres, Young people's own homes and Young offenders institutions.
- Development and Coordination:
- Responsible for the development and coordination of subjects across the full age and ability range with reference to the national curriculum and programmes of study.
- Identified learning objectives across the curriculum and developed policies as appropriate.
- Sustained and embedded high-quality subject delivery, regularly monitoring, reviewing, and evaluating the delivery of the curriculum.
- Data Tracking and Transition Support:
- Tracked pupil progress and collected and monitored data to support teaching and learning.
- Aided the transition process alongside parents, children, and MDT professionals to help ensure smooth transitions from a PRU setting back to mainstream education.
- Dynamic Lesson Delivery:
- Delivered and facilitated dynamic, creative, and active lessons, supporting educational activities across the curriculum.
- Worked in partnership with a range of agencies and providers.
- SEMH Teaching:
- Responsible for determining the most appropriate and effective support for children and young people with Social, Emotional, and Mental Health (SEMH) needs.
- Ensured the correct provision of resources within the educational setting, removing barriers to academic performance and catering to individual and personal needs.
- AAC and AT Expertise:
- Enabling AAC (Augmentative and Alternative Communication) users to access education, offering a range of services including direct intervention and curriculum adaptation.
- Predominantly worked on Grid 3 and has experience with AAC and Assistive Technology (AT).
- Excellent Communication Skills:
- Proficient in building strong relationships with students, families, and support networks.
- Effective in fostering a collaborative and supportive learning environment.
- Outgoing and Persuasive Manner:
- Skilled in coordinating people who hold differing beliefs or values.
- Persuasive in promoting inclusive education and advocating for students' needs.
- Analytical and Planning Skills:
- Wide experience in analytical and planning tasks, developing detailed and effective schemes of work.
- Strong organizational abilities, ensuring that all students' needs are met and learning objectives are achieved.
- Conscientious and Strong Work Ethic:
- Committed to delivering high-quality education and support to students with SEN.
- Demonstrates a strong work ethic and dedication to continuous improvement.
- Confidence, Patience, and Self-Motivation:
- Confident, patient, and self-motivated in addressing the unique needs of each student.
- Resilient and adaptable, open to learning and implementing new strategies.
- Teamwork and Networking Skills:
- Strong teamwork and networking skills.
- Effective in coordinating and collaborating with colleagues, support staff, and external agencies.
- Creative Arts and Cultural Integration:
- Passionate about integrating creative arts and cultural activities into the curriculum to provide valuable opportunities for self-expression and cognitive development.
- Current- (MA Special Educational Needs) – enabling the development of an excellent understanding of special educational needs and disability 'policy practice and provision' in the UK.
- PGCE (Postgraduate Certificate in Education): Qualified teacher with comprehensive training in educational theory and practice, specialising in SEN.
- Safeguarding Children for Education NSPCC: Ensured comprehensive understanding of child protection and safeguarding practices within educational settings.
- Advanced Grid 3 Training: Proficient in using Grid 3 software to support communication and learning for students with complex needs.
- Communication Access UK Training: Accredited by Communication Access UK, committed to inclusive communication practices.
- Smartbox Training: Skilled in utilising Smartbox assistive technology solutions to enhance communication and learning for students with diverse needs.
- Pie Corbett’s Talk For Writing – Trained in talk for Writing, a scheme developed by Pie Corbett supported by Julia Strong, a wonderful approach to teaching writing that is engaging and motivating for students and teachers alike.
- Team Teach-Â skilled in de-escalation strategies which support the reduction of risk and restraint, to assist teaching, learning and caring.
- Teacher of employability and functional skills in English and Maths-Â able to deliver education to both adult learners and young people to help them improve their skills, get a job, or progress in their current role.
I believe in the transformative power of education. As an experienced educator specialising in teaching young people with Special Educational Needs (SEN), my philosophy centres around providing young people with a greater sense of their own autonomy by gaining confidence in themselves. My philosophy is inclusive, engaging, and supportive. I understand that every student is unique. Therefore, my approach to education is underpinned by the development, writing and delivery of bespoke schemes of work, ensuring that each learner's individual needs, interests, and abilities are met with empathy and creativity.
Understanding the Learner
The foundation of my teaching philosophy lies in a deep understanding of each student's strengths, challenges, and learning preferences. I take the time to build strong relationships with my students, their families, and support networks. This collaborative approach allows me to gather valuable insights into their educational and emotional needs, which informs the design of bespoke schemes of work.
Bespoke planning and Differentiation
To me, writing schemes of work is an art that requires careful planning, creativity, and flexibility. I begin by consulting with everyone involved, including the young person. I then design differentiated activities that cater specifically to each individual learner's style, ensuring that the learner can access the curriculum and achieve their potential. Most recently I designed and adapted Entry Level Functional Skills, English and Maths for a young PMLD student, who has quadriplegic cerebral Palsy. We have worked together so he could achieve a greater sense of autonomy by gaining a qualification.
