Tag: Hertfordshire

Across every role, my purpose has remained the same - to ensure that children with SEND are understood, supported, and given equity of opportunity. My lived experience, professional journey, and personal values combine to create an approach rooted in compassion, high expectations, and unwavering commitment to inclusion.

Specialist Home Education

I began working with twin boys, both with complex speech and language needs, sensory processing needs and learning difficulties in 2022. My role involved planning personalised learning experiences and working collaboratively with a multidisciplinary team including parents, Speech and language therapist, Occupational therapist, a swimming coach, sports coach, and art teacher. The most rewarding part of the role was getting to know the boys — understanding how they learn, what motivates them, and how to help them progress and lead happy and fulfilling lives. I also supported the children in workshops, classes and activities outside of the home, including swimming, art, parks, adventurous settings. We would often take the learning elsewhere such as museums, areas of natural beauty and exhibitions. Three years in this amazing role motivated me to join Sensational Tutors! It strengthened my belief that my calling reaches beyond just schools and includes homes, the wider community and families. I do so most successfully when I work closely with parents - always listening and ready to adapt when needed.

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

My approach to teaching and supporting any child is always based first and foremost on my relationship with them. As a coach to other colleagues, I would always communicate that their best tool is their relationship with a child. Throughout my career I have built trusting relationships with children, by first learning all I can about them, primarily from parents, then colleagues and often professionals. In my experience, once a child builds trust they begin to feel safe and so learning can follow. I have a deep understanding that for some children this can take time, which is where my patience and communication skills have been valuable. It is important that the team around the child is communicating and planning with the child’s best interests at heart. For example, first impressions are extremely important, so through communication you may discover that eye contact initially will put a child off, so you know to try another approach, giving the child the best opportunity to form a bond. Additionally, some children appreciate learning more about their tutor/ teacher and this too builds trust. Lastly I always listen and attend to children, which can be exceptionally meaningful to them. My approach always depends on what I know about the child and I adapt as I go where needed. 

My experience supporting children with ASC

I have supported many children with autistic spectrum condition (ASC). Every child with autism presents with their own unique profile of strengths, interests, and needs, so I have learned that meaningful progress begins with building a strong, trusting relationship, as I strive for with all children. I focus heavily on what works for every individual child and constantly adapt and tailor support and teaching towards their preferred style. I always work hard to ‘learn the child’ including any triggers, sensitivities and dislikes that may not be easy to spot. If a child with ASC also has SLCN, I take the approach described below and work towards progress building in therapy advice. 

My experience supporting young people with anxiety

There is a huge advantage to understanding that anxiety presents differently in every individual and it is important to be attuned to when anxiety is present as this may not always be the first thought. For this reason, I always consider where a behaviour may be coming from. By approaching with curiosity instead of assumptions, I have been able to support children, parents and colleagues to understand that anxiety affects us all differently and it is worth working towards finding the cause. For example, I have worked with children whose anxiety presented physically, with a stomach ache for example, only to learn that they were apprehensive about their new learning environment. Others have masked to the point that they ended up having meltdowns due to the exhaustion that masking can cause. Creating a safe environment in which children feel safe to feel a spectrum of emotions is essential. It is the environment, provision and specific techniques that can make all the difference, including the daily procedures that give the child what they need. For example, creating a low-arousal routine, with information in small chunks and sensory regulation resources available for example. Additionally, looking for signs and triggers can be essential so that we are being proactive in our support. 

My experience supporting children with Speech, language and communication needs (SLCN) and young people who are non-speaking

Having begun my career as a teacher in a SEND setting, I had the advantage of having speech and language therapists on sight to call on for expertise. These therapists impacted my teaching in an exceptional way. I have experience developing strategies to support children from using language socially, such as reciprocating in conversations to forming sounds to begin blending. I have good knowledge of Makaton signs and understand the powerful impact this can have on understanding for all children. I understand the value of AAC and structured language programs in reducing the frustration and barrier that can come with difficulties understanding and processing language or just being understood. I have also worked with children with developmental language delay (DLD) and I am able to interpret therapy reports to work with children to meet targets. This includes targets in Education, health care plans. I am excellent at using a range of visual aids to support understanding and give children with SLCN access to learning activities. Furthermore, there are communication techniques and programs I have not used myself yet, but I have the ability to learn quickly and put such techniques into practice. If a system is working well for a child, I am ready to take in on board and work with what is working.

My experience teaching Primary Maths and English

I have sound knowledge of the primary curriculum for Maths and English. I qualified as a primary teacher in 2012 and spent 6 years teaching in a primary SEND school. As a subject leader, I created schemes of work for Maths and Science, contributing to a moderated curriculum. I incorporate multisensory approaches, enhancing learning and memory through sound, visuals, touch and more. As a home education teacher, I planned lessons in and out of the classroom where possible, weaving in my student’s interests and always adapting. I place high value on supporting children to become comfortable with making mistakes, empowering them with the freedom to fail as is so vital to learning. I have seen children take more risks and explore more with this ability. 

My experience providing community support and outside activities

In my role as a specialist home education teacher, I regularly ventured out with the children I taught. An outing happened daily and ranged from casual bus trips for a break, trips out for lunch, shop visits for pleasure and to practice communicating with the community, fun swimming sessions, swimming lesson supervision, sports sessions, trampolining, museum and exhibition visits, home education workshops with groups, group trips to parks/ bowling/ outdoor swimming, walks in nature through the woods etc. This would most often include the use of public transport, including buses, trains, trams and the occasional Uber if needed. I would always keep a range of shoes/ waterproof clothing and swimming kit in my car so that I was ready to go! It has always been a pleasure working with students in the community they are part of, helping them enjoy all there is on offer. 

My experience developing confidence and self-esteem

All the work I have done in my career has developed confidence and self-esteem in children, because I always focus on strengths. Giving opportunities for children to build on these and celebrating them can boost self-esteem and confidence and thus feed into areas of learning. It is essential to work on what we find difficult, but we are all aware of the satisfaction of the feeling of excelling in something. For some children, this may be that they perceive themselves as a fast runner, so some timed runs where they might beat their score next time might be extremely confidence boosting. Additionally, as described above, the creation of a safe environment where children feel free to express themselves and feel accepted precisely as they are is essential.

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

My early teaching career was spent discovering ways to interpret the national curriculum in a way that best suits my pupil’s learning styles and interests. Sometimes in schools children can be disillusioned by themes that do not engage them, but I believe there is always a way to personalise learning experiences. Whatever the interest, I am keen to be an expert on it that term, week, day or lesson if it is meaningful and memorable to the child. Multisensory might be just the ticket for some children, whereas others might love drawing, so making this part of the lesson will help them. Some of the experiences described above, like the importance placed on teaching children to be comfortable with mistakes, can also help children love and value learning. 

My skills and experience supporting young people to develop their independence

Where appropriate, children can be encouraged to take small supportive steps towards new challenges and independence. For example, a former student who would usually need to be accompanied to a shop counter was encouraged to do this alone while I watched from an agreed position where the child could see me. This meant that if they needed to, they could look to me for a visual cue to successfully complete the task. Providing scaffolds to support children to reach a goal builds up skills slowly and at each step the child feels a sense of achievement until ultimately reaching the point of independence. This needs to be done at varying pace and always with celebration so children realise that even the smallest steps are an achievement. Praising effort works well, as it helps foster a growth mindset and develop a love of learning, again, where mistakes and challenges are viewed positively. 

A Lifelong Commitment to SEND and Inclusion

My career in Special Educational Needs is rooted in a personal story that began long before I entered the classroom. Growing up alongside my profoundly disabled sister shaped my earliest understanding of care, advocacy, and inclusion. She has always been a central part of my life, and supporting her felt natural rather than exceptional. Only as I grew older did I realise how different our family experience was from others. Today, I am her legal and medical guardian, ensuring she continues to receive the care, dignity, and joy she deserves. This responsibility has deepened my empathy and strengthened my resolve to support vulnerable children and families.

Before formally entering the profession, I spent many summers working in a playscheme, supporting children with a range of needs including PMLD, ASD and ADHD. This early exposure to diverse needs felt instinctive, reinforcing my desire to pursue a career in SEND teaching. From here I went on to teach children with Autism profiles, Global Developmental Delay, Speech, language and communication difficulties, Sensory processing needs, Attention deficit hyperactivity disorder (and ADD), Moderate to severe learning difficulties and more.

These experiences have shaped my values and professional identity. They taught me to see strengths before deficits, to celebrate differences, listen deeply, and approach every child with patience, respect, and curiosity. They also instilled a lifelong commitment to helping those who need it most — a calling that has guided every step of my career.

Professional Growth and Loyal Service

Since qualifying as a teacher in 2012, I have worked in only two schools and with one family. Loyalty, commitment, and long-term dedication are central to who I am as a professional. I build strong relationships with staff, pupils, and families, and I invest deeply in the communities I join. I prefer to stay long term, contribute, and see projects through. Working in a specialist setting allowed me to collaborate closely with therapists, teaching assistants, educational psychologists, and families. I learned how to integrate multi‑agency advice into daily practice, deliver personalised interventions, and support children with complex needs to make meaningful progress. I found the value in a 'team around the child' approach to teaching and carried it with me throughout my career.

Leadership, SENCO Expertise, and Trauma‑Informed Practice

As an Inclusion leader, I gained invaluable insight into the realities of SEND in mainstream education. I saw both the triumphs and the systemic challenges — the long waits, the limited resources, and the emotional toll on families. I also witnessed extraordinary transformations. I supported many children with social, emotional and mental health difficulties (SEMH) needs and multiple diagnosis’ helping them to eradicate barriers, gain confidence and make progress. I coached other colleagues to do the same and invited skilled practitioners into the school in order to transform the way in which challenging behaviour as a result of SEND was supported.

My leadership and teaching style is collaborative, relational, and proactive. I build trust quickly, communicate clearly, and approach difficult conversations with sensitivity whilst remaining solution focussed. I am adaptable and willing to step outside a job description when needed — always guided by what is best for pupils.

My experience supporting children with Attention deficit hyperactivity disorder (ADHD):

I have met and worked with many children with ADHD. For learning, I have found that clear instructions, tapping into interests and shorter tasks for example, have all helped to make learning manageable for some children. This always comes after letting the child know that they will have brain breaks or movement breaks and sometimes discussing what will help them. I have found that often children can be anxious that they will fail or that they won’t be understood. Hearing from the child and agreeing what will happen can make a big difference. If the subject matter is daunting, then a mix of activities might be necessary, making sure the child finds the learning engaging, whilst also learning what they need to know. All strategies involve a non-confrontational approach, with lots of patience, kindness and consistency. In addition, I have found no two children with ADHD the same, so an individualised approach is always a guiding principle. 

My experience supporting children with Social, emotional and mental health (SEMH)

My experience supporting children with SEMH is extensive. Children I have worked with have struggled to regulate emotions, trust adults and benefit from a range of approaches. I have led bespoke behaviour interventions, embedded trauma‑informed approaches, and worked closely with educational psychologists to train staff. I encouraged pupil voice and ownership, helping children understand their own goals and celebrate their progress. This work resulted in improved staff confidence, more consistent practice, and children who felt safe, understood, and ready to learn. A relational approach is essential and my top strategy. Children with SEMH may really struggle to trust others and I believe that this trust is built by offering safety and understanding in a consistent manner. I have often referred to the three Cs; Calm, Clear, Consistent. I have supported children with emotional regulation 1:1 and in groups, introducing ‘The Zones of Regulation’ to children and supporting them to successfully graduate from the program and access learning.  My motto is to never give up on any child - We learn the child, learn what it takes to succeed and never give up. The key is understanding that one size does not fit all and sometimes success takes time. 

My experience supporting children with Pathological Demand Avoidance (PDA)

Effective teaching for children with PDA relies on a highly personalised approach. My teaching is flexible in nature, so where a child may refuse an activity (for example) I understand that with patience, you can support the child to navigate this barrier. Guiding the child towards what they do want with sensitivity and skillfully reducing pressure can lead to more engagement. For example, indirect language such as phrases like “Maybe we could…” or “I’m wondering about…” can be helpful. In many cases, choices also allow children with PDA to feel part of the planning process, deciding what they are comfortable with. Offering choices in activities, resources, or timing also supports autonomy and helps the child feel more in control, which often leads to greater engagement.

My experience supporting children with Sensory processing needs

This can be very different for children who process the world differently. Effective support involves identifying the specific needs by collaborating with parents and any professionals who may b=involved and also listening and responding to the child. With this approach, any potential overload, overwhelm or stress can be limited and learning activities can be tailored to ensure the best possible engagement. Adjustments such as ear defenders, setting, lighting for example can all make a huge difference.

My experience supporting children with Dyspraxia

A child with Dyspraxia diagnosis may have difficulty with fine and gross motor skills, motor planning, and overall coordination. To meet these needs effectively, I have collaborated closely with Occupational Therapists to target specific difficulties with interventions tailored to each child. I have built up knowledge of engaging and enjoyable activities that aid a range of difficulties associated with the condition. At times, a little and often approach, such as a warm up activity to develop fine motor skills, such as finding objects buried in putty.

My experience working with autistic young people:

As Teacher in Charge of a special needs resource unit for children with autism I led and managed a passionate team. I worked closely with pupils, parents, speech and language therapists, occupational therapists and staff in local schools. I developed a deep understanding of autism and ways to help children learn, despite often significant barriers. I learned how to break down barriers to learning and help pupils flourish. I developed many strategies for promoting social skills learning and understand the importance of learning in context. I strengthened and developed a broad knowledge of speech and language and speech sounds development and the best ways to support and encourage learning. As a local authority specialist outreach teacher consultant, I helped teachers to help autistic pupils learn in the mainstream setting. Skilled observation and analysis in classrooms allowed me to provide bespoke personalised insights, strategies and goals. I am proud to have helped raise awareness and understanding for the pupils I supported, as well as increasing skills and confidence for staff. I currently tutor autistic young people for my local authority and have a successful track record.

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

I understand the importance of developing strong, trusting and meaningful relationships with the children I tutor. I think when you genuinely care about getting the best outcomes for the pupils you work with then these relationships develop and strengthen naturally. A positive relationship between tutor and pupil is vital and I work hard at establishing this from the outset by being interested and fully focused on my pupils. I have worked on supporting young people to understand and regulate their emotions and have the luxury of devoting all of my attention and time on one pupil. My pupils know I am there for them unconditionally. The families of my students have expressed gratitude for the support and care my pupils have received during my tutoring sessions and knowing I make a difference for the young people I work with is a wonderful feeling.

My experience working with young people with PDA:

I have many years’ experience teaching children with autism including some diagnosed with PDA, in a range of settings. As teacher in charge of a resource unit for children with autism for five years, I gained a wealth of experience, knowledge and training about how to engage and support learners to reach their full potential including those with multiple diagnoses including PDA. I have taught autistic pupils across the age ranges including the early years stage, across all Key Stages 1,2,3 and 4. and I have a deep insight into the strengths and challenges of pupils with neurodiverse brains. I have a good understanding of PDA and know how to approach tasks with sensitivity. I know the importance of understanding the drivers of any challenging behaviours and I always try to minimise anxiety in order to get the best outcomes. I do this by being careful with my communication and wording direct requests in a more suitable way. I am flexible in my approach, sometimes even disguising learning as a game. I have an analytical approach to problems and enjoy breaking interactions and behaviours down to better understand triggers and possible solutions. It is vital to understand the anxiety that often drives PDA and to work in a patient and tailored way to get the best outcomes. I take successes as they come and work with families to understand and prioritise targets for learning.

My experience working with young people with sensory and processing needs:

I have a lot of understanding, empathy and skill in supporting young people with sensory and processing needs. I always try to put myself in their position and imagine the overwhelm when, due to difference in brain make up, the world can seem overwhelming. Understanding the individual is key; strategies for support can be tried tested and modified as per individual need. I have a range of ideas to draw upon, from simply allowing more processing time, to singing, to whispering, to using specialist equipment such as standing desks, to doodle pads; and I always work in collaboration with my pupil's O.T. and family to ensure positive outcomes.

My experience working with young people with working memory difficulties:

I manage the cognitive demand I put upon my pupils and break tasks down into manageable chunks to ensure success. I use back chaining successfully and always make sure I build in something that can give the young person a sense of achievement and autonomy which, when repeated often enough boosts self esteem and engagement.

My experience working with young people with speech and language needs including social communication and friendship skills needs:

 I have had lots of experience and training about how to help young learners develop expressive and receptive language skills. I can communicate effectively with my pupils and know how to reassure and support even the most anxious child. I especially enjoy the challenge of being creative in how I can bring learning to life and strive to make lessons fun, relevant and engaging. I gained a strong understanding of how to support and encourage language and social skills development in young learners and how to adapt the environment and learning resources to meet needs successfully. I know of the aspects of communication that can be challenging socially for my pupils and have a toolbox of support strategies at my disposal. I know how to use augmentative and alternative methods of communication such as visual timetables, talking tiles, communication boards, line drawings and PECS. I am familiar with Makaton and enjoy enhancing communication using this programme. I have supported learning about how to make and keep friends with a range of ages of children through role play;and have created bespoke  social stories and  comic strip cartoons. I have delivered training to staff in schools on this topic and have advised teachers on the topic in my role as autism specialist teacher consultant for my local authority.

My experience working with young people with SEMH needs including trauma;

I have a lot of experience supporting young people across the age ranges who have SEMH needs. I have trained specifically in this area and can offer a deep understanding and empathy within this important area. A relaxed and happy child who feels heard can learn, and I can provide bespoke activities in this area as needed. I have many resources such as Mood Cards, anxiety prompt notes, calming stories and visualisations, stories, affirmations and calming sensory activities to name a few. I have supported pupils suffering from trauma due to adverse experiences in schools and can bring empathy, understanding and a trauma informed approach.

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

 I make finding out how pupils best learn a priority and can adapt my lessons accordingly, acknowledging each step mastered no matter how big or small. Helping a pupil achieve something new and then witnessing their joy and pride at their own achievement, makes this job so rewarding. I am skilled at helping pupils feel confident by allowing independence where appropriate. My nurturing personality allows my pupils to feel safe and confident and when my pupils feel confident they can learn successfully. My specialist training has equipped me with many skills that allow me to nurture, support and encourage independence in my learners. Young people thrive when the conditions for success are in place and I help to make that a reality for the pupils I tutor. Self-esteem is so important and I find praise and encouragement for each step of learning works incredibly well to help pupils build on their sense of achievement. All learners like to know they have done a good job, or tried hard; being instrumental in helping my pupils achieve this is joyful. I see it as my job to get my pupils to want to do their best by being reliable, approachable, friendly, interested in them and by providing high quality learning experiences.

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

I start where the pupil is and often find that allowing choice of activity or use of a special interest is a way into the learning. I have used his method successfully many times by starting with projects on topics such as space, cats, lego or football then building from there. I use a multisensory approach and know that each learner responds differently to different types of teaching. Games, songs and treasure hunts have worked well for me and I enjoy the challenge of thinking of ways to make the learning enjoyable.

 My skills and experience supporting young people to develop their independence:

 I think promoting independence is really important and I always support independence in my pupils as appropriate, tailoring expectations to individual needs. I avoid doing the things that a pupil could achieve themselves and acknowledge all efforts made. Confidence and self-esteem are built when pupils master new skills independently and I provide opportunities via a range of strategies such as setting goals and challenges or providing choices.

 My experience supporting young people with executive functioning skills:

 There are many strategies and systems to support young people with their executive functioning skills and I enjoy working collaboratively in this area with families and young people. Understanding of main areas for support is where I start and then I offer ideas accordingly, for example, if initiating tasks is a problem area then I can help develop a personalised plan for success, breaking learning down into chunks from start to finish. Each learner is individual and whether they need support organising their learning space, their files and folders or even their school backpack I have a wealth of ideas to implement. I am skilled at helping learners understand and regulate their impulses using tried and tested techniques to build self-esteem, confidence and resilience.

My experience teaching Early Years and primary Maths

I have taught the Maths curriculum for many years and am familiar with the requirements of the National Curriculum from early years to Year 6. Thorough assessment to quickly identify strengths and gaps is essential to good teaching. I aim to make my maths sessions relevant, hands on and fun. I have a sound understanding of this subject and love to make maths fun and relevant. I use play ,rhymes and stories as a starting point for EYFS pupils and can build on and develop existing strengths.

