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I am an experienced tutor who works with children in their homes. I have experience in teaching pupils who have ASD, are non-verbal, have echolalia, cerebral palsy, dyslexia, dyscalculia and ADHD, as well as supporting children who have vulnerabilities in anxiety disorders. I am a Qualified Primary School Teacher, a Specialist Dyslexia Teacher and, as such, have a Master’s level knowledge of Executive Function and Working Memory – how it affects the individual and how to support learning.

My Specialist Experience in Building Trusting and Meaningful Relationships

I have extensive experience working with pupils who require additional support and rely on a good relationship built on trust and understanding with the tutor. I work to understand the strengths and difficulties of each learner, experiences of education and triggers which can cause emotional dysregulation. An authentic interaction, flexibility of teaching, learning and expectations of learners build a secure environment in which learning can occur. Positive reinforcement of achievements, no matter how small, drives forward a desire to learn and changes the outlook of the learner regarding education, as well as building self-esteem.  I ensure I use an enthusiastic, nurturing, compassionate and empathic approach while maintaining the individual as central to all interactions, which builds confidence and understanding of self. This, in turn, supports the individual with the confidence, knowledge, and skills to develop socially, make friends, enjoy the social side of life, and gradually build confidence to be independent.

My Specialist Experience Teaching Pupils with ADD and Anxiety.

I have taught pupils in mainstream, in a specialist provision, a specialist sixth form and college who have a diagnosis of ADD. I understand the challenges, difficulties and strengths of individuals with this diagnosis. My main aim is to enthuse confidence, reduce anxiety as well as provide evidence-based strategies for working memory and executive function difficulties, which can affect study skills. I am a qualified specialist teacher, am studying at UCL to complete a Masters in Specific Learning Difficulties and have evidence-based theoretical knowledge as well as practical skills to support individuals with these cognitive difficulties. With strategies and accommodations to support the individual, I have seen anxiety drop and a love for learning develop  – it really is wonderful to see as self-belief grows. Fun is central to this, and I bring enthusiasm, confidence and fun in bucket-loads.

My Specialist 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 use clear and consistent routines to provide structure, breaking down tasks into manageable steps to prevent overwhelm. Incorporating hands-on activities and interactive lessons keeps students engaged, while frequent breaks help them maintain focus. I also use visual aids and graphic organizers to simplify complex concepts and offer immediate, specific feedback to reinforce positive behaviours and achievements. My approach is designed to create a learning environment where students with ADHD can excel both academically and personally.

My Specialist Experience Teaching Pupils with ADD and Anxiety.

I bring both professional expertise and personal insight to my tutoring practice. Having close family members who are neurodiverse has given me a deