Tag: Sheffield

Over the last twenty years, I have taught children with many different special educational needs, including ADHD/ADD, autism, and dyslexia, creating Individual Education Plans, setting academic targets, and adapting work and teaching methods accordingly. I am a qualified Specialist Dyslexia Teacher accredited by the British Dyslexia Association. I have delivered I: I dyslexia specialist intervention lessons and I: I learning sessions to children with a range of special educational needs.

I have developed trusting and meaningful relationships with children with special educational needs by prioritising open communication and creating a safe, supportive environment. I take the time to get to know each child individually, understanding their interests, strengths, and challenges, which helps me to connect with them. I strive to consistently demonstrate patience and empathy, allowing children to express themselves freely without fear of judgment. I actively listen to their thoughts and feelings and let them know their opinions are valued.

As a specialist teacher, I have supported and worked with children with Autism Spectrum Condition (ASC) in whole class, small group and I:I settings. I begin by creating a structured learning environment that reduces sensory overload and supports individual needs. I use visual aids, such as visual timetables, to help learners understand expectations and transitions between activities and social stories to understand a range of situations and how others think and feel. Incorporating the learner’s interests into the lesson helps to engage and motivate the learner. From my experience, I understand the importance of providing sensory breaks to enhance engagement, reduce anxiety, and allow the learner to reset, focus, and self-regulate. I work closely with learners to develop individualised communication and social interaction strategies, ensuring they have the tools needed to thrive academically and socially. I understand the importance of the learner feeling successful and praised for their efforts and progress and ensure that sessions are positive from beginning to end.

As a specialist teacher, I have extensive experience supporting children with speech and language needs. In previous roles, I have worked closely with speech and language therapists to design and implement individualised support plans tailored to each child's unique needs. I have provided targeted interventions to develop communication skills, such as phonological awareness, articulation, and language comprehension. Through a combination of structured activities, multi-sensory learning techniques, and consistent encouragement, I have helped children build confidence in their ability to communicate effectively.

As a specialist teacher, I have supported children with Global Developmental Delay (GDD) by providing tailored, multi-sensory learning experiences that meet their unique developmental needs. I have worked closely with parents to develop individualised learning plans, breaking tasks into manageable steps to ensure steady progress. By incorporating visual aids, structured routines, and play-based learning, I’ve helped children build essential communication, motor, and cognitive skills.

As a specialist teacher, I have supported young people with social communication and language needs by implementing targeted interventions to address specific challenges, such as understanding non-verbal cues, improving conversational skills, and developing emotional awareness. Through structured activities, using social stories, and group discussions, I have helped young people gain confidence in their ability to navigate social situations and build meaningful connections with peers.

Throughout my career as a teacher, I have developed ways to prioritise the emotional needs of students and have worked with young learners with a range of needs, as well as those who have experienced trauma. I have worked with children experiencing social and emotional challenges in a I:I setting and in small group settings. I foster a supportive and inclusive environment where students feel safe first and foremost, and their feelings are respected and valued. This sense of safety and respect is the foundation of our learning environment, providing a solid ground for learners to build their confidence and skills. I have worked with children using Lego-based therapy to promote social interaction, turn-taking and sharing and to create opportunities for peer interaction through cooperative learning projects. Through picture books, social stories, and games, I have helped learners develop resilience and a positive self-image. I have taught learners how to have a growth mindset to overcome challenges and build confidence and self-esteem. I have also led small sessions on mindfulness to help children better understand their feelings and thoughts and to develop ways to reduce anxiety.

I am an experienced teacher, and Primary English is my specialist subject area. I have worked with many dyslexic children and have developed a range of strategies to support them. When teaching children with dyslexia, I focus on implementing individualised, evidence-based strategies tailored to their unique learning needs. This includes using multi-sensory approaches and incorporating visual, auditory, and tactile elements into lessons to make the learning more memorable and engaging. I provide structured, cumulative literacy sessions that incorporate phonics and memory training activities as well as a focus on reading, writing and spelling. I also understand the importance of helping learners develop organisational skills to independently manage their homework/ assignments. I always break tasks into smaller steps and set achievable goals. I have had significant training in a range of phonics programmes. I have implemented phonics schemes in several schools and delivered phonics sessions to whole classes, small groups and on a I: I basis.

I have extensive experience teaching primary Maths and also working with children who are dyscalculic or struggle to understand mathematical concepts. These learners benefit from using concrete materials and visual aids in maths teaching. I find it important to use manipulatives such as counting cubes, counters, number lines, Numicon, Base Ten sets, and diagrams to support learners in understanding mathematical operations. I always break down complex mathematical problems into smaller, more manageable steps and work with the learner to develop step-by-step instructions for working through word problems methodically and systematically so that they can become independent. Multi-sensory learning works well in Maths; for example, moving physical objects, such as counting beads or number tiles, while verbalising number facts and sequences. I provide hands-on activities and interactive tools that cater to various learning styles, allowing students to explore mathematical concepts in a tangible way. Frequent, focused practice can help to reinforce mathematical concepts. As such, I always build in a review of key concepts from previous lessons and link this knowledge to new learning in small, achievable steps.

