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Rebecca

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3 Reviews

£135 per hour

(1.5hr minimum)

I have over 25 years experience teaching primary, secondary, and SEN children and I am driven by my passion for creating learning environments where children and young people can truly thrive. I have worked with a wide range of SEN students all of which have required my specialist knowledge and understanding so that they could...

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SENsational private tutors specialise in assisting children with Autism, ADD/ADHD, Dyslexia and other Special Education Needs (SEN).

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Skills & Experience​

My specialist experience working with young people with SEN to develop trusting and meaningful relationships.

Building trusting relationships with children with SEN is at the heart of everything I do. I wholeheartedly believe that no meaningful learning can take place without trust, and I invest time and care into developing it. Whether I’m quietly sitting beside a child in distress, or engaging them in an activity that aligns with their passions, I aim to be a consistent, safe presence. My calm, nurturing approach allows children to begin letting their guard down, and once that connection is made, the transformation in their engagement is powerful. Every trusting relationship I’ve built has laid the foundation for real, joyful progress.

 

My experience working with young people with Autism

Supporting young people with Autism requires patience, flexibility and a keen eye for the small details that make a big difference. I pride myself on tuning into the world from their perspective and adapting my teaching accordingly. From creating visual timetables, to reducing sensory overload, to honouring their unique interests (like transforming a lesson into a Peppa Pig space adventure!), I shape every session around the child’s needs. I’ve seen incredible growth when children with Autism are met with genuine respect and creativity — they blossom, communicate more, and begin to take educational risks they never thought they could.

 

My experience working with young people with Anxiety

Anxiety can present as withdrawal, avoidance or even challenging behaviour, but beneath it all is a child who needs to feel safe and in control. My approach is always gentle and non-pressurising, meeting the child where they are emotionally before asking anything of them academically. I’ve used everything from storytelling to garden-based sensory activities to help calm anxious minds. With consistency and encouragement, I’ve supported students with extreme school refusal to not only re-engage but look forward to learning. The smallest victory — turning up to a session or smiling at a familiar activity — is celebrated and built upon.

 

My experience working with young people with Speech and Language needs

This is an area I am particularly passionate about. I see speech and language development as an exciting, creative opportunity! I use stories, sound-play, repetition, song, and hands-on sensory tasks to spark language in even the most reluctant speakers. With one non-verbal child, I built a communication-rich learning environment from his living room using visuals, colour, movement, and storytelling. Seeing him progress from no speech to recognising letters and initiating communication was one of the proudest moments in my teaching career. Each child’s voice, however, it emerges, deserves to be heard.

 

My experience working with young people with SEMH

Supporting young people with Social, Emotional and Mental Health needs requires deep empathy, unwavering consistency, and a good dash of humour. I have worked with children who have been excluded multiple times, who feel broken and misunderstood. I never give up on a child — instead, I seek to understand their world, work with their emotions, and help them rebuild their trust in adults and themselves. Using a calm, relational approach, I’ve helped children move from aggressive behaviours to calm engagement, using activities that validate their emotions while slowly introducing structure and learning.

 

My experience working with young people with Challenging Behaviour

Challenging behaviour is so often the voice of unmet needs or emotional pain. I don’t view it as a barrier but as a clue — a call to connect. I’ve worked with children who refused to engage, bolted from lessons, or showed extreme frustration. My approach always begins with building a non-judgmental relationship. I provide structure, firm boundaries, and lots of positive reinforcement, while adapting expectations moment by moment. Often, challenging behaviour melts away when a child feels truly understood and supported — and that’s when real learning begins.

 

My experience working with young people with Executive Functioning needs

Executive functioning challenges like disorganisation, poor memory, and trouble transitioning can be hugely frustrating for students. I approach this with structured, practical support alongside patient reassurance. From colour-coded materials and visual checklists to step-by-step task breakdowns and clear routines, I give students tools to manage their learning more independently. One child I worked with couldn’t manage tasks longer than two minutes — through gradual scaffolding and lots of celebration of each tiny success, she began finishing full activities and feeling proud of herself.

 

My experience working with young people with social interaction and friendship needs

Helping children navigate the complex world of social interaction is a deeply rewarding part of my work. I use role-play, storytelling, visual prompts, and games to build social understanding. I’ve supported children who didn’t know how to join a game, or who misread body language, by practising those skills in safe, structured ways. Encouraging small social victories — like a successful turn-taking game or shared laughter over a story — helps children feel more connected and secure in their peer relationships.

 

My experience teaching Social Communication and Language skills

I love weaving social communication and language skills into everyday activities. Whether it’s practising greetings through a puppet show, using storybooks to explore tone and expression, or building vocabulary through sensory exploration, I tailor activities to each child’s level and interests. One student, initially shy and non-verbal, gradually began to express herself using symbols, sounds, and eventually spoken words through these activities. It’s thrilling to see children find their voice — in whatever form that takes.

 

My experience teaching Engagement, Trust, and Interest in Learning

Engagement is everything — and trust is its foundation. I’ve found that the best way to ignite interest in learning is to make it meaningful, fun, and deeply personalised. Whether I’m using dinosaurs to teach phonics or transforming the living room into a hands-on science lab, I go all in! When children feel safe, heard, and excited, they stop seeing learning as a chore and start seeing it as an adventure. That’s when progress becomes not just possible, but joyful.

 

My experience working with young people to boost their confidence and self-esteem

Confidence grows when children feel successful, respected, and valued. I always look for opportunities to celebrate effort, not just outcomes. One boy with very low self-esteem blossomed through a creative writing project where he wrote stories about his favourite superhero — himself! Tailoring activities to reflect children’s strengths and passions helps them feel proud, capable, and seen. With authentic praise and lots of humour, I help children rediscover their spark and start to believe in themselves again.

 

My specialist experience providing engaging sessions to inspire a love of learning

Inspiring a love of learning is one of my favourite things to do. My sessions are vibrant, hands-on, and bursting with creativity. I bring learning to life through sensory experiences, personalised games, and real-world exploration. I once taught counting using magnetic fish in a hand-painted “pond” for a child with global delay — he was captivated! These moments create not just understanding, but joy — and joy is what keeps children coming back for more.

 

My skills and experience supporting young people to develop their independence

I believe that independence is best nurtured through consistent routines, clear expectations, and empowering children to make choices. I scaffold tasks with just the right amount of support, gradually pulling back to help students take ownership of their learning. Whether it’s managing their belongings, making decisions, or tackling tasks in steps, I gently guide them until they can confidently fly solo. Watching a child go from “I can’t” to “I did it myself!” is one of the most rewarding parts of my role.

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