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Rebecca

  • Reading
5 Reviews

£120 per hour

(1.5hr minimum)

About Me I am a highly qualified specialist teacher with over 25 years of experience teaching primary, secondary, and SEN children. I am driven by my passion for creating tailored learning environments that adapt to children and young people’s needs, enabling them to thrive. I have experience working with students who have complex and diverse...

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Skills & Experience​

My Experience and Skills

My experience of working with children of all ages and abilities is extensive and diverse. Below are just a few examples of my work with children and young people that I have helped over the years. I truly hope the accounts resonate with you as you read and give you the hope that your child too has the ability and capacity to thrive, experience the joy of learning, and realise their full potential.

 

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 teaching Functional skills English & Maths 

The Functional skills English curriculum is excellent because it allows for creativity and personalisation. One student I worked with loved horses and all things related to them, so I tailored the functional skills scheme of work to fit in with her special interest. We wrote persuasive arguments against the building of homes on equine land, we wrote formal letters to “councillors,” protesting and we wrote creative accounts of the benefits of the existing equine centre to the community. The student was fully engaged with the functional skills program but in a way that captured her interest.

I have also taught functional skills maths which has frequently suited students I have taught with SEN. They often thrived on the correct/incorrect answers, the systematic ordering of the curriculum and the organised scheme of work. We would work through each topic, develop practical applications to embed subject knowledge and then write revision cards to match the topic.

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.

I believe that learning should be exciting, engaging, and tailored to each young person’s interests. Over the years, I have created personalised learning experiences, from sensory-based storytelling sessions to hands-on science experiments, to inspire curiosity and enjoyment. One of my most memorable moments was transforming a student’s living room into an interactive learning space filled with themed activities based on his favourite characters. By incorporating elements of play, creativity, and real-world connections, I help young people develop a love of learning that extends beyond the classroom.

 

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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