I am an experienced primary teacher and school leader with extensive knowledge of the National Curriculum, particularly in Key Stage 1 and Key Stage 2. I have taught a range of year groups, from Year 1 through to Year 6, delivering lessons in all core subjects, including English, Maths, Science, and all the foundation subjects. As a school curriculum lead, I have designed and updated Programmes of Study and Medium-Term Plans, ensuring appropriate scope and sequence in subjects such as phonics, reading, writing, and mathematics. I’ve also ensured that the curriculum is engaging, inclusive, and responsive to the diverse needs of learners.

In Key Stage 1, I’ve focused on developing early literacy skills, using phonics and language-rich environments to foster reading and writing confidence. For Key Stage 2, I have built upon these foundations, guiding children through more complex literacy and numeracy skills, while ensuring a broad and balanced curriculum. I have mentored staff, led INSET days, and trained colleagues on best practices in curriculum delivery, particularly in integrating technology to enhance learning outcomes. My experience in both mainstream and independent settings has equipped me with a robust understanding of how to meet the needs of all learners, including those with specific learning difficulties.

My teaching is engaging for children; I focus on creating experiences that respond to their unique learning styles and needs. I incorporate multi-sensory techniques to ensure my lessons are accessible and stimulating, using visual aids, hands-on activities, and auditory prompts to maintain their interest. I help children feel secure and supported through a structured and predictable environment. I use clear, simple communication and positive reinforcement to foster their confidence and encourage participation. Additionally, my patience and ability to adapt to each child’s pace ensure they can engage with the material in a way that suits them best, making learning a positive experience.

Over the last 20 years, I have taught many children with ADHD/ADD as a class teacher and in small groups and I: I settings. In doing so, I have developed various teaching methods to maximise learning, such as creating an environment that minimises distractions and provides consistent routines. I use visual timetables and organisational tools to help learners stay focused and manage their time effectively. I incorporate short breaks into sessions to allow learners to return to tasks with renewed attention. I also include activities that will enable the learner to move around the space safely whilst learning and employ a range of learning styles while chunking the learning into a series of small and interesting tasks. I use positive reinforcement to motivate and engage learners, setting achievable goals and providing immediate feedback.

 My experience of working with pupils who have dyslexia

As an English specialist, I have supported many pupils who have dyslexia and understand the challenges they face. I use structured, multisensory techniques to help them decode text, build fluency in reading and writing, and develop confidence. By breaking tasks into manageable steps and tailoring strategies to their strengths, I create a supportive environment where pupils feel capable, motivated, and increasingly successful in their learning. In addition to teaching English, I’ve also worked for many years as a GCSE and A level examiner, an experience that has equipped me with the knowledge of how to really hone in on how to achieve the best results possible.

My experience supporting pupils experiencing anxiety and wider SEMH difficulties

I have worked with many young children who experience significant anxiety and wider SEMH needs, including those who struggle with emotional regulation, confidence, or forming trusting relationships. My first priority is always to understand what your child is feeling and to acknowledge these experiences as completely real and valid, never dismissed or minimised. From this foundation of trust, I create a calm, predictable, nurturing space where your child feels truly seen and safe to engage. Sessions move gently at their pace, using co-regulation, play-based and interest-led activities, low-pressure tasks, and clear routines to reduce overwhelm. By focusing on connection first, we build resilience and coping skills step by step, ensuring learning feels achievable and empowering while confidence grows in small, meaningful ways.

My experience of working with pupils who have ASD
Throughout my tutoring and teaching career, I have worked extensively with pupils who have ASD, and over the past eight years I have developed deeper expertise through roles in alternative provisions as well as working as a 1:2:1 tutor. These experiences have strengthened my understanding that every learner with ASD has needs unique to them, and that a flexible, individualised approach is essential.

I prioritise creating a safe, predictable environment from the very first session, building strong relationships with both pupils and their families to ensure a collaborative home-school partnership. My practice focuses on reducing anxiety through strategies such as offering choice, using low-pressure tasks that appeal to the individual, incorporating interest-led activities, and supporting co-regulation. We work, in particular, on developing communication as this is both the foundation to all other learning as well as a way of giving pupils a sense of success. Sessions are dynamic and responsive so that pupils’ needs are met at every stage, while we work together to remove barriers step by step and celebrate small wins.

I also provide structured, multisensory support in reading, writing, and numeracy, carefully adapted to address processing and working-memory challenges.

My experience of working with pupils who experience ADHD and ADD
Alongside my work with pupils who have ASD, I have extensive experience supporting learners with ADHD or ADD, including many who present with a combination of ASD and ADHD. These dual diagnoses often require a highly flexible and responsive approach, as pupils may experience both sensory sensitivities and challenges with attention and impulse control.