     Planning:
- The Initial Assessment: This is the foundation to understanding each student's starting point and identify their strengths and areas for improvement.
- Goal Setting:Â This is essential when working with young people, their care providers, and support teams. Setting realistic and meaningful short-term and long-term goals it provides everyone with the same aim.
- Customised Resources: As each learner is unique, it is important to develop and source resources that cater to each young person's specific needs and interests. All resources are thoughtfully designed to cater to each student's unique needs, ensuring that learning is accessible and engaging for everyone, incorporating multi-sensory activities, tactile resources, visual aids, and interactive technology, to enhance engagement and understanding.
- Assistive Technology:Â Â I am fully trained to teach and deliver eye-gaze technology to facilitate communication and participation. Tools such as eye-gaze technology, communication devices, and adaptive software support non-verbal students and those with PMLD in accessing the curriculum.
Inclusive and Dynamic Delivery
Delivering schemes of work is where the magic happens. I believe in creating a dynamic and inclusive classroom environment where every student feels valued and motivated to learn. My teaching strategies are rooted in positive reinforcement, patience, and adaptability. I use a variety of instructional methods, including:
·       Interests and passions: Linking lessons to a young person’s interests and passions makes learning more relevant and meaningful.
·       Assessment: Using learner friendly assessments to monitor progress and adjust teaching methods, planning or changing short- and long-term goals accordingly.
·       Assistive Technology: Utilising tools such as eye-gaze technology, communication devices, and adaptive software to support non-verbal students and those with PMLD in accessing the curriculum.
·       Sensory Integration: Incorporating sensory activities that cater to the needs of students with PMLD, helping them engage with the learning materials through tactile, auditory, and visual stimuli.
·       Eye-Gaze Technology Integration: Implementing eye-gaze technology to facilitate communication, interaction, and learning for students with limited mobility,
Choose me if you want a bespoke educational experience
- You Value Nurture, Expertise and Qualifications:
- Nurture:Â fostering a nurturing approach to education creates a calm and understanding environment, allowing trust and confidence to grow.
- Qualifications:Â With a PGCE (Postgraduate Certificate in Education) and extensive training in SEN, including Advanced Grid 3, Smartbox, and Tobii Dynavox, I am well-equipped to support diverse learning needs.
- Safeguarding:Â I hold Safeguarding Children for Education NSPCC, ensuring a safe and supportive learning environment.
- You Need Specialized SEN Support:
- Experience:Â I specialise in teaching young people with SEN, including autism, PMLD, PDA, ADHD, cerebral palsy, and more.
- Innovative Techniques:Â I utilise eye-gaze technology and assistive tools to enhance communication and learning for students with complex needs.
- You Require Customised Educational Plans:
- Bespoke Schemes of Work:Â I design and implement personalised education plans tailored to individual student needs, ensuring accessibility and engagement.
- Resource Development:Â I create customised resources such as tactile learning aids, visual schedules, adapted books, and communication boards.
- You Appreciate Effective Communication and Support:
- Communication Skills:Â I excel in building strong relationships with students, families, and support networks, fostering a collaborative and supportive learning environment.
- Continuous Assessment:Â Regularly monitoring progress and adjusting teaching methods to ensure consistent achievement of learning objectives.
- General Engagement, Confidence and Self Esteem
- Primary (Maths and/or English/Literacy)
- Study Skills & Executive Functioning Skills
- Social Communication & Language Skills
- Functional Skills (English & Maths)
- Early Years
- Primary
- Post 16
- Adult
- Anxiety
- Autism
- ADHD & ADD
- Dyslexia
- PDA (Pathological Demand Avoidance)
- SEMH (Social & Emotional & Mental Health needs)
- Speech and Language Needs (including non-verbal)
- Global Developmental Delay & Learning Difficulties
- Complex & Medical Needs (including Cerebral Palsy; Brain Injury; Epilepsy and other needs)
- Trauma/Abuse
- SEND (inc. disabilities)
I am ADHD. This is special because it enables to me to gain a greater understanding of the young people I teach. I understand the barriers they face because, I too have faced these barriers. I also have a son who has ADHD and another son with PDA and ADHD. I actually suspect our very lovely but fat cat is neurodiverse too.
I like eating bowls of mushy peas. I love the sound of the birds in the morning, watching the sunset in the evening.
I lived and worked on a farm in the South of France. I picked tobacco, grapes and walnuts. I drove a tractor and learnt a lot of funny French songs. I arrived back home after a year fluent in French with bags of washing and I slept for a week.