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Terri

Terri

1 Review

East Grinstead

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Fully Booked

£120 per hour

*Minimum 1.5 hours per session in person
Contact Me

East Grinstead

Show on map

Terri

1 Review

Rate:

£120 per hour

Minimum 1.5 hours per session in person
Fully Booked

About Me

I am an experienced teacher with 35+ years of working with students and parents in Education. I have 7 years experience of working with students 1:1, who are unable to attend school through exceptional circumstances. Each student I work with brings their own unique challenges and strengths and it’s been my privilege to support them in overcoming obstacles, building confidence and discovering their potential.

Skills & Experience​

I have extensive experience of working with students with diverse needs, including autism, ADHD,PDA, FAS, speech and language needs and working memory needs. My approach is rooted in patience, empathy and structured support, emphasising the importance of routine, clear communication and positive reinforcement.  Autism may present additional communication or sensory processing needs, which I accommodate through getting to know the student and their preferences.  

I focus on building functional and life skills by breaking tasks into manageable steps, using visual aids, hands-on activities and consistent routines. Skills such as cooking, hygiene, safety, money handling, time management and social interaction are taught through repetition, modelling and real-world practice. My goal is to foster independence while boosting self-confidence.  

Collaboration with families, therapists and other important people in the student’s life are essential and I maintain open communication to work on goals within the EHCP and develop progress. I tailor lessons to each student’s interests and their strengths to keep them engaged and motivated. My background includes training in autism, ADHD, PDA, FAS, learning needs, behaviour management and adapting learning tools – this enables me to support students in developing practical skills that enhance their quality of life.  

One of the most fulfilling aspects of my work has been seeing a student make progress, no matter how small and knowing that I’ve played a part in helping them develop skills that will serve them for the rest of their lives. Collaborating with families, other teachers and specialists has also been a crucial part in this journey, as it allows me to create a supportive and consistent learning environment that addresses each student’s holistic needs. My experience has deepened my understanding of the diverse ways students learn and has strengthened my commitment to help every student reach their full potential. 

 

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My Teaching Philosophy

What does this look like? I draw on my personality, training and a wide range of resources: lessons begin ‘checking in’ on the student’s emotion base, then I usually follow this with a low demand experiment, creating a curiosity to learn – requesting the student to make predictions, observe closely and then make sense of the results. My lessons are led by the student’s interest but can also offer alternatives to traditional methods – using outdoor learning, mindfulness, physical exercise, cooking, geocaching, ice-sculpting, to name a few – I use the AQA Unit Award Scheme to recognise these achievements. I use visual prompts, now/next boards, zones of regulation and a range resources to support concentration.  My lessons end with ‘student voice’, asking them to rate the lesson and to give feedback.

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Qualifications and Training

  • QTS.
  • B.Ed (Primary).
  • BSc (Hons) Psychology.
  • Msc Psychology of Sport.
  • Certificate in Understanding Children and Young People’s Mental Health.
  • Introduction to Makaton.
  • Helping Demand Avoidant (PDA) children in your class.
  • New Forest parenting – support mechanisms in how to parent/teach children with ADHD.
  • Mindfulness teacher of .b curriculum and paws b.
  • Certificate in counselling skills.
  • Keeping Children Safe in Education 2024.
  • Autism awareness.
  • Receptive Language.
  • Emergency Paediatric First Aid
  • AQA Unit Award Scheme

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Choose me if…

…you need a calm, structured environment where the student has choices. I build a strong, trusting relationship with the student, getting to know their likes/dislikes. Through exploring personalised strategies I can support a student to feel focussed and emotionally regulated. I break tasks into small, manageable chunks and help with time management. By encouraging self -awareness and using positive reinforcement students manage stress and have control over their own learning journey.

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Availability

Sunday: –

Ages Supported

  • Early Years
  • Primary
  • Secondary
  • Post 16
  • Adult

Specialisms

  • Anxiety
  • ASC (autism)
  • ADHD & ADD
  • PDA (Pathological Demand Avoidance)
  • SEMH (Social & Emotional & Mental Health needs)
  • Working Memory and Processing Needs
  • Speech and Language Needs (including non-verbal)
  • Global Developmental Delay & Learning Difficulties
  • SEND (inc. disabilities)
  • Other SEN

Subjects Provided

  • Primary (Maths and/or English/Literacy)
  • Study Skills & Executive Functioning Skills
  • Social Communication & Language Skills
  • Homework Support

Locations Covered

East and West Sussex, Kent, and Surrey

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Something Sensational About Me

I am a keen runner, often seen running with my Irish Setter! I love a challenge and have run several half marathons and marathons. It’s now time to explore some abroad!