One effective strategy I use is breaking tasks into short, manageable steps with clear visual cues, combined with movement breaks and interest-based activities. This approach helps maintain focus while reducing overwhelm, and it supports self-regulation by allowing pupils to reset before continuing. By embedding choice and predictability into sessions, I create an environment where pupils feel safe, engaged, and able to succeed.

My experience supporting pupils with Communication & Language difficulties

I have supported many EYFS children who find communication challenging, whether due to delayed speech, limited expressive language, or difficulties understanding instructions. My sessions focus on building strong foundations through play-based, interactive activities that encourage natural communication. I use visual supports, modelling, repetition, and child-led dialogue to create a pressure-free environment where your child can explore language confidently. By celebrating every attempt and giving plenty of opportunities for success, children begin to communicate with greater ease, supporting not only their learning but also their self-esteem and ability to connect with others.

My experience of working with pupils who have PDA

I have supported pupils with Pathological Demand Avoidance (PDA), where reducing anxiety and maintaining trust are central to effective learning. My approach focuses on creating a collaborative, non-confrontational environment by embedding choice and flexibility into every session. I use indirect language, low-demand tasks, and interest-led activities to reduce perceived pressure, while prioritising co-regulation and emotional safety. Building strong relationships with pupils and families is key, ensuring that strategies are consistent and supportive across home and school settings.

My experience of working with pupils who have sensory and auditory processing needs

I have supported many pupils with sensory processing challenges, often alongside ASD and ADHD. A key strategy I use is creating a low-stimulation environment and offering sensory breaks with calming tools such as weighted cushions or fidget items. This helps pupils regulate their sensory input, reducing anxiety and improving focus so they can engage more effectively in learning tasks.

My experience of working with pupils who have GDD

I have extensive experience supporting children with Global Developmental Delay, and my approach is grounded in patience, gentle encouragement, and a genuine belief in every child’s potential. I focus on what can be achieved rather than what can’t, taking time to understand each learner’s strengths so that we can build on them together. Progress for pupils with GDD is often steady and gradual, so I create a calm, reassuring learning environment where they feel safe to take risks and practise new skills at their own pace. I break tasks down into small, achievable steps and offer consistent praise to nurture confidence and motivation. My sessions are flexible, responsive, and shaped around the child’s individual abilities, ensuring that every moment feels manageable, positive, and meaningful as we work towards secure, lasting progress.

My experience supporting pupils with sensory seeking and sensory avoidance needs

Many of the children I work with experience sensory sensitivities or sensory-seeking behaviours, and my approach is shaped around helping them feel regulated and comfortable before any learning begins. I carefully adapt activities using a multisensory, child-led approach, offering movement breaks, tactile resources, and a low‑pressure environment where your child’s needs guide each moment. By reducing sensory overload and building predictable routines, children are better able to focus, participate, and enjoy learning. My aim is always to help your child feel safe in their body so they can thrive emotionally and academically.

My experience of working with pupils who have complex needs, including medical needs
I have worked with pupils whose learning is impacted by complex needs, including medical conditions requiring tailored care and planning. I understand the need to follow all medical advice and procedures, and my experience has strengthened my ability to adapt sessions around health requirements, fatigue, and sensory sensitivities, while maintaining a calm, predictable environment. I collaborate closely with families and professionals to ensure safety and continuity, and I use highly individualised strategies to balance academic progress with wellbeing. My practice is rooted in flexibility, empathy, and clear communication, so pupils feel secure and supported at every stage.

 In Summary

My experience to date has taught me the need to ensure tailored support is provided for each learner so that they can achieve to the best of their ability. I build strong relationships not just with children, but with their families, and I prioritise safety, predictability and genuine care from the first session. I’m skilled at reducing anxiety by using choice, low-pressure tasks, interest-led activities, and co-regulation, and my sessions are dynamic to ensure that my learner’s needs are met every step of the way. In collaboration with learners, I remove barriers step by step and celebrate small wins. I also provide structured, multisensory reading, writing and numeracy support, adapted for processing and working-memory needs.

Typically, I will use a range of strategies and pedagogies, such as:-

• Numeracy and Literacy: use of kinaesthetic materials as well as visual activities, such as art and drawing
• GCSE English (Language or Literature): anxiety-aware pacing, guided annotation of set texts, scaffolded paragraph building, and practice papers with calm coaching
• Reading and Writing Support: multisensory phonics, sentence construction vocabulary games, dictation-to-composition bridges, and interest-led prompts
• Executive Function Boost: visual schedules, chunked tasks, movement breaks, and co-created checklists that learners can reuse independently
• Life Skills, PHSE and Communication Skills: practical based sessions, with use of PECs and Social Stories to support

Please note that all sessions, whilst prepared in advance, are dynamic to suit the specific needs of each individual learner during that particular session. I have found that my dynamic, flexible approach to sessions enables the building of positive relationships and builds self-esteem.