My experience teaching Early Years and primary English

I love teaching English and am passionate about the subject. I have a thorough understanding of child development in this area and apply this knowledge when working out how best to meet the individual needs of my pupils. I love phonics and teaching children to read, children’s literature, rhymes, letter writing, creative writing in all its forms, poetry, drama and anything English related ! I love teaching all ages from EYFS to older pupils.  My sound knowledge of  English Literature and Language means I can guide my pupils towards and through what they will will need to do in Year 7 and beyond. My enthusiasm can sometimes be catching and I utilise this with younger children whilst  incorporating the building blocks for their future English learning needs in my lessons.

My experience teaching primary project based design technology, science, history and geography:

With many years of teaching in the primary phase I am skilled at delivering topic based learning. I can design an appropriate curriculum for my learners and have a passion for teaching in these areas. I find that topic work can be especially motivating for young learners providing wonderful opportunities for cross curricular learning. I have very good science background knowledge, love history, and am very experienced in the food technology aspect of design technology.

My experience teaching young learners with anxiety:

As a teacher and home tuition services tutor, I have especially enjoyed supporting pupils who struggle with learning differences, anxiety and mental health challenges. By providing an individual bespoke approach I have successfully built relationships that allow learning to flourish. I am patient, kind, empathetic and work at the learner's pace, building trust and fostering a safe learning space in my lessons. I enjoy helping young people understand more about anxiety, its purpose, how it presents on our bodies and minds and ways to lessen it. I am adaptable and flexible and am always willing to go the extra mile for my pupils. I have worked with anxious learners across Key Stages 1,2 ,3 and 4 and can genuinely say that supporting pupils, both in schools or out of education for a variety of medical or mental health reasons, has been a career highlight for me.

My experience working with children with ADHD:

As a classroom teacher, in my tutoring work and as a Mother, I have lots experience of teaching and supporting young people with ADHD. I understand the challenges and strengths associated with this condition and I adapt my approach depending on individual need. I have read widely about ADHD and have a deep personal understanding of how this condition can affect every day learning and life and have had success with many of the support strategies that are available to educators and parents. I build strong relationships with my pupils, have genuine empathy and understanding and work to understand how best to enable my students to learn, putting strategies into place and trying new things as needed. I understand the potential impact of this condition on self esteem and confidence and work to empower my pupils to recognise their unique strengths and skills. Working one to one allows a bespoke approach starting with where each individual is and building self- awareness, resilience and key skills which allow learning to flourish.

My experience working with young people with dyslexia:

 I understand the challenges associated with dyslexia and can adapt my teaching style to accommodate individual need whilst building important skills. A flexible and patient multi-sensory approach works well, as does finding other ways to demonstrate and record learning. Keeping instructions clear and simple and finding ways to enable success for my learners is key to building confidence and a love of learning. I have taught many young people with dyslexia and really enjoy the challenge of thinking outside the box for ways to make learning and achieving possible for each individual. I have a sound understanding of teaching learners how to read and spell and can draw upon my existing skills to support those young people who find extra challenge in these important processes.

My experience working with young people with DCD:

 As an experienced educator I have often identified need and offered strategies to help students with dyspraxia to achieve. Each learner is unique and may need support in different areas such as fine motor skills development, concentration, communication or organisation. Having the opportunity to work one to one allows me to assess and then support each young person in a bespoke way and thus bring down some of the barriers to learning. I am skilled in working with families to understand priorities of need and enjoy multi-disciplinary collaboration with other professionals such as occupational therapists to ensure success for my pupils.

  My experience teaching life skills:

 I have experience of teaching life skills to young people and always start where the young person is and move in small steps to build confidence. Working in collaboration with families to understand priorities is an important part of the process. Skills might be anything from removing and hanging up coat, using a cashpoint machine to making a sandwich, but I approach each one by breaking the steps necessary for success down and building from the bottom up.

My experience working with students with PMLD:

During my training and career I have worked with children with PMLD across all age ranges.  In a variety of settings I have supported sensory based experiential learning and celebrated every achievement however small. I volunteer in my local community in a day care setting with all ages of children and young people from 0-19 years, many of whom have profound and multiple learning and health needs. We engage in a range of joyful activities with all ages including food preparation, outside walks, swimming, art activities, games, music therapy and singing. Developing communication through intensive interaction has been successful for me and I particularly enjoy bringing learning opportunities to my students that encourage the development of attention control whilst always bearing in mind existing strengths.  Each young person has taught me something new and that is part of the joy.

My experience working with students with global developmental delay:

 I have worked with children with global developmental delay many times in a range of settings from mainstream to hospital school. I get to know my pupils well and can tailor my teaching to individual need by building lessons that are achievable and interactive whilst taking into account natural interests and existing skills. I use a range of reward systems as appropriate to help motivate and encourage my students and find this often works well.

 My Experience working with young people with complex medical needs.

As a hospital school teacher I gained much experience teaching children with complex medical needs every day, on the wards, in the classroom and also in the intensive care setting. In addition, I have worked in a special school where many of the children had complex learning and medical needs. I volunteer regularly in a setting with children with complex learning and medical needs. I help with everyday tasks of daily living such as feeding, hoisting, and dressing as well as a range of creative learning activities. I also have nursing experience as I trained as a nurse before I was a teacher.

Children in Control of their own Learning due to Personalising the Learning in a Safe, Supportive Environment that Builds Trust and Creates a Meaningful Relationship between Pupil and Teacher:

I am currently, during the school day, a Year 6 teacher in a non-selective SEN school with a mainstream curriculum for children who need specialist input because of a specific educational need, including Autistic Spectrum Condition, PDA, ADD, ADHD, SPD, Speech and Language needs, Dyslexia, Dyspraxia, Working Memory / Processing Difficulties. The self-confidence that I see develop in the learner, coming from feeling in control of the learning, is a joy for me to be part of helping.

With a class and with individual pupils, I teach by breaking down the tasks into completely manageable chunks and by jointly building the skills needed for independence in ways that interest, engage and make the learning come from the learner so that it doesn't feel as though the learner is being 'taught.' This in itself lessens and even removes anxiety. Confidence in own abilities with a relaxed, fun, 'together' approach then enables skills to develop very quickly. My approach to teaching individuals with a specific education need of both primary and secondary age with always helps as a matter of course all individuals of all ages: engaging the senses to connect with reading and writing; building skills in systematic and sequential steps; reinforcing individual skill strengths and involving individuals in what, why and how they are learning are strategies that I have used with hugely positive results, creating a trusting positive relationship between teacher and pupil, resulting in high self-esteem and enjoyment of the self in the learning process. My whole teaching approach is centred around the learner.

Support for Children with Autism, Dyslexia, Dyspraxia, Speech and Language Delay, Anxiety, SPD, ADHD, PDA:

I am extremely aware of the importance of overlearning a process until it becomes a known strategy that can be used to reach an end goal that initially seemed overwhelming. Each session that I teach is structured to build the required academic skills as well as to boost confidence, practise fine-motor skills and aid social interactions. I specialise in supporting children with Dyslexia, Dyspraxia, Anxiety, SPD, ADHD, Speech and Language Delay, Autism and PDA to engage with and to feel really good about their learning by building trust and by carefully taking or creating a learning task to an area or level where there is interest. I always try to ensuring that skills are being developed without it seeming like ‘learning’ or ‘doing a task.’ I currently teach a class of Year 6 children who each have a specific educational need. To build vocabulary and to nurture socialisation, I provide each individual with safe interaction opportunities that encourage curiosity in language and enjoyment in interactions.  The clear expectations, visual schedules, visual cues, coordination games, built-in brain breaks and use of visuals in making choices -each learning activity is offered with choices- enables each individual's provision to be effective, with wonderful productive learning as a matter of course.

Working Memory and Processing Skills:

To help working memory and processing skills, I have helped pupils of both primary and secondary age to be an effective listener, to manage self-expectations dependent on a task and to take pressure off themselves, aiming for quality of task completion with full comprehension and confidence. By presenting information in a way that always keeps the pupils as an active participant in the learning, I have found that all pupils find excitement in their learning, connect with the learning content and more easily commit ideas to memory.

Homework and Exam Question Skills:

I currently tutor in 11+ and GCSE English exam preparation for the Language and the Literature papers. With each pupil, we jointly create an adaptable written answer format that can help if the mind panics under exam conditions. Repeated practice of written answer structures builds the confidence to form ideas in response to questions, secure in the knowledge that the ideas will fit into the learnt and practised written answer structures that the muscle memory will reproduce.  Understanding how to incorporate quotations into sentences that support each idea brings a joyful confidence to pupils as the importance of providing evidence for their ideas is explored and used with understanding.

Social Skills, Language Skills and Executive Functioning:

I have many years of mentoring pupils which naturally brings in helping to manage self-esteem and confidence academically as well as socially. I do believe that helping pupils to develop strong executive functioning skills is a key pathway to success in all subject areas as well as in all aspects of life. From providing opportunities to think about and activate their brains to plan their time or plan a task, initiate a task, organise their materials, keep their focus, maintain a positive mindset to be open to learn from mistakes and to try new strategies when stuck, I have regularly enjoyed watching and hearing about how my pupils have persevered until the completion of a goal in all situations including new ones, often expressing enjoyment of seeing themselves come through something that they didn’t initially feel able to do. It is my belief that all children have the ability to learn; I do believe that it is the environment in which making a mistake is valued as part of the learning process that enables children to make progress with confidence, self-esteem and independence.

Fun Sessions that Develop Self-Esteem, Love of Learning and Independence:

I break the learning down into addressing each need as it arises and then it is by using the learner’s strengths, interests and challenges that I create a learning environment in which the children can feel valued, safe and super interested in their learning! It is my belief that all learning is fun when it is interesting. I teach through a lot more than just games, although games do come into each session. Essentially, by carefully creating resources and ensuring that the learning comes from the child, it becomes a joy for me to facilitate the learning, monitor the progress and support the learner in achieving their desired targets. I address each need to make each learner feel good about themselves and to encourage independence in learning. By making the learning environment less about the ‘teacher’ and ‘learner’ and more of a ‘shared learning’ experience, my pupils develop their learning almost without realising that it is happening, taking part and taking the lead because they feel truly good about what they are doing.

Mainstream English and Maths Teaching with Preparation for Examinations:

I have also taught a mainstream English and Maths curriculum to age 7-18 learners in international British and IB as well as UK schools. To help the learner enjoy the process of learning literacy, study and maths skills by establishing their understandings, taking the learning to their individual starting point, facilitating the self-talk to express the learning and building upon each acquired skill is my aim for each and every child. I have always seen self-esteem, confidence and independence grow and become useful in all aspects of life when the learning that is undertaken by my pupils has been made possible. My teaching style is continually positive, including the positive learning experience that can come from making mistakes. I give praise constantly for good, purposeful reasons. I share the aims of each learning session with each individual child, enabling them to understand and appreciate each important step.

I currently tutor in 11+ and GCSE English exam preparation for the Language and the Literature papers. With each pupil, we jointly create an adaptable written answer format that can help if the mind panics under exam conditions. Repeated practice of written answer structures builds the confidence to form ideas in response to questions, secure in the knowledge that the ideas will fit into the learnt and practised written answer structures that the muscle memory will reproduce. I break down the learning of Maths into each element, often jointly creating new questions using discovered patterns with newly-found knowledge and then, with decreasing support, methodically work through strategies that use each learner’s strengths. Understanding how to incorporate quotations into sentences that support each idea brings a joyful confidence to pupils as the importance of providing evidence for their ideas is explored and used with understanding. Language exam practice includes inference skills and a creative written response to a stimulus, learning how to create an image or an atmosphere with words that can bring an emotional response to the reader - the examiner.

Communication with Parents:

For tutoring, I work closely with parents, reporting to them on each session's progress, advising and guiding them on how to support their child in between sessions. I have been involved in many annual reviews, the writing of EHC plans and Individual Progress Plans. Progress comes quickly with the right learning environment.

Specialist SEN Tutor – Building Trusting, Meaningful Relationships

I have over twenty years’ experience working with children and young people, including extensive specialist work with both primary and secondary-aged students with Special Educational Needs.

At the heart of my practice is relationship. Young people learn best when they feel safe, understood and respected. I take time to understand each student’s strengths, interests, anxieties and aspirations, creating a calm, predictable environment where trust can develop.

For many young people with additional needs, previous school experiences may have affected confidence or self-belief. My approach is patient, consistent and relational, ensuring that learning begins from a place of emotional safety. I work closely with families where appropriate, recognising that consistency between home and tutoring strengthens outcomes.

Teaching GCSE English

I am an English specialist with substantial experience teaching GCSE English Language and Literature. I have also examined GCSE English Literature, giving me strong insight into assessment expectations and marking criteria.

My GCSE teaching focuses on:

• Developing analytical writing with clarity and structure
• Building academic vocabulary and subject terminology
• Teaching essay planning and timed responses
• Strengthening inference and interpretation skills
• Reducing exam anxiety through structured preparation

For students with SEN, I adapt materials carefully to maintain academic rigour while ensuring accessibility and confidence.

Primary English and Maths

I have significant experience teaching Primary English and Maths as class teacher in Years 1/2/3/4/5 and 6 over many years. This enables me to secure foundational literacy and numeracy skills where gaps may be contributing to later difficulties.

In Primary English, I focus on:

• Phonics and spelling development
• Reading fluency and comprehension
• Sentence construction and grammar
• Building vocabulary and expressive language

In Primary Maths, I prioritise:

• Number sense and fluency
• Mathematical reasoning
• Secure understanding of place value and calculation methods
• Reducing maths anxiety through structured practice

This breadth across phases allows me to identify and address underlying misconceptions, ensuring students build strong foundations before moving to more complex material.

Supporting Dyslexia and Developmental Coordination Disorder (DCD)

I have extensive experience supporting young people with dyslexia as well as experience working with students with Developmental Coordination Disorder (DCD).

My teaching includes:

• Explicit instruction in morphology (prefixes, suffixes, roots)
• Structured vocabulary development
• Scaffolded writing frameworks
• Alternative recording strategies where needed
• Use of assistive technology and planning tools
• Sensory and motor-aware adaptations to support organisation and written output

For students with DCD, I am mindful of processing speed, working memory demands, handwriting fatigue and organisation challenges. I adapt tasks to reduce unnecessary cognitive load while preserving intellectual challenge.

I ensure that literacy or coordination difficulties do not mask a student’s intelligence. The focus is always on enabling them to demonstrate understanding confidently and successfully.

Teaching Study Skills and Executive Functioning

I explicitly teach revision strategies, exam preparation, note-making, and independent study skills.

This includes:

• Breaking down long-term tasks into achievable steps
• Using visual revision systems
• Teaching retrieval practice techniques
• Supporting planning and sequencing
• Developing sustainable routines
• Strengthening organisation and time management

These skills are particularly valuable for students with executive functioning difficulties, including those with DCD or working memory challenges. They empower students beyond individual subjects and increase long-term independence.

Social Communication and Language Skills

I have experience supporting young people to develop social communication, emotional literacy and expressive language.

Through structured discussion, modelling and guided reflection, I support students to:

• Articulate ideas clearly
• Interpret texts and social situations
• Develop inferential understanding
• Build confidence in speaking and discussion

Where helpful, I integrate shared language around emotional regulation to support self-awareness and self-management.

Developing Confidence, Self-Esteem and Independence

Many of the young people I support have experienced frustration or repeated academic struggle. Rebuilding confidence is central to my work.

I ensure:

• Success is visible and celebrated
• Effort is recognised
• Learning is pitched carefully to stretch without overwhelm
• Students have appropriate choices and agency

As confidence grows, so does independence. My goal is always to equip young people with the skills, strategies and self-belief to manage their learning more autonomously over time.

Engaging Sessions that Inspire a Love of Learning

My sessions are interactive, structured and intellectually engaging. I draw on students’ interests, use high-quality texts, and design activities that promote thinking rather than passive completion of tasks.

I believe young people thrive when learning feels purposeful and achievable. By combining specialist SEN expertise, cross-phase teaching experience, and strong subject knowledge, I aim to help each student rediscover enjoyment and pride in their learning.

Considerable experience working on EOTAS packages: This has provided me with invaluable insight into navigating the complexities of multi-agency collaboration and Local Authority processes. This background means I'm uniquely positioned to secure the best possible outcomes for students with diverse and complex needs. I understand that EOTAS is not merely about providing tuition, but about orchestrating a holistic educational and therapeutic provision where an EHCP is rigorously adhered to.

I have extensive expertise in working with young students with Pathological Demand Avoidance (PDA). I believe in utilising a student-led approach, offering options and being flexible to meet the unique needs of each individual. I understand that there is no one-size-fits-all approach when it comes to working with students with PDA, and I strive to tailor my strategies to best support their learning and development. By taking the time to understand each student's interests and needs, I am able to create a supportive and engaging learning environment that helps them thrive academically and emotionally.

Dedicated to collaboration with parents, schools, and other professionals to provide holistic support: I firmly believe that a child's learning journey thrives when surrounded by a supportive network. That's why I'm dedicated to collaborative partnerships with parents, schools, and other professionals. From regular communication with parents to actively participating in creating individual education plans, I ensure a cohesive approach that reinforces progress and celebrates achievements across all environments. Whether it's brainstorming alternative study methods with teachers or recommending social skills resources to parents, I believe in leveraging collective expertise to create a holistic support system that empowers every child to reach their full potential.

I also value the importance of extra-curricular outings for my students. I believe that hands-on learning experiences outside of the classroom can greatly benefit their overall development. I frequently take my students to libraries, museums such as the Natural History Museum to see the dinosaur exhibitions, as well as community activities such as swimming and sports. These outings not only provide an opportunity for my students to engage with the world around them but also help foster a sense of independence and social skills. I am dedicated to providing a well-rounded educational experience for my students that goes beyond traditional classroom learning.

I specialise in supporting students with a range of specific learning differences, including dyslexia, dyscalculia, and dyspraxia. My approach is rooted in a deep understanding of neurodiversity, allowing me to craft highly individualised learning pathways. I utilise a multi-sensory, structured, and cumulative methodology, employing a variety of assistive technologies and specialised resources to make abstract concepts concrete and accessible. My core strength lies in fostering a supportive and engaging environment where students feel empowered to embrace their unique learning styles, develop effective compensatory strategies, and build confidence in their academic abilities.

Experience with a diverse range of ages and learning styles, from primary school to young adults: My experience spans the vibrant spectrum of diverse learners, from inquisitive primary schoolers grappling with early dyspraxia to thoughtful young adults navigating the complexities of high school with ASD. I tailor my approach to each student's unique needs and learning style. In my approach, there's no one-size-fits-all method – I only have a passion for unlocking potential and a toolbox brimming with strategies to equip every student, regardless of age or learning style, to conquer their challenges and flourish on their own terms.

My skill set encompasses proactive communication and meticulous record-keeping. I excel at forging strong working relationships with educational psychologists, speech and language therapists, occupational therapists, social workers, and medical professionals, ensuring a unified approach to meeting a student's EHCP specified needs. I am proficient in translating complex professional reports into actionable educational strategies, and I consistently provide clear, regular progress reports to all stakeholders. This proactive liaison with Local Authority SEND teams, case officers, and panel members is critical. It allows me to advocate effectively for resources, flag potential issues early, and demonstrate how the EOTAS package is delivering the quantifiable outcomes detailed in Section F of the EHCP, ultimately ensuring the student receives the comprehensive and appropriate education they are legally entitled to.

Proven record of improved academic performance, enhanced self-confidence, and development of crucial learning strategies: My proven record of success goes beyond improved academic performance, which, of course, is paramount. I have tutored students towards success in SATS, GCSE, A-Levels and even with university applications. I'm equally passionate about boosting students' self-confidence and equipping them with crucial learning strategies that go beyond the classroom. What truly sets my approach apart is the way I empower students to become their own advocates. I teach them to understand their learning styles, communicate their needs assertively, and celebrate their unique strengths, fostering a sense of self-worth that carries them far beyond tutoring sessions.

Expertise in working with SEMH/ASC pupils to achieve GCSE & Functional Skills qualifications: For over a decade I've navigated the complex and rewarding world of supporting teenagers with diverse needs. Whether it's guiding those struggling with social and emotional challenges (SEMH) and disruptive behaviours, nurturing the development of crucial speech and language skills, or empowering young people with complex SEND needs to conquer their Functional Skills Maths and English qualifications, my mission is clear: to ignite potential and unlock possibilities. I believe in building trust and positive relationships, creating safe spaces for exploration and expression. Through tailored strategies and evidence-based approaches, I equip teenagers with the tools and confidence to overcome obstacles, develop essential communication skills, and achieve academic success, paving the way for a brighter future. My passion lies in seeing teenagers with diverse needs not as limitations, but as unique strengths waiting to be harnessed. I am not just their tutor, I am their advocate, their encourager, and their ally on their individual journeys towards growth and fulfilment.

Proven record of improved academic performance, enhanced self-confidence, and development of crucial learning strategies: My proven record of success goes beyond improved academic performance, which, of course, is paramount. I have tutored students towards success in SATS, GCSE, A-Levels and even with university applications. I'm equally passionate about boosting students' self-confidence and equipping them with crucial learning strategies that go beyond the classroom. What truly sets my approach apart is the way I empower students to become their own advocates. I teach them to understand their learning styles, communicate their needs assertively, and celebrate their unique strengths, fostering a sense of self-worth that carries them far beyond tutoring sessions.

I bring a wealth of experience supporting students with Global Development Delay (GDD). My approach is deeply rooted in creating a nurturing and adaptable learning environment where each student can thrive at their own pace. I focus on identifying individual strengths and challenges, employing multisensory teaching strategies and breaking down complex tasks into manageable steps. Patience, clear communication, and a collaborative approach with families and other professionals are central to my practice, ensuring a holistic and tailored educational journey that celebrates every milestone achieved.

I possess expertise in supporting young people with medical needs, ensuring their learning environment caters to their specific requirements. From adapting activities to accommodate physical restrictions to collaborating with healthcare professionals to ensure tasks fit around their needs, I prioritise their well-being and academic success.

Expertise in autism spectrum disorders (ASD), ADD, ADHD, memory/processing difficulties, dyslexia, EAL, anxiety and other special educational needs: While I have deep expertise in supporting students with specific diagnoses like anxiety, dyslexia, ADHD, ASD, my approach transcends labels. I see each child as an individual with unique strengths and challenges, shaped by diverse learning styles and emotional experiences. Drawing on my extensive experience working at one of the leading SEND schools in the UK at the forefront of educating students with diverse SEND and medical needs, I create learning environments that cater to their individual needs, whether it's tackling memory and processing difficulties with multi-sensory techniques, navigating social skills within the autism spectrum, or igniting a passion for learning in a student with ADHD.

Expertise in working with students with ASC to achieve qualifications: I have had the privilege of assisting students in both school and homeschool settings to achieve academic success whether that is SATS, GCSEs, A-Levels or Functional Skills qualifications. Over the years teaching a variety of subjects including English, Maths, Science, IT & Business Studies. I have adopted a highly individualised approach, tailoring my teaching strategies to suit the unique needs and strengths of each student. Through the use of various techniques, such as visual aids, multi-sensory activities, and specialised communication tools, I have been successful in helping students improve their confidence, overcome their barriers and achieve their potential. Moreover, I recognise the vital importance of incorporating social skill development alongside academic progress, implementing activities that encourage effective communication, social interactions, and emotional expression. By providing a nurturing and supportive environment, I strive to empower my students with the confidence, strategies, and skills they need to succeed both academically and socially.

I possess a deep understanding of ADHD and its unique challenges. My expertise was honed not only through dedicated training but also through my transformative work as Head of Year 6 at a renowned international school. Witnessing the struggles and triumphs of ADHD students firsthand inspired me to develop a powerful toolkit of strategies. These go beyond mere academics, focusing on building crucial trust and meaningful connections. By collaborating with each student to understand their individual needs and learning styles, I develop bespoke schemas – tailored frameworks that unlock their potential and ignite a love for learning. From multi-sensory approaches to assistive technology and personalised goal setting, my strategies empower students to navigate academic hurdles with confidence and embrace their unique strengths. This focus on building trust and meaningful connections ensures they feel supported, understood, and ultimately, ready to flourish.

Expertise in supporting students with Pathological Demand Avoidance (PDA) and Social, Emotional and Mental Health (SEMH) needs. Having honed my skills in a Pupil Referral Unit (PRU), I excel at guiding these students through challenging transitions, whether it's navigating the complexities of reintegration into mainstream settings or exploring alternative provisions. My patient and understanding approach, coupled with innovative strategies tailored to individual needs, empowers PDA and SEMH students to adjust with confidence and embrace their full potential. I'm passionate about creating a safe and supportive space where these unique learners can thrive, trust and transition into the next phase of their life.

I have extensive experience teaching valuable executive functioning and study skills: I help students build planning, time management, and organisational strategies, equipping them with the tools to tackle academic challenges independently. I also have experience working with young people with developmental language disorder. I employ tailored strategies like multi-sensory tools, visual aids, and scaffolding techniques to bridge communication gaps and foster comprehension.

My experience developing trusting relationships and rapport with students with SEN: As a teacher with rich experience working with students with SEN, I am naturally a nurturing and supportive practitioner when it comes to scaffolding learning. I am empathetic and always have time to listen to my students' concerns, providing a reliable and solid person for them to interact with. Routine and regular daily events are key supporting students with special needs and I make a point to keep to planned structures while assisting understanding of change. Being a naturally friendly and fun loving person, I enjoy building these relationships of trust and reassuring my students that my support is unconditional, and I endeavour to celebrate every success regardless of size. Celebrating the success of each individual student demonstrates to a learner that I am willing to support their learning journey and take the time and care they need to progress to their next stage in learning. Having fun with my students allows us to interact and work together to approach many different and enjoyable experiences. My resilience allows me to pursue strong relationships and I am keen to work with my students through any challenges they may face.

My specialist experience working with students with anxiety: During my teaching career, I have worked with students who suffer with anxiety. We work together to plan out our sessions and ensure we both are aware of the aims and goals of each session. This allows my students to be confident in what they are expected to achieve and feel like an active participant in their learning journey. By building a strong relationship with each pupil I am able to ensure they feel supported and develop a confidence to challenge themselves to achieve success in their goals. I encourage my students to express themselves through music, the written word, drawing and any other hobby which serves as an outlet for their anxiety and thought process.

My specialist experience working with students with ADHD: Having worked with a number of students with ADHD in the classroom and on a one to one basis, I enjoy supporting the development and confidence of students who are facing ADHD in their learning journey. I use a range of confidence building techniques such as breaking down work into smaller goals, celebrating completion of each target and not repeating too many instructions in one activity. I ensure our work zone is clear from distractions and ensure my positive reinforcement is regular and consistent.

My experience working with students who have Dyscalculia: I have vast experience working with students who have dyscalculia to provide holistic and supportive sessions that develop their understanding and application in the maths classroom. I use a number of hands-on techniques to develop number skills and allow these core ideas to support learning as the curriculum expands. My training to be a dyscalculia specialist tutor examines multi-sensory techniques that can support understanding of number. Recognising dyscalculia and providing targeted support are key to ensuring progress and confidence. A number of interventions can support learners with dyscalculia and these include breaking tasks down into smaller subsections and ideas, creating real life problems and walking through sets of numbers to bring them alive. In addition, regular review and revise sessions can support development and mastery of skills. An abundance of patience is core to investing in the learner’s development.

My experience and skills teaching secondary science, maths and English including GCSE

I am confident in delivering the KS3 and 4 curriculum with secondary learners. I have a thorough working knowledge of the Secondary school requirements for the core subjects and have taught up to GCSE in both Maths, English and Science. I am available to provide at home support with assignments and also have experience homeschooling students for the complete programme of study. I have worked with a number of students supporting their understanding of core maths and English topics and particularly those with dyslexia and therefore, needing extra support with processing information and ensuring they are able to organise this as exams and homework deadlines approach. I feel working as a supportive mentor really gleans results with secondary students and allows them to tackle the higher level of material with confidence.

My experience teaching executive functioning/ study skills: When working with students to develop their executive functioning and study skills, I work alongside the student to develop a personalised plan that can allow their confidence to grow in organising their study and general approach to learning and organisation. We first outline our goals and what areas would be useful for support. Once goals are clear we work together to put in place a manageable plan to support progress. Using a range of devices such as note making programmes, diagrams, mind maps and priority notes we work to have clear structures to support study and learning. Together we keep updates and track progress so we can celebrate success and learn from techniques that might not have achieved the goal the first time. This collaborative and supportive approach is key to development of effective executive functioning skills.

My skills and experience teaching students with concentration and attention needs: During the current global pandemic, my teaching skills have evolved to enable children to access their learning online. I plan interesting and engaging lessons using a range of resources that spark their interests and foster a love of learning. Using methods such as screen movement breaks and active learning tasks, I am experienced in helping students of all age groups work towards longer periods of concentration and focus. I have extensive experience working with students who need at-home support to develop areas of confidence and general academic skills. I am skilled in introducing study routines for students who have trouble organising themselves and need general study support in order to organise their academic life.

My skills and experience boosting students’ self-esteem and confidence:  In my teaching experience, positive reinforcement has proven key to unlock a student's confidence and ensure they are best placed to be happy and succeed at school. I celebrate every achievement with encouraging words and rewards. I feel my approachable nature means my students are happy to ask me questions when they face difficulties. My approach is to ensure children reflect upon their process as a crucial part of the learning process and set their own goals in addition to their teachers. My experience has taught me that having high yet achievable expectations for my students raises their confidence in their abilities.

My experience planning and delivering fun enjoyable sessions to inspire a love of learning: Having worked as a one to one tutor for over 15 years, I have developed a range of interactive and stimulating activities that build a passion for learning for my students. I am creative and enjoy linking a mixture of resources to plan both short and longer topic based sessions. The relationship between tutor and student is crucial to ensure sessions are engaging and I really work with my learners to use their own personal interests to develop and plan my sessions. For example, a student with a passion for Lego, created a workshop to look at area and perimeter calculations based on the size of their models. Taking part in physical activities such as scavenger hunts and creating board games really involves my students and they often comment on how much fun they have had during our session. Communication skills can be studied by creating radio shows and working towards audio visual presentations that can be celebrated by the student and their family. In the current shift to online learning, my creative skills have been challenged to find new ways to ensure my sessions are engaging when learning virtually. Particular success stories have included allowing the student to produce learning fact sheets using images and codes, building online quizzes together and creating interviews based upon web based learning programmes. My experience has taught me the key to engage and stimulate a student is to be passionate and positive about my own learning journey and share the learning challenges alongside the learner. Having fun is key!

