Tag: Leicestershire

A qualified teacher and SENCO, with the National Award for Special Educational Needs, as well as a Designed Safeguarding Lead, I have 18 years of experience working with children and young people, supporting their education and wellbeing. Focusing on the individuals’ strengths and areas of interest, I pride myself on building trusted and meaningful relationships which allow child to develop both educationally and emotionally. Having previously working in a variety of different settings with diverse cohorts of young people, I have experience engaging even the most reluctant learner.

I have extensive experience supporting children and young people with Autism, ADHD, PDA, and Sensory Processing Disorder, as well as Dyslexia and other special educational needs. I have worked individually with these children to support them improving their concentration skills as well as developing their focus and willingness to engage in education. I also have a significant amount of experience supporting children and young people with Social, Emotional and Mental Health needs, gaining further experience in this when I completed additional training to support this further in 2020.

Supporting Autism, I use a structured approach which works with children to understand their own emotions where possible. I use a practical teaching style, showing how we learn and completing tasks together. Empathy and understanding to individual needs are essential when supporting learners with autism and a child-centred approach means plans are as individual as the young person with whom I am working. The use of task ladders and next step cards mean children can follow the sessions and anxiety levels are reduced. Where learners are overwhelmed, lessons are quickly adapted, and alternatives offered to ensure learning opportunities remain. Where children and young people are overwhelmed by sensory difficulties, I work hard to help families support these and have used sensory audits to find solutions and strategies.

A specialist in supporting Dyslexia through the teaching of English, I have experience using multiple strategies to engage learners in reading for pleasure, as well as developing writing and spelling skills through games and creative activities. Focusing on verbal tasks that reduce pressure we are still able to improve handwriting skills and build confidence while making the learning experience enjoyable.

Supporting ADHD, I use movement breaks to support learning, as well as offering opportunities for the young person if needed to regulate themselves. Using simple language and repetition tasks, I focus on building concentration levels through the use of games and activities. Prompting learners, as well as task modelling, I often get the best from learners when adapting lessons to suit their interests and hobbies.

For children with PDA I ensure a calm and consistent approach is used, with clear expectations. I offer choices but with limited options and use goal setting as a motivational tool. Ensuring a positive relationship, both with the learner and also their support is essential to success, and I work hard to achieve this. My previous experience with PDA children has been down to my friendly, kind and good-humoured nature which is well received by learners who I show a genuine interest in getting to know.

I believe all children and young people have the right to be heard and I strive to be an advocate for all those who I work with. Developing confidence, well-being and resilience are as integral as improving education and setting aspirational targets, and I endeavour to weave these into the sessions I provide. Hardworking, creative, and always willing to accept a challenge, I look forward to working alongside young people and improving their outcomes.

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

I have extensive experience supporting children and young people with a wide range of special educational needs, including autism, ADHD, anxiety, and complex communication profiles. I prioritise building trust and creating a calm, safe learning environment where each student feels valued and understood. My approach combines patience, empathy, and flexibility to help students re-engage with learning at their own pace, forming strong, meaningful relationships along the way.

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My experience supporting young people with ASC

I have worked with many autistic learners in both mainstream and specialist settings. I understand the importance of structure, routine, and predictability, and I adapt lessons to accommodate sensory preferences and individual interests. I use visual supports, clear communication, and gentle transitions to promote confidence and consistency, helping autistic students feel secure and motivated to learn.

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My experience supporting young people with anxiety

Many of the young people I support experience high anxiety related to education. I take a calm, trauma-informed approach, reducing pressure and focusing on positive reinforcement. I help students manage anxiety through predictable routines, co-regulation, and achievable goals. My aim is to create a low-stress environment that encourages self-belief and enjoyment in learning.

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My experience supporting young people with PDA

I have significant experience working with students who display demand-avoidant profiles. I use collaborative, choice-based approaches that foster autonomy and reduce perceived pressure. By embedding learning within enjoyable and meaningful activities, I help students feel in control and more willing to engage. My focus is always on building trust, flexibility, and intrinsic motivation.