I have extensive experience supporting secondary-age pupils with a wide range of Special Educational Needs and Disabilities, both in mainstream education and one-to-one provision. My specialist areas include autism (including PDA), ADHD, speech and language needs, working memory difficulties, sensory and auditory processing needs, anxiety, trauma, and SEMH.

My work is grounded in the belief that meaningful progress begins with trust. I specialise in establishing calm, consistent learning environments, particularly for pupils who are disengaged, anxious, or currently out of education. I maintain high expectations alongside a clear understanding that readiness to learn develops at different rates.

Autism, Anxiety, and Emotional Regulation

I have significant experience supporting autistic pupils and those with complex anxiety profiles. My approach prioritises predictability, reduced sensory load, and clear lesson structure. Visual scaffolding, explicit modelling, and carefully sequenced tasks are used to support comprehension and enable pupils to engage confidently with challenging material, including GCSE-level texts.

Lessons are designed with a clear understanding of each pupil’s tolerance for change. Routine and preparation are used to build trust and emotional safety, supporting sustained engagement over time.

ADHD, Working Memory, and Attention Needs

When working with pupils with ADHD or working memory difficulties, I focus on clarity, structure, and momentum. Tasks are broken into manageable stages with clear goals and regular feedback.

I use visual supports, checklists, and repetition strategically, while reducing cognitive overload and unnecessary multitasking. Independence is developed gradually through scaffolded practice.

Speech, Language, and Communication Needs

I have extensive experience supporting pupils who find it difficult to articulate ideas, organise responses, or interpret implicit meaning in texts.

My approach includes:

• explicit modelling of analytical responses

• structured, step-by-step skill development

• visual prompts to support inference and writer’s methods

• chunking and reordering texts to aid understanding

This enables pupils across the full GCSE grade range (1–9) to make sustained progress.

SEMH and Mental Health Needs

I have worked extensively with pupils with SEMH needs in both mainstream and specialist contexts. My approach is calm, consistent, and relational, with a strong emphasis on emotional safety, clear boundaries, and personalised support.

Where appropriate, I incorporate grounding strategies to support emotional regulation. In all cases, maintaining stability, safety, and engagement is the priority.

Subjects and Curriculum Experience

I have taught the following subjects at secondary level:

• English Language and Literature (AQA, WJEC, iGCSE)

• Media Studies (AQA)

• ICT (AQA, BTEC)

• Computer Science (AQA)

• Business Studies (AQA, BTEC)

Prior to specialising in English, I taught ICT for six years, including graphic and web design, office applications, and introductory programming (Scratch, Python, HTML).

Independence, Confidence, and Engagement

A central aim of my work is to develop independence, confidence, and a realistic sense of capability.

Pupils are given structured choices to promote ownership, while scaffolding is gradually reduced at an appropriate pace. This supports sustained engagement and long-term progress.

I am a skilled tutor with experience of working both within students’ homes and in specialist settings (including working with the Home and Hospital Teaching Service in Oldham for several years). I have experience in teaching pupils who have ASD, dyslexia, dyscalculia and ADHD, as well as supporting children with both mental and physical health conditions.

My ethos is built around developing positive relationships with the students. I work to understand the strengths and difficulties a student may face and develop a flexible, bespoke curriculum to support the needs of the individual. I strive to develop confidence within the student and encourage them to develop an enquiring mind which supports their problem solving and creative thinking. I embrace the fact that we are all different and that everybody learns in a different way, and have a willingness to tailor learning around interests and existing areas of strength.

My Specialist Experience Teaching Pupils with Autism:

Throughout my 22 years in mainstream schools, alternative provisions and in the home environment I have taught many autistic learners. As with any student, the needs of the learner differ and the key aspect of my teaching is to respect the individual and identify both their academic needs and their preferred way of learning.  A large number of the students I have taught have struggled with abstract concepts in mathematics, such as algebra. I have found that using Realistic Maths Education which focuses on the transition between concrete and pictorial learning has offered greater opportunities to access areas of the curriculum which they have previously found inaccessible. As confidence develops in the student the anxiety previously created by learning is lessened.

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

My ethos is built around developing positive relationships with the students. I work to understand the strengths and difficulties a student may face and develop a flexible, bespoke curriculum to support the needs of the individual. I believe that education should be an engaging experience, which is underpinned by mutual respect between teacher and student.

 My experience teaching young people with ADHD:

With specialised experience in teaching young people with ADHD, I employ targeted strategies to ensure each student reaches their full potential. I offer clear structure to the individual learners and “chunk” work into manageable tasks to reduce cognitive overload and offer opportunities for brain-breaks through alternative tasks. Where appropriate I use dual-coding strategies to support the learner. Most importantly, I ensure that immediate feedback is provided to reinforce positive achievements and outcomes.