My skills and experience working with students to develop their independence: My sessions are designed to promote independence in my learners. I make use of research based activities to ensure from the start students are investigating the topics we study and experience the process of learning from questioning to investigation. I model to my students how to plan out a schedule using visual tools such as a wall calendar and visual timetable. Giving a student ownership of their learning from a young age and developing their curiosity with interactive lessons ensures my pupils are keen to learn and know how to challenge themselves. I use a reward system to encourage independence in daily tasks for younger learners so they are in charge of their learning resources and know how to support the organisation of the classroom environment. Celebrating success in both academic and everyday achievement allows my students to become independent learners and individuals.

My specialist experience working with students with autism (ASD): During my teaching career to date I have developed extensive skills working with students with autism. This has ranged from providing specialist support in a formal classroom environment to leading and running a complete home-school environment. I have also worked with students to develop their social interaction using social stories programmes. My teaching experience has allowed me to develop clear communication techniques and this forms the basis of good relationships with my students. During a particular home school assignment, I enabled my student to access the curriculum using a range of kinaesthetic learning tools and we worked on building confidence with new ideas whilst reviewing regularly past work. I have used PECs with students to assist their understanding of the world around them and also ensure we use a range of regular established routines to help comprehension of social and academic skills. I ensure my lessons with students are paced correctly to reflect the needs of the learner and enjoy using a range of different tools such as ICT and practical hands-on examples of abstract concepts to support my students with Autism.

My skills and experience teaching students with Dyslexia: I have worked in both a school and home environment with students who have Dyslexia. I am confident working alongside students to develop the necessary techniques and skills to work upon specific literacy difficulties and prepare them with strategies to access the complete curriculum. Examples include specific colouring of resources to access extended texts and teaching processing skills to deal with tricky vocabulary. Hands-on experiences, encouraging enjoyment of literacy and word games develop confidence in my learners. We use a range of assistive technology to produce text and streamline the writing process while allowing core skills to be focused on. Many of my home tuition students with Dyslexia have made great use of the tools we have studied together including taking time with reading and applying a multi-sensory approach to learning. Finding a purpose for reading and writing often speaks to my students and allows access to a wider range of materials to stimulate and engage a once reluctant reader or writer.

My experience teaching children with speech and language difficulties including expressive and receptive language needs: When working with students who have language difficulties or are non-verbal I have used a variety of techniques to communicate with my learner. This might be reading signs of body language or using visual prompts and pictures to share ideas together. Programmes such as Communicate in Print assist communication and help build a learning environment. Responding to a student’s needs and prompts requires my lessons to be reactive and I am flexible in my approach to enable learning. I ensure my conversation is clear and pay attention to the response of my student to assess whether an activity is successful or needs adjusting. When assisting students with difficulties with expressive and receptive language we work together to find effective channels of communication. Whether this is repetition of a set of instructions or using clear visual timetables, a number of adaptations can be made to the delivery and content of my lessons to allow skills to be developed at my student’s pace.

My experience working with students with SEMH: When working with students to support their self-regulation and coping strategies, I use a range of personalised techniques to allow my learners to develop their ability to regulate emotions. These include visual timetables to map out upcoming events and approaches to deal with possible emotions. We work together to have quick regulation check in’s and focus on different strategies throughout the day. I encourage my students to be patient with their feelings and spend time working through ways to express and explore the range of emotions they may experience. As a tutor, I am privileged to have the time and space to work intensively with students to provide personalised support and strategies to support the development of self-regulation skills.

My skills and experience working with students with complex medical needs: When working with students with complex needs, I always ensure I am well informed of my student’s particular needs by liaising with medical professionals and of course the students family. Once I am fully informed of the physical, emotional, cognitive and academic needs of my student, I prepare sessions to support and facilitate the best possible learning outcome for each student. All sessions are highly personalised and adapted to ensure learning takes places within the students abilities and overall goals. Adaptations include using specific resources that might suit a students physical needs and planning in break times around a student's medical needs on a daily basis. I am compassionate and ensure necessary adaptations to the curriculum are made without impacting a student's self belief and confidence. I have worked in a classroom and tuition settings with students who have varied and complex needs and I have happily been able to provide a stimulating learning environment tailored to physical and cognitive requirements. I am extremely patient and enjoy planning learning activities that will enhance and contribute to a learning journey whilst giving my student the autonomy to be part of the process that gives them an enjoyable and engaging curriculum.

My experience teaching English including reading and phonics:  I have been teaching English as a class teacher up to KS4 level and have a strong grasp of the current National Curriculum requirements. I have twice worked as an examiner for the KS2 English Sats and keep up to date with recent literacy teaching methods. I enjoy working on a range of basic skills such as phonics, print making and developing a love of reading within my students. I have a range of resources to develop free writing skills, considering grammar and spelling and am particularly skilled working with reluctant writers to enhance their written work skills. When working upon story writing, I use visual prompts to allow my student to develop a creative world in their mind and assist the story writing process. We work together to build up characters and settings and I use images, virtual learning clips and other tools to scaffold the process from thoughts to the written word.

Reading is a core skill and I enjoy planning interactive sessions that develop my students’ confidence to tackle new texts and be able to engage with the subject matter at hand. Of particular interest to me is working with students to support their written work when faced with additional learning needs. Practical examples of writing and how they can be used in everyday life really stimulate my students and enhance their enjoyment of English learning. For example, writing instructions which they can then follow in a practical activity is a really interactive and fun way to engage a reluctant writer. I am knowledgeable with a number of different phonics programmes and can utilise a range of physical and written resources to teach phonetic recognition and blending skills. A wide range of resources such as songs, rhymes and poetry can be used to introduce reading and develop phonetic knowledge.

My experience teaching Maths: Teaching maths in the classroom and as a one to one tutor I have developed the skills to break down topics and present them in a clear and concise manner. Focusing on the fundamentals such as times tables and basic operational methods for addition and subtraction, I believe it is vital to ensure the basic skills are in place to build upon when advancing through the key subjects. Patience is vital at this early stage and regular repetition and interactive activities bringing numbers alive are part of my tools when teaching. As with most subjects, understanding the practical side of maths is key to understanding and as well as traditional textbook methods, I enjoy setting up practical situations for students to explore maths concepts. These could include measuring items, working out the weight of items using scales and as further concepts develop, finding areas of different shapes through using squared paper to draw out shapes. Maths is a subject that often scares students and being a positive support during my students’ journey in this topic is vital to ensure they have the confidence and support to work through the necessary concepts. Work as a mathematics examiner has allowed me to understand the necessary skills and teaching approaches to allow students to explore the world of mathematics in more detail.

My skills and experience teaching primary subjects including science and humanities: Having worked in a number of primary schools teaching across the curriculum, I am well versed in bringing the science and humanities curricula alive for young learners. Exploring the world around us and learning the reasoning behind many natural and chemical occurrences can be thought provoking and empowering for young learners. Regardless of a learners needs, science and humanities allows the exploration of many topics in a physical and immersive manner. I ensure my lessons cover all aspects of the curriculum and resources are thoughtfully planned and adapted to allow my student to be part of an exciting learning journey.

My skills and experience supporting children to access outdoor and community learning; (social clubs, farms, transport etc.): I have worked alongside a number of students to assist their access to outdoor and community learning opportunities. From designing scavenger hunts in school or personal gardens, to riding the train and bus network using time tables, I am able to create real life, enjoyable experiences in the outdoor classroom. I believe the outdoor environment is ripe with immersive sensory experiences and these can be tailored to suit a student’s needs or interests. Building confidence with the outdoor world and creating social situations is key to developing a greater understanding of the social and academic demands placed upon young people as they progress. Using community facilities such as farms and forests is a core part of any plans I devise for my students. Understanding the demands of common facilities and working alongside nature or others in the community is a crucial skill for my learners and I am able to manage the environment to move at their own pace. For younger children, we have created mud kitchens and with my older students we have engaged with different bird calls using these to link to scientific study or even used a view to inspire a conversation about communication or poetry.

My experience teaching young people with working memory/processing needs: 

When my students are presenting with working memory and processing needs it is important to model manageable structures to support the organisation of information and day to day tasks. Often I will work with a student to approach the processing of new information in a way that best suits their individual needs. For example if auditory or language processing is a challenge, I will break the material down into shorter sound bites and present this in an environment free from external distractions. As students develop, working memory needs can be supported with clear visual timetables, visual organisation structures and memory games to develop skills for recall.  When supporting students with processing needs my lessons are clearly structured to support development of a routine and goals are clearly marked for my students in a manner that is age and ability appropriate. Regular recall of lessons and life goals are crucial to supporting memory needs and this is a key part of my tuition sessions.

My skills and experience working with students with dyspraxia:

It is important to provide a calm and nurturing work area that is sensitive to their learning needs. Writing can be tiring so regular breaks and the use of a laptop can support the development of longer writing activities. Using graph paper to organise ideas and space writing has proven successful with my students and I am able to provide personalised strategies that support each student. Time management skills are a core area that I have worked on together with my students along with personal organisations. Patience and modelling plenty of memory aids is often useful for my students as they develop study and life skills. Practising organising thoughts as well as physical objects has been a crucial part of my work with my students who have dyspraxia.

My skills and experience working with students with dysgraphia:

When working with students with dysgraphia, I aim to develop confidence with the writing process and support my students with various ideas and techniques. I have used a number of tools to support voice to text writing and share programmes with my students. In addition, I provide a number of templates and scaffolding for written tasks and allow additional time for the process. Using creativity to design and provide alternate methods of communication and assessment also inspires my students to share their ideas with enthusiasm using a number of techniques.

My experience working with children with SPD (sensory processing disorder): When working with students who have Auditory and Sensory Processing needs I have a toolbox of techniques that ensure lessons are fruitful and productive. From ensuring the appropriate location with no distractions, to using a range of visual stimuli for sessions, I create a calm learning environment. A patient approach to teaching is required and my sessions are clearly organised with regular repetition of concepts and check-up questions to ensure each task is understood. Using recognisable routines and having clear transitions supports my teaching and builds up confidence in my students’ learning journey. Using a mixture of resources during a session is crucial and this allows my learners to have the confidence to challenge themselves in the classroom. Personalising techniques for each and every student, I ensure my sessions cater for every learning style and building strong, trust filled relationships enables my learner to feel secure in their development.

