Victoria

With over 25 years of experience in primary education, I have had the privilege of supporting children with a wide range of needs, personalities and learning profiles. My approach is warm, calm and highly individualised, ensuring every child feels safe, understood and able to flourish. I am passionate about helping children build confidence, develop independence and enjoy learning in a way that feels meaningful to them.

As a qualified and experienced SENCo and former Assistant Head, I have supported hundreds of children with neurodivergent, physical and complex needs. My work has included designing bespoke interventions, coordinating provision and leading staff teams to deliver consistent, high‑quality support. I am skilled in developing executive‑function skills such as organisation, planning, working memory and task initiation, using practical, accessible strategies that help children succeed both academically and in daily life.

Supporting emotional regulation is central to my practice. I use co‑regulation, modelling and gentle scaffolding to help children understand their feelings, manage overwhelm and develop tools they can use independently. Whether a child needs help with transitions, frustration tolerance, sensory regulation or social‑emotional understanding, I provide steady, compassionate guidance tailored to their individual needs. I also support social‑skills, language and communication development, helping children build confidence in communication, friendships and group interactions.

Strong relationships with families are at the heart of my work. I take time to listen, collaborate and ensure parents feel supported, informed and involved. As a parent of neurodivergent teenagers, I understand the journey from both a professional and personal perspective—the hopes, the challenges and the importance of feeling truly heard. This lived experience strengthens the empathy, authenticity and sensitivity I bring to every family I work with.

Throughout my career, I have collaborated closely with Speech and Language Therapists, Educational Psychologists, CAMHS teams, medical consultants, Teachers of the Deaf, occupational therapists and many other professionals. This multi‑agency experience allows me to provide joined‑up, holistic support that meets each child’s needs in a thoughtful and coordinated way. My goal is always to help children feel confident, secure and ready to thrive—academically, socially and emotionally.

My teaching philosophy is rooted in the belief that every child can thrive when they feel understood, supported and genuinely valued. I teach with warmth, patience and calm consistency, creating an environment where children feel safe enough to take risks, make mistakes and grow. I see each child as an individual with their own strengths, interests and learning profile, and I tailor every session to meet them exactly where they are.

I use a highly child‑centred approach, combining structured teaching with flexibility and creativity. My sessions often blend multisensory learning, visual supports, modelling, scaffolding and gentle coaching. I draw on evidence‑based interventions to support literacy, numeracy, executive function and emotional regulation, adapting them so they feel accessible and enjoyable. I believe learning should feel achievable, not overwhelming, and I break tasks into manageable steps to build confidence and independence.

A core part of my practice is supporting emotional regulation, including co‑regulation. I work alongside children to help them understand their feelings, recognise triggers and develop strategies they can use both in tutoring sessions and everyday life. I use calm modelling, predictable routines, visual cues and supportive language to help children feel grounded and secure. This emotional foundation allows academic learning to flourish.

I am also passionate about developing executive‑function skills such as organisation, planning, working memory, flexible thinking and task initiation. These skills underpin so much of a child’s success, both in school and beyond. I teach them explicitly and gently, using practical tools, visual organisers, checklists, timers and step‑by‑step routines. Alongside this, I support social‑skills development, helping children build confidence in communication, friendships and group interactions through role‑play, modelling, social stories and reflective discussion.

To me, a good tutor is someone who listens deeply, adapts thoughtfully and builds strong, trusting relationships with both children and families. A good tutor sees the whole child—not just their challenges—and celebrates their strengths, interests and personality. They collaborate with parents and professionals, communicate clearly and consistently, and create a space where children feel safe, capable and proud of themselves. Above all, a good tutor helps children believe in their own potential.