My experience teaching young people with sensory and/or auditory processing needs:

With 20 years of experience within specialist settings I have much experience of supporting students with different processing needs. Time to think is important and often not offered in a classroom setting; it is therefore an important skill of mine to ensure that the student understands a topic. Clear outcomes need to be agreed and shared with the student – I often provide tick-lists, so students are able to measure their own progress within the course of the lesson and haver a clear structure they are able to follow and understand.

My experience teaching young people with challenging behaviour

I strongly believe that “one size does not fit all” and therefore not every student learns in the same way. Often by making education more engaging and having a flexible approach to the process of learning I have been able to overcome some of the challenging behaviour students have demonstrated in my 23 years in teaching. I feel by developing mutual respect between teacher and student some of the barriers students might have experienced in traditional classroom settings are removed and therefore behaviour is improved.

 My experience working with young people to develop their social interaction and access community activities:

Within my teaching in alternative provisions, it has been necessary to look for opportunities to look beyond the classroom. As such, I have taken students into the community on visits and trips; providing social modelling in wider scenarios which have enabled students to develop confidence in social skills as well as their classroom based-skills.

My experience teaching Primary English and maths:

I have a vast experience of teaching in specialist settings, as such, I have taught across the curriculum in most subjects delivering work at Key Stage 2 and 3 through project based learning. I currently specialise in Mathematics – delivering maths from an Entry level standard to the GCSE curriculum. However, my ethos has always been based around developing fluency within a student’s understanding of the subject. I therefore have based much learning on a confident understanding of the foundations of the subjects I teach.

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

Having worked in alternative provisions for over 20 years, the importance of the student’s self-esteem is easily recognisable to me as a barrier to their learning. This is particularly the case in mathematics where students experience a large amount of maths anxiety. Often this can be overcome by revisiting topics and building on foundations of learning, ensuring the student has developed fluency before moving on. It is necessary to highlight achievements and positive outcomes and ensure the student recognises how these link to other aspects of learning. As a student’s self-belief and confidence in their learning increases so does their capacity to learn new areas which has a profound affect on their experiences in education.

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

I strive to develop confidence within the student and encourage them to develop an enquiring mind which supports their problem solving and creative thinking. I embrace the fact that we are all different and that everybody learns in a different way, and have a willingness to tailor learning around interests and existing areas of strength. By tailoring the experiences to meet the interests of the student and demonstrating a style of learning which doesn’t just rely on text-books I foster a love of learning and highlight the relevance of knowledge in different scenarios. Context is important to this style of learning as we need to recognise the relevance of a task to ensure it has some validity to the student’s life.

My Specialist Experience Teaching Pupils with Anxiety:

As a young child I struggled greatly with anxiety and it was only in my early 40s that I was diagnosed with OCD, which was proven to be the cause of much of my anxiety. I am therefore understanding of the challenges which students may have in accessing their education and whilst every child is unique, I have experience of supporting students in this respect. Working in specialist settings over the past 20 years of my career, I have supported students to develop their confidence both academically and socially. In particular, maths can be quite exposing to some students so I am keen to build on the foundations of learning and take learning at a pace which supports the student to develop their fluency in the subject.

My Specialist Experience Teaching Young People with SEMH/Mental Health Needs:

Having taught in specialist settings for the last 20 years, I’ve helped many students with SEMH needs not only succeed academically but also gain confidence socially. Although each  lesson is structured and broken into more manageable “chunks”, I strive to provide engaging activities which are flexible in their demands to meet the needs of the student. I use Realistic Maths Education to provide concrete examples to students and then from this contextual basis support students in their further exploration of a topic through both pictorial and abstract representations. This has proven to be a successful technique in reducing the cognitive load for the student and therefore maximising outcomes in both lessons and exams.

My Specialist Experience Supporting Learners with Dyslexia:

Although dyslexic learners face challenges in traditional, class-based learning systems, they offer creative brilliance that with the right support can allow them to flourish as confident mathematicians. Many of the barriers to success can be through the complexity of the questioning and the unnecessary use of complex vocabulary. I encourage students to use pictorial representations of the question which supports the successful completion of questions. This pictorial representation often leads to the student gaining a much deeper understanding of the mathematical techniques used, rather than following a rote process.

My specialist experience working with young people with SEN to develop their engagement, trust and interest in learning;

As an educator who has had experience in Secondary Education, FE and HE I have been used to accommodating and making provision for SEN pupils and students and working with support staff to ensure that these students have the provision they need to maximize their own potentials and develop and engage in subjects and learning. I have taught a variety of students over this period, who are all very individual and need a tailored approach and consideration for their capabilities, interests, personalities and SEN. I always like to start with very soft skills introductions and use this opportunity to discover the student’s interests, prior knowledge, skillset, ability level, want, needs and aims, so that I can gauge from what and how they would most benefit from my expertise. Though I always plan and structure each session according to the all the individual factors, I am very aware the need to keep this very flexible and adaptable in order to meet the needs of the moment, the student, and the ever-changeable elements of the session, day or the longer program.