My specialist experience working with students with PDA: When working with students with PDA it is crucial to understand what demands will create anxiety and stress for my student. Often working together with family and other professionals, we can develop a range of strategies to support and allow a student to access the curriculum. Learning holistic ways to cope with anxiety as a result of demands can lower stress levels and techniques such as choosing which activities to focus on and being realistic with the outcome can be helpful. In addition, I have learnt it is an important balance between giving notice of transition between activities but ensuring this in itself does not become a source of impending anxiety. Modification of activities either before or during a session is a way to allow my students to access the curriculum in a way that supports their needs. Always having a backup plan has allowed me to ensure we are able to meet our session goals on some level. Making activities seem less demanding by disguising them as part of a game or using indirect language such as “I wonder if” or “maybe we can” is another tool I have found works well. Allowing my students with PDA to have a safe space and area to relax in the learning environment is another approach which supports a successful learning experience.

My experience preparing students for the 11+ examinations: I have extensive experience preparing students for the 11+ exams. During this time, I have become familiar with a wide variety of exams and the current evolution of 11+ testing in this competitive arena. Many of my students have gained entry to the top London day and UK boarding schools and I am well versed in the stringent requirements of each school. I commence examination preparation with a baseline assessment to understand my students needs and strengths and then prepare a highly personalised plan for my student to follow. This focuses on the 4 areas of assessment in maths, English, verbal and non-verbal reasoning. I ensure the basic concepts are well grounded and once in place exam technique is covered alongside interview techniques. It is vital to ensure my lessons are highly personalised and most importantly fun to enable my students to enjoy the process of exam preparation.

My experience working with students who have OCD: When working with my students who have OCD, I believe a consistent and supportive approach is effective. A number of my students have required time to have breaks and feel supported in the learning environment. We have created safe spaces that allow my students to explore the learning goals yet not challenge themselves in ways that will provoke unnecessary anxiety. A collaborative approach with the student and wider team is an effective tool to support repetitive behaviours. I manage work so that it is accessible and broken into bite sized chunks to support learning. I am targeted with my praise and ensure that all success is celebrated whilst reinforcing that perfection is not required in the learning journey. Not only do we ensure the learning environment is a safe place but I take care to provide appropriate resources and materials to guide the learning process. Most importantly I am a supportive presence who works with my pupils to enable their development.

 My experience using creativity and thinking outside the box: I am a naturally creative person who enjoys using a range of different resources and experiences to develop a stimulating programme for my students that keeps them on their toes. I have planned unusual experiences such as treasure hunts using codes, designing clothes for a pet’s competition and writing our own joke books. I have a clear goal and outcome for every engaging session I plan and this allows my learner to experience a learning journey that is unique and has exciting twists and turns. Particularly exciting activities have included making circuits with edible components, nature hunts in the forest or even making home-made perfumes using flowers.

My experience teaching functional and life skills: I have worked with a number of students to work upon functional and life skills. Key to my approach is to use real world scenarios to practise core skills. From using money to go shopping and choosing the most appropriate item for the job or creating a shopping list we work together to learn these basic life skills. With older students, we build a list of skills that we wish to approach together and I will guide my student with suggestions about different activities they might like to complete. Recently a student and I worked together to cook a complete meal and she took great pride in presenting the results to her family after she had worked through the process of creating a shopping list, buying and budgeting for ingredients and then the practical cooking process. Celebrating these successes are vital to ensure progress is sustained and I believe in constant positive reinforcement.

My experience supporting students to transition to new schools and environments: I have worked with a number of students to prepare them for entry to a new school environment. From working alongside the family to source the most appropriate environment for my student, to accompanying the student on school visits and building initial relationships with potential teachers, I am well versed in ensuring this important journey is as smooth as possible. In our sessions, I will gradually introduce the concept and idea of a new environment and together we explore the new school and work on skills that will allow my student to acclimatise to a new learning experience. During such a challenging time with much uncertainty, my support and consistency is vital to provide additional support to the student and we will rehearse routines and explore the different outcomes of a change in school. Clearly building a strong and resilient relationship with my student is essential to provide the necessary support during this time.

My specialist experience teaching play skills: When working with students to develop their play skills I believe it is vital to use a child lead approach which allows my student to explore the world around them and develop crucial life and learning skills in an exploratory and enjoyable manner. Skills for imagination, construction, interpersonal and solitary play can be developed with a range of child lead activities planned to engage and capture the attention of my students. My activities range from those constructed to develop problem solving skills such as a colour hunt, to those designed to teach about turn taking and sharing with others. I use physical objects to allow play to explore the natural world and also plan activities to allow my students to explore their creative ideas. My sessions have allowed students with additional needs to develop their executive functioning alongside improving both receptive and expressive language. Most of all, play is fun and I love to plan a range of activities that promote fun and relaxation at the core.

My specialist experience teaching life skills: Having worked with students to develop their life skills, I am well accustomed to planning relevant and informative sessions that provide real life opportunities to develop crucial skills for life. Sessions have covered topics such as hygiene, dressing, social interaction and following instructions. I believe it is vital to create real world situations where learning can take place and frequently use a range of environments and resources to support my lessons. These include: buying tickets for travel, purchasing soap and hygiene products to then use and giving directions to peers. I always ensure my lessons are interactive and allow adequate time for practice of new skills. I believe having regular visual and audio reminders of skills such as handwashing, dressing and using money benefits my students greatly and reinforces lessons learnt. When I plan sessions to teach the skill of following instructions, I work alongside my student to create instructions for fun activities they can use independently thus allowing them to develop confidence and independence. Most importantly I create a space of trust where new concepts are learnt together and success is celebrated.

My specialist experience helping children with their homework: I have worked as an in-home tutor supporting families with school based learning programmes and supporting homework. I believe it is crucial to allow each learner to have ownership of their homework whilst being gently supported to complete work accurately and with pride. I will prepare resources that support the work being studied in class and scaffold learning so that homework is an enjoyable part of the learning process rather than a chore. I celebrate completion of homework with my students whilst guiding them to recall the concepts studied in school which should support their homework completion. When I notice a particular interest based on homework, I will provide my student the opportunity to extend their interest and research a topic further. 

My experience supporting challenging behaviour: When working with students displaying challenging behaviours, it is important for me to remain calm and provide a consistent approach with my students. I am patient and will allow my students to explore their emotions, yet I am firm with my demands and expectations. I work hard to develop a good relationship with my students so that incidents of challenging behaviour are able to be managed by a trusted teacher with whom an existing relationship is former. I am a strong believer in positive reinforcement and work alongside parents to ensure a clear system of reward is in place. Of course, the importance of consistency and clear guidelines allows my students the space and support to develop techniques to deal with the underlying issues that prompt challenging behaviour.

My skills and experience working as a leading home-school teacher, inc. creating timetables, organising activities/ resources etc: Having curated and delivered numerous home school programmes I am confident in preparing a tailor made curriculum for my students. I prepare a range of stimulating sessions that take advantage of the home-school classroom and use resources to engage and encourage my learners. Thinking outside the box and creating fun learning opportunities such as baking, crafting, printing and ICT, are vital to ensuring the success of an out of school programme. Using my knowledge of the curriculum about each student’s goals from other professionals, I prepare a flexible, reactive curriculum that develops alongside the learner in order to help them achieve their goals. Keeping my student motivated and engaged as part of a home school programme is crucial and I develop excellent relationships with each student to facilitate a fun learning environment.

My experience teaching children who have suffered a brain injury: When working with students who have had a brain injury, I ensure my lessons are specifically tailored for their individual academic and physical needs. It is important to be patient and have time to explore the different areas that each student might need additional support both in the curriculum and emotionally. I am experienced working with a number of specialists to ensure a student’s cognitive and learning needs are catered for. I have also worked alongside a number of agencies including SLTs and OTs to ensure language and physical and sensory needs are met with resources and teaching support. Most crucially, it is being sensitive to a student’s social and emotional needs after a brain injury to allow them to have the confidence and self-belief to access the curriculum.

My specialist experience managing and overseeing multi-disciplinary teams (MDTs): I have managed a range of teams in educational settings: in class support workers, ABA teams, SLTs, OTs and generalist teachers. In managing a range of professionals, it is crucial to have excellent communication between the team to ensure everyone is committed and working towards the same goal. I set up online communication books for professionals to communicate and share ideas and progress reports. Encouraging an open and regular dialogue with the team and parents is also a milestone for a successful home-school team. Using each specialist’s individual skill set is a key way to ensure the best outcome with a home school programme and regular one to one check-ins ensure that every team member is able to contribute to the overall learning goals.

My specialist experience working with young people with SEN to develop trusting and meaningful and provide engaging sessions that inspire a love of learning and boost self-esteem and confidence:

I have seen time and again through my own practice and that of the teams of professionals I have managed, that the starting place of all good learning for children with SEND comes from prioritising and building a trusting relationship between the child and the practitioner. Without this, no matter how good the teaching, lesson plans, resources or theory, meaningful progress is difficult to achieve.

 My approach is flexible, and I take time to really get to know the whole child that I am working with; their interests and hobbies, factors that might create anxiety or upset, the important people in their life, the way they communicate, and so on. When I have worked with children with Autism, for example, who are either non-verbal/ non-vocal or have very limited speech and language, I have always prioritised finding myriad ways to support the child in communicating their needs to me – whether that be through non-verbal means/ Makaton/ communication boards/ visuals / key words or any other useful approach. This is an extremely important part of building a positive and trusting relationship where the child can feel safe and seen.

Knowing the activities and special interests a child may have can really support my work with them and I will always make the effort to build these into our sessions. For example, when working with a child with ADHD and high anxiety, he would only respond to lessons that were themed around Sonic the Hedgehog and so we tailored all our resources and lesson plans to include this as well as building this into reward time to motivate him to engage with subjects that he found challenging. Another child with Autism, had a special interest in tiny objects and toys, so I used a vintage Polly Pocket collection (with very close supervision, of course), to support speech and language sessions. I have many other such examples and find that using special interests to stimulate learning can be very useful.

Starting from a place of success is also something I try to do with all aspects of learning. This means starting with a task or activity that I know the child can do well and is familiar with before introducing something new. I want for the children I am working with to build resilience and confidence and feel safe before attempting something they might perceive as challenging or tricky.