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My experience supporting young people with executive function skills and study skills

Supporting executive function development is central to my practice. I help students with planning, organisation, working memory, and task initiation through small, structured steps. Using visual supports, scaffolding, and personalised strategies, I empower learners to understand their own strengths and develop independence in their studies and everyday routines.

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My experience supporting young people with SEMH needs

I have supported students with a wide range of social, emotional, and mental health needs. I promote emotional literacy and resilience through a calm, empathetic approach that helps learners identify and manage their emotions. By combining encouragement with reflective conversation, I support students to build confidence and develop healthy coping strategies.

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My experience teaching secondary maths

As a qualified secondary maths teacher, I have taught across Key Stages 3 and 4, including GCSE preparation. I break down complex concepts into clear, manageable steps and use a variety of creative methods to make maths engaging and accessible. My teaching helps students overcome maths anxiety, gain confidence, and see the subject as both practical and enjoyable.

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My experience teaching secondary English

I have successfully supported students in developing reading comprehension, writing, and communication skills. I encourage creativity and self-expression through engaging topics and personalised learning materials. My English sessions often focus on rebuilding confidence, improving fluency, and developing a genuine enjoyment of language.

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My experience developing confidence and self-esteem

Helping students develop confidence is a key priority in my sessions. I celebrate effort, perseverance, and progress, not just outcomes. I create a supportive environment where students feel safe to take risks, learn from mistakes, and recognise their own achievements. This approach helps build resilience and self-belief both academically and personally.

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

My sessions are interactive, creative, and tailored to each student’s interests. I use multisensory and project-based approaches to make learning meaningful and enjoyable. Whether through games, problem-solving, or real-world applications, I aim to ignite curiosity and help students rediscover the joy of learning.

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My skills and experience supporting young people to develop their independence

I support students to become more independent by gradually increasing responsibility for their learning in a supportive way. I teach planning, self-monitoring, and reflection skills, using visuals and step-by-step strategies to encourage confidence. Over time, students learn to take pride in their ability to work independently and make positive choices for their own progress.

I am an experienced and compassionate SEN tutor with over fifteen years of experience supporting young people with a wide range of additional needs. I have worked with learners in home settings, outreach provision, and further education, and I currently support students who access Education Other Than at School (EOTAS) packages. My work focuses on helping children feel safe, understood, and confident so they can begin to enjoy learning again while working towards the outcomes set in their EHCP.

I have extensive experience supporting children with Autism Spectrum Condition (ASC), ADHD, sensory and auditory processing needs, speech and language difficulties, anxiety, and Social, Emotional and Mental Health (SEMH) needs. I understand that every child learns differently, so I take time to build trusting relationships and carefully adapt my approach to suit each child’s individual needs, interests, and learning style.

For children with autism, I use a nurturing and structured approach that provides clear routines and consistency. This helps reduce anxiety and allows children to feel secure enough to engage in learning. When supporting children with ADHD, I use calm and structured sessions with clear boundaries, while also allowing opportunities for movement breaks and self-regulation so they can refocus and manage their attention more effectively. I often use visual supports and practical activities to help children understand tasks and stay engaged.

I also have strong experience supporting children with speech and language needs. I use a whole-communication approach, which may include visual timetables, Makaton, body signing, and PECS (Picture Exchange Communication System). I have also worked with communication passports to ensure consistency between home, tutors, and other professionals involved in the child’s support.

Academically, I teach primary-level Maths and English, typically at Key Stage 1 and Key Stage 2 levels. I adapt learning so it is accessible, engaging, and confidence-building, particularly for children who may be working below age-related expectations or who have had negative experiences with education.

Many of my sessions also take place in the community, particularly for children accessing EOTAS packages. Learning outside of a traditional classroom can often feel more comfortable and meaningful for some children. I regularly deliver sessions in places such as parks, libraries, garden centres, gyms, sports venues, and other local places of interest. These sessions allow children to develop important life skills, confidence, and independence through real-life experiences such as ordering food, shopping, using community facilities, and interacting with others.

A key part of my work is helping children rebuild confidence and self-esteem. I create engaging, personalised sessions that incorporate a child’s interests so learning feels enjoyable rather than overwhelming. My aim is always to help children feel proud of their achievements, develop independence, and rediscover a positive relationship with learning.