• My experience working with autistic young people;

During the last 4 years of my teaching practice however, I have specifically taught autistic students on a 1 to 1 basis. This period has been the most rewarding of my teaching profession to date and I feel I have learned much myself with regard to Autism, ADHD, PDA and SEMH and developing strategies that make for conducive learning environments and fun and interesting creative projects which help students relax, focus, engage and enjoy learning in and of itself.

I have taught students with autism and SEN to various levels during the last 4 years. Each has been very individual, have their own specific needs and aims and I have adapted the subject matter, levels and delivery style accordingly for each.

Obviously, the level of individual ability and experience regarding their creative practice and understanding of subject differs for each student and so pace and ‘over the shoulder’ support needs to be ascertained early on so that the student feels independent enough n their work, but supported, inspired and guided throughout. This is crucial for the student to keep interest and engagement while also developing confidence and independence.

• My experience working with young people with PDA;

Regarding the students with PDA, I always use strategies to avoid conflict and bring instruction or direction in gently and ‘softly’, often talking around the creative ideas and learning and allowing the student to absorb possibilities, discuss options and even suggest the way forward themselves. Patience is key and planning and routine help with the calmness of sessions and I usually try to have visual guides to our aims, goals and sessions on the wall, printed and at hand or available to be referenced on screen. Monitoring the student and pupil is important to constantly reassess if the session’s demands need to be adjusted or scaled back. Often, I will have background music playing of the students choosing to help create a relaxing space. Avoiding direct instruction and using more indirect phrases can help avoid conflict situations and giving choices allows the sense of creative ownership for the student.

•       My experience working with young people with ADHD;

Regarding the students with ADHD, I use a personalized response the student for each session to accommodate how the student is feeling and acting. I find having a structure to work towards is useful but with the ability to be flexible depending on the needs of the moment and the student. Structured lesson plans are useful to offer routine and an overarching curriculum with previews of the work we will be undertaking. Reminders of aims and goals help students and repeating instructions and targets and using visual guides for this works well too to support the students. Variety and short sections help but with the flexibility to continue on work that the student has become engaged with. In session I use frequent breaks, background music that is student led and suitable, reviews and praise and encouragement and discussion.

• My experience working with young people anxiety;

In the sessions I run, we always strive to break the time into manageable blocks and always with the proviso that if the pace is too much or concentration is lapsing, we can break, change focus, rest or even go outside, talk or just have some downtime. The sessions need to be fun and enjoyable. This is key. Finding a topic or subject that the student/pupil is interested in as a project’s focus is a great way to motivate learning and keep attention and enthusiasm, though this ‘focus’ still needs to be able to adapt and change as necessary.

• Social skills/social interaction/friendship skills;

During my sessions with my students I have encouraged collaborative working with other students and socializing during break times. This has included myself and other tutors escorting students over lunch break where they have socialised and developed friendships with peers as well as us all enjoying dialogue, conversation and discussion including likes, interests and more general topics. We also encouraged the development of basic practical social skills such as ordering food and drinks, payment and supervised this as the students became more confident and independent.

Many of the strategies included above form routine parts in my sessions when I teach pupils/students how to animate, design and create digital content, images, digital games and animation. There are various cross-over strategies used and applied, but each student is individual and the sessions are always about working specifically to the needs of the student with the goal of building their confidence, social abilities and specific subject related skills and knowledge while encouraging their interests. Holistically this works towards helping them to become creative, happy, confident and positive individuals.

Currently one of my main students, who I have been teaching digital skills to for 4 years now, has been nominated for the prestigious Anna Kennedy Autism Hero Awards, which I see as a mark of how inclusive education, patience, space and a passion for creative digital design can elevate any student and their sense of self-worth.

• Special Educational Needs (SEN) Expertise:

• • Experienced in the teaching of young people with SEN, including Profound and Multiple Learning Disabilities (PMLD), Autism, Pathological Demand Avoidance (PDA), ADHD, and Cerebral palsy.
  • Trained primary school teacher with experience across all key stages.
  • Developed and delivered engaging education sessions for 16-19-year-olds, including Level 1/Level 2 qualifications, employability, and functional skills in English and Maths.
  • Worked in different settings, this has allowed me to hone my skills and adept to any environment. These settings include, Pupil referral Units (PRU), Children’s Residential, Council run homes, Respite centres, Young people's own homes and Young offenders institutions.
• Development and Coordination:
  • Responsible for the development and coordination of subjects across the full age and ability range with reference to the national curriculum and programmes of study.
  • Identified learning objectives across the curriculum and developed policies as appropriate.
  • Sustained and embedded high-quality subject delivery, regularly monitoring, reviewing, and evaluating the delivery of the curriculum.
• Data Tracking and Transition Support:
  • Tracked pupil progress and collected and monitored data to support teaching and learning.
  • Aided the transition process alongside parents, children, and MDT professionals to help ensure smooth transitions from a PRU setting back to mainstream education.
• Dynamic Lesson Delivery:
  • Delivered and facilitated dynamic, creative, and active lessons, supporting educational activities across the curriculum.
  • Worked in partnership with a range of agencies and providers.
• SEMH Teaching:
  • Responsible for determining the most appropriate and effective support for children and young people with Social, Emotional, and Mental Health (SEMH) needs.
  • Ensured the correct provision of resources within the educational setting, removing barriers to academic performance and catering to individual and personal needs.
• AAC and AT Expertise:
  • Enabling AAC (Augmentative and Alternative Communication) users to access education, offering a range of services including direct intervention and curriculum adaptation.
  • Predominantly worked on Grid 3 and has experience with AAC and Assistive Technology (AT).