I believe that so much of how we learn is informed by our self-image and the perception of oneself as a learner.  As much as I want children to learn and progress in academic subjects, I strongly believe that they must have an underpinning and understanding of their strengths and how these can support them. I invest a lot of time in celebrating with and mirroring/ reflecting to children the strengths I see in them. I use all opportunities I can to build a child’s awareness of their strengths and use this as a building block to greater confidence and positive self-image.

My experience teaching children with Autism:

I have worked with children with Autism for over 15 years in both mainstream class settings and within Additional Resource Provisions (ARPs). I developed and ran a successful ARP as part of a mainstream school in the London Borough of Brent and the majority of the twenty-five children within this Unit had a diagnosis of Autism. I was responsible for lesson planning, curriculum creation, managing the teachers and Teaching Assistants, and training the staff. I worked very closely with the Brent Outreach Autism Team (BOAT), SALT, OT and EP services and was fortunate to receive a wide range of training – both bespoke and general. I am well-versed in many different types of intervention and have trained staff extensively on these. Some of the interventions I have found particularly helpful when working with children with Autism have included: The TEACCH approach/ Colourful Semantics/ BLANKS/ Zones of Regulation/ Precision Teaching/ Visual aids and prompts/ Alex Kelley TalkAbout Social Skills programmes/ Instrumental Enrichment (IE) – an educational programme focussed on building executive functioning and metacognitive skills that will support a child in learning how to learn and building study skills.

As with all interventions and approaches however, these are not a one-size-fits-all approach, and one of the things I love to do as a practitioner is build and adapt from known interventions and strategies to tailor these to individual pupils’ needs. I have created many educational programmes for children over the years, using a range of the strategies I have been trained in while also taking account of the child’s interests, motivations and learning styles. I love to plan engaging activities for children that very much take a child-centred approach.

My experience teaching children with Dyslexia/ Dyspraxia and working memory difficulties:

I have a wide range of experience teaching children with dyslexia and dyspraxia. I work from a place of establishing trust and building confidence in the pupil in the first instance. It has unfortunately often been the case that the fun and joy of learning has been overshadowed for a child with dyslexia or dyspraxia due to the way in which a subject has been taught. This can create a lot of limiting beliefs in a child that need to be compassionately challenged, understood and worked through. My aim is to take the fear out of learning and instead to create an environment of safety, where a child can build resilience and learn meta-cognitive skills to support them when learning new and tricky concepts. I want children to know what to do when they feel stuck and to have the tools to work through the problem.

I am also trained in several interventions with a solid research base to show positive outcomes for dyslexia, including a Precision teaching approach in schemes such as Alpha2Omega, ToebyToe, Rapid Naming (my personal favourite), Nessy Touch-typing and Clicker software, Plus1 and Power of 2, to name a few.

Difficulties with working memory can be prevalent among learners with dyslexia and dyspraxia so providing strategies and study skills to support this often form part of my teaching approach. Helping a child to note-take, summarise and record key information is often part of this process. I am also careful not to overload a child’s ‘memory shelf’ with too much information when teaching new concepts or giving instructions and I make explicit the key information they need to take note of.

My experience supporting young people with reading and comprehension:

Teaching Literacy, especially reading skills is an area of particular interest to me. I was part of the initial trial for the Hackney Borough Destination Reader programme many years ago, previously named Hackney Loves Reading. I have also trained in a wide range of interventions and approaches for developing fluency and comprehension, including BLANKS, Colourful Semantics, Toe By Toe, Read Write Inc Phonics, Echo reading and Rapid Naming.

I ran many intervention reading groups throughout my time as SENDCo, including 5 years as a Fresh Start RWInc teacher, and would draw on a wide range of resources to support my teaching. I like to use a structured approach, teaching skills in sequence, one at a time and supporting children to develop their skills in skimming and scanning, basic recall and inference-based questioning. The increasing cognitive load of each style of comprehension question needs to be taught in a considered, sequential and thoughtful way.

I like to use reading materials that will be of interest to the pupil(s) I am working with, to ensure first and foremost, they are engaged with and hopefully, inspired by the source material we are using. To ignite a love of reading in a child is a wonderful thing!

My experience working with pupils with social, emotional, and mental health difficulties, including anxiety and developing self-esteem:

There is perhaps no clearer area of need where the importance of first developing a solid relationship / attachment with a child is more apparent than in working with children with SEMH needs. There is often, though not always, an overlap and comorbidity of need for these children which requires a holistic mindset and approach. When working with a child with SEMH needs, I will first take time to understand the child’s attachment style, possible trauma history, specific learning difficulties (if present), potential sensory processing issues, sleeping, eating and screen-time patterns, amongst other things, before trying to establish the best way to work with a child.

One of the children I have most recently worked with has a diagnosis of PDA and his sensory processing issues were contributing greatly to the emotional dysregulation and anxiety we saw throughout the day. Working closely with the OT was very beneficial in helping to establish routines, such as “heavy work” and the creation of various sensory circuits to support his nervous system. Another child I recently worked with required a lot of support in emotional regulation and developing a more positive self-image. The use of Zones of Regulation to support first labelling emotions and then making use of a range of strategies supported the journey towards emotional regulation. Further to this, the child expressed an interest in Music. I, therefore, planned in short singing and piano lessons at the end of a learning session. These provided not only an incentive for learning but a jumping off place to build confidence through something fun and engaging.

When working with children with high levels of anxiety, I try hard to build in consistent routines and support the child to understand the structure of the day and each session, as best as possible, through use of visual supports and simple language, especially when there are co-existing language difficulties. I always aim to prepare a child for any changes to reduce anxiety and I like to use tools such as social stories to support this so that a child can refer to these when I am not with them, for reassurance. If a child is dysregulated, the academic learning needs to be put on hold and supporting emotional regulation becomes the priority. This might include deep pressure massage or activities, such as a weighted blanket, sensory breaks, music, story-time or any activity that the child responds to positively. It is important as a practitioner to remain curious and committed to developing a toolkit for the child to use in times of high distress or anxiety. I spent a great deal of time as SENDCo supporting teachers to build regulation toolkits for specific children with SEND in their classrooms and wherever appropriate and possible, training the child to access this independently.

I believe strongly in the importance of language as a tool to diffuse or indeed escalate dysregulation and have also been trained in a range of approaches to use with children, including restorative conversations and non-violent communication. Children with SEMH needs have sadly and all too often, experienced the label of being “naughty.” They have, at times, been blamed, shamed and misunderstood by a system that struggles to cope with children that perhaps learn and see the world differently. As a trusted adult, I see my job as creating a safe space for a child, with boundaries and parameters. I am very serious about modelling emotional regulation through my own words and actions when working with a child.

My skills and experience supporting young people to develop their independence:

My aim as a practitioner should always be to enable the child I am working with to become as independent of my support as possible and as appropriate. Building independence can take a wide range of forms, from putting on a coat or finding a pencil to start a task, using the toilet independently, using a knife and fork or being able to complete a Maths problem or write a word or sentence without teacher input. These are of course, just a few examples. Depending on the child’s needs will of course, depend on the areas of independence that need to be focussed on and developed. I have a wide range of experience in supporting children’s independence in both functional and academic skills. I take a patient, kind and fun approach and believe in starting from where the child is at and working closely with parents and professionals so that we are all consistent in our approach for the child. This can mean breaking the goal down into very small chunks. However many steps we need to break a task down into, we celebrate every achievement and moment of progress.

In working with a child with Autism, she had an intense fear of the toilets at school and would become very distressed if asked to use them. It took two years and a variety of methods before she was able to successfully and independently use the school toilets. During this time, it was important for us to really break the ultimate goal down, starting from a place that would not completely overwhelm her. We began by reading books about toilets and showing pictures of her favourite characters using the toilet to build her tolerance of the distress that this topic created within her. Through a slow and methodical step by step approach and a lot of trial and improvement, we were able to reach the final goal. This really took a commitment and persistence in approaching the situation in a range of ways.

My experience working with executive functioning difficulties and teaching study skills:

In my fifth year of teaching, I was fortunate enough to attend a course on a meta-cognitive approach to learning, called Instrumental Enrichment (IE). The purpose of the programme is to equip children with a range of learning and study skills that they can generalise and apply to all areas of their learning. It was a very intensive course that radically changed the way I viewed teaching and learning and ultimately the way I taught children. I hold certification for Level 1 IE training, and this enables me to work through a range of instruments with children to build learning skills, such as:

• Working systematically
• Categorising and comparing
• Planning
• Organising, ordering, and sequencing information
• Reducing impulsivity and developing precision and accuracy
• Logical and inferential thinking
• Being able to use more than one idea at a time
• Hypothetical thinking
• Effective checking of answers and work
• Developing resilience

All too often, our education system seeks to overload the curriculum with content rather than teach children HOW to learn. Children with SEND can experience a high level of overwhelm due to the cognitive load that accompanies a constant stream of information. There is a need to first equip a child with the skills they need to be an effective learner and once these are established, the overwhelm and anxiety can be reduced, and deep learning can take place. The underpinnings and principles of the IE approach are often fundamental to the general way in which I teach.

I bring over 15 years of teaching and leadership experience across Early Years, KS1 and KS2, including roles as SENCo, Deputy Headteacher and Headteacher. I have supported many children with additional needs such as anxiety, autism, ADHD and complex SEND, and I specialise in adapting learning so children feel safe, understood and able to succeed. My background includes curriculum design, inclusive practice and working closely with families, therapists and local authorities to make education work for each individual child. Alongside classroom teaching, I have extensive experience supporting pupils who find school difficult, including those learning through alternative provision or EOTAS.

I hold the National Award for SEN Coordination (NASENCo) from UCL’s Institute of Education and a PGCE in Drama from the Central School of Speech & Drama. I am also trained as a Designated Safeguarding Lead, Mental Health Lead and Safer Recruitment practitioner, with a strong focus on trauma-informed practice. My training combines creative teaching approaches with evidence-based strategies to support emotional wellbeing, engagement and confidence in learning.

I use evidence-based interventions alongside ongoing assessment to make sure every session is purposeful and tailored to the child’s needs. By carefully tracking progress over time, I can identify gaps in learning early and adapt teaching strategies so children experience achievable success rather than overwhelm. My approach combines professional assessment tools with observation and responsive teaching, allowing me to build a clear picture of each child’s strengths, barriers and next steps. This means families receive meaningful feedback, and children benefit from a structured yet flexible pathway that supports both confidence and measurable progress.