Reviews

Excellent
5
1 review
5
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1
  • Liz

    Amazing experience and highly recommended

    We were in absolute despair before we found SENsational – finding a tutor for a highly complex young man with significant learning disabilities but a proven ability to learn had seemed an impossible task. It immediately became clear that SENsational differ from other providers in their expert understanding of statutory frameworks and genuine ability to understand, work with and support young people and their families. We were astonished at the sheer level of ground work they were willing to put in where other providers were clearly only interested in payment.

    Terri was identified by SENsational as being a suitable tutor- but it was very clear the decision was ours – and the quality of both SENsational’s background work and Terri’s professionalism and experience became clear as soon as she was introduced to us. Watching Terri at work is extraordinary, she very quickly was able to judge how to encourage and develop the potential of a young man needing highly specialised education whilst keeping him engaged and safeguarding his precarious mental health. Terri’s amazing creativity, resourcefulness, experience and sensitivity mean that she is able to offer an education which would otherwise be completely inaccessible.

    We cannot recommend Terri and SENsational highly enough.

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Choose me if...

…you need a calm, structured environment where the student has choices. I build a strong, trusting relationship with the student, getting to know their likes/dislikes. Through exploring personalised strategies I can support a student to feel focussed and emotionally regulated. I break tasks into small, manageable chunks and help with time management. By encouraging self -awareness and using positive reinforcement students manage stress and have control over their own learning journey.

Back

Qualifications & Training

  • QTS.
  • B.Ed (Primary).
  • BSc (Hons) Psychology.
  • Msc Psychology of Sport.
  • Certificate in Understanding Children and Young People’s Mental Health.
  • Introduction to Makaton.
  • Helping Demand Avoidant (PDA) children in your class.
  • New Forest parenting – support mechanisms in how to parent/teach children with ADHD.
  • Mindfulness teacher of .b curriculum and paws b.
  • Certificate in counselling skills.
  • Keeping Children Safe in Education 2024.
  • Autism awareness.
  • Receptive Language.
  • Emergency Paediatric First Aid
  • AQA Unit Award Scheme
Back

My Teaching Philosophy

What does this look like? I draw on my personality, training and a wide range of resources: lessons begin ‘checking in’ on the student’s emotion base, then I usually follow this with a low demand experiment, creating a curiosity to learn – requesting the student to make predictions, observe closely and then make sense of the results. My lessons are led by the student’s interest but can also offer alternatives to traditional methods – using outdoor learning, mindfulness, physical exercise, cooking, geocaching, ice-sculpting, to name a few – I use the AQA Unit Award Scheme to recognise these achievements. I use visual prompts, now/next boards, zones of regulation and a range resources to support concentration.  My lessons end with ‘student voice’, asking them to rate the lesson and to give feedback.

Back

Skills & Experience​

I have extensive experience of working with students with diverse needs, including autism, ADHD,PDA, FAS, speech and language needs and working memory needs. My approach is rooted in patience, empathy and structured support, emphasising the importance of routine, clear communication and positive reinforcement.  Autism may present additional communication or sensory processing needs, which I accommodate through getting to know the student and their preferences.  

I focus on building functional and life skills by breaking tasks into manageable steps, using visual aids, hands-on activities and consistent routines. Skills such as cooking, hygiene, safety, money handling, time management and social interaction are taught through repetition, modelling and real-world practice. My goal is to foster independence while boosting self-confidence.  

Collaboration with families, therapists and other important people in the student’s life are essential and I maintain open communication to work on goals within the EHCP and develop progress. I tailor lessons to each student’s interests and their strengths to keep them engaged and motivated. My background includes training in autism, ADHD, PDA, FAS, learning needs, behaviour management and adapting learning tools – this enables me to support students in developing practical skills that enhance their quality of life.  

One of the most fulfilling aspects of my work has been seeing a student make progress, no matter how small and knowing that I’ve played a part in helping them develop skills that will serve them for the rest of their lives. Collaborating with families, other teachers and specialists has also been a crucial part in this journey, as it allows me to create a supportive and consistent learning environment that addresses each student’s holistic needs. My experience has deepened my understanding of the diverse ways students learn and has strengthened my commitment to help every student reach their full potential. 

 

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