• Excellent Communication Skills:
  • Proficient in building strong relationships with students, families, and support networks.
  • Effective in fostering a collaborative and supportive learning environment.
• Outgoing and Persuasive Manner:
  • Skilled in coordinating people who hold differing beliefs or values.
  • Persuasive in promoting inclusive education and advocating for students' needs.
• Analytical and Planning Skills:
  • Wide experience in analytical and planning tasks, developing detailed and effective schemes of work.
  • Strong organizational abilities, ensuring that all students' needs are met and learning objectives are achieved.
• Conscientious and Strong Work Ethic:
  • Committed to delivering high-quality education and support to students with SEN.
  • Demonstrates a strong work ethic and dedication to continuous improvement.
• Confidence, Patience, and Self-Motivation:
  • Confident, patient, and self-motivated in addressing the unique needs of each student.
  • Resilient and adaptable, open to learning and implementing new strategies.
• Teamwork and Networking Skills:
  • Strong teamwork and networking skills.
  • Effective in coordinating and collaborating with colleagues, support staff, and external agencies.
• Creative Arts and Cultural Integration:
  • Passionate about integrating creative arts and cultural activities into the curriculum to provide valuable opportunities for self-expression and cognitive development.

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.

My specialist experience of working with children with SEN in developing a trusting relationship.

Working at the same secondary school for my teaching career, I very soon realised that my specialism was in teaching students with a wide variety of additional needs. From pupils that needed support with reading, writing or specialised equipment to those who were at risk of exclusion, I have always managed to build up good relationships with pupils enabling them to feel at ease to ask for the right support they need to succeed in every lesson.

My experience of teaching autistic young people

Throughout my time as a teacher, I have worked with many children with Autism, each presenting different behaviours such as taking things very literally, the need to be spoken to in a calm and clear manner, requiring short breaks in tasks and needing support with writing to avoid sensory overload to name a few. Getting to know the student prior to teaching, their likes and dislikes and showing a general interest in them, goes a long way to getting the maximum out of the learning.

My experience of teaching students with Dyscalculia

Strategies I use to support children with dyscalculia, in a face-to-face lesson I would use manipulatives and break questions down into smaller steps. For online lessons, using bar modelling to support understanding and encouraging them to use a ruler to break down long wordy GCSE questions. 

My experience of teaching students with PDA

As with all SEND needs the relationship between student and tutor is the key. When working with students with PDA, I find hiding a task in another subject can get a similar outcome and also enable reference to the activity when doing exam work. A good example of this would be baking, this would involve several topics including reading scales, metric units along side ratio and proportion. 

My experience in teaching young people with Anxiety

As a teacher of the lower sets in school most of the students I teach have some form of anxiety often linked to maths. A lot of the worry comes from thinking they aren’t any good at the topic. To overcome this, I would teach a child a topic and then do weekly recaps so they retain the information and hence slowly turning them into confident and independent learners.

 My experience of teaching with pupils with ADHD

I have worked with a wide variety of pupils with ADHD, both medicated and un medicated but very individualised to the child. Keeping activities varied to increase focus and engagement will help the young person however building a good relationship with the child will maximise the learning outcome of the session.

My experience of teaching students with working memory difficulties

Repetition is crucial in order to keep taught skills in the working memory, to support this I always include an element of retrieval at the start of my lessons. As weeks progress and the topics covered increase the recall of the topic become less frequent, this can be supported with a little extra work away from a tutoring session.

My skills and experience supporting young people to develop their independence

Supporting a young person’s independence means giving them space to try things, make choices, and learn from experience while still offering steady encouragement. By offering small responsibilities, clear boundaries, and celebrating progress, I help young people build confidence and trust in their own abilities.

How this looks within the Maths curriculum:
In Maths, independence can be developed through structured problem-solving tasks and clear topic titles that help students organise their learning. I often use revision cards as a tool for memory and recall. At first, students may need guidance to create these cards, but over time they become a powerful resource — written in the student’s own words and tailored to how they understand each topic. Once established, these cards can be used alongside revision guides to reinforce knowledge and strengthen long-term recall.

My experience of teaching young people with SEMH/ behavioural issues

The key behind teaching pupils with behavioural issues is the build up a positive relationship with them. The behaviour is often used to mask a lack of understanding of the topic in a classroom environment, but on a 1 to 1 basis I would be able to use a variety of explanations or methods, so, the pupil gains a good understanding of the topic.

My experience in teaching young people with challenging behaviour

I have extensive experience teaching young people with challenging behaviour, both in mainstream settings and now as a one-to-one tutor. Many of the students I worked with were placed in lower Maths sets not because of low ability, but because behaviour-related barriers had disrupted their learning. My approach focuses on building a strong, positive relationship from the start, restoring confidence in their abilities, and reading the moment—knowing when to push, when to redirect, and when to pause and explore their interests. This balance helps students re-engage with learning and make meaningful progress.

My experience of teaching Maths

I came into teaching after completing my Maths degree as a mature student and quickly found my place in secondary education. I know the Foundation GCSE syllabus inside out and can confidently pinpoint individual gaps in understanding. Over the years, I’ve specialised in supporting students in Years 7–11 who find Maths challenging, helping them grow in confidence through engaging lessons with plenty of key-skill repetition. Now, as a tutor, I work across all major exam boards, teaching both Foundation and Higher GCSE Maths as well as KS2 and KS3. I make learning visual where needed, identify misconceptions quickly, pace lessons appropriately, and can seamlessly connect topics when a student’s understanding allows, even without prior planning.

My experience in supporting young people in the community

As a tutor, my working environment has significantly changed from being in the classroom. Tutoring in the student’s home has now become a familiar environment, arriving on time with the right equipment is paramount to getting the start of the session right.

My specialist experience in providing engaging lessons and inspire a love of learning

Being an experienced teacher, I can move learning on to the next step or explain the topic in a different way in order for the pupil to feel successful. If a child feels successful, they will be engaged in their learning. My ‘tool kit’ will enable the use of hands on or visual resources when needed without pre planning. Children love to learn, learning new things and getting things right will build their confidence, building their confidence will inspire a love of learning having said all that having the right tutor that can quickly build a positive relationship with the young person is the key!

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

I’ve taught many students over my 15 years of teaching, and all have a love of learning Maths. I give them praise when they have got something right and find a way to praise when it is wrong. Quickly finding where errors have been made is easy in a one to one tutoring session so a child can’t repeatedly get questions wrong. If a child is getting things right, they feel successful which builds their confidence. By recapping each week it builds their working memory and when they get something right week after week their confidence slowly increases.

 My experience in teaching young people with sensory and processing needs

When working with a child with sensory needs, it is crucial to identify what the need is as soon as possible. Building a positive relationship initially would help identify when a child is having sensory difficulties during the lesson. As a teacher I have a ‘tool kit’ which is full of hands-on resources and various fidget toys which I take to every session. To help processing needs, again, knowing the young person, understanding when they are processing things and when they need extra support is key to getting the most out of the learning experience.

My experience of teaching executive functioning/ study skills

My lessons contain elements where a student will have the chance to verbalise what they have learnt and the steps they have taken to get there. This will then be written into instructions to help them read back what they have learnt and repeat the task at a late time, aiding independent learning.

My experience of teaching young people with Dyslexia

A positive relationship with the young person will enable them to feel comfortable to ask if they don’t understand. Giving them more time to write things down, making sure they have read and understood the question being asked and allowing them to verbalise an answer before putting something into their own words are some of the strategies I use within a lesson.

Supporting young people with speech and language needs

Whatever subject you are teaching, ensuring young people speak in full sentences, using pictures or hands on resources to support learning, speaking slowly, using new language repeatedly and encouraging them to speak and write down thoughts and explanations with help build their confidence and ability.

My experience in teaching study/ effective functioning skills

Teaching in a mainstream school with large classes it is vital that practices to develop these skills are used daily. Building reputation of prior learning into each lesson, encouraging students to annotate their work to build independence and finishing the lesson by independent writing of step by step explanations of their understanding of the learning covered. These all help to develop a young person’s effective functioning skills enabling them to become confident independent learners.

My experience in teaching Maths and English

Every teacher has a responsibility to teach both Maths and English as part of their subject. My main subject is Mathematics at Secondary school level however my specialism is teaching those who find Maths a challenge. Ensuring a calm and supportive environment, having lots of hands on resources and building a pupils confidence ensures you get the maximum out of the child’s learning. Encouraging students to read explanations, discuss what they have learned and then allowing them to write instructions down is how I would add a literacy focus into a lesson. Whist I have not taught English as a subject on it’s own I am more than happy to work with a child on areas that they need support in, whether it be reading, writing, spelling or punctuation.

My experience of teaching social communication and language skills

Encouraging peer and team work into a classroom helps to build both social and language skills. In a one to one tutoring session that would be difficult however the young person will be interacting with a person they have never met which brings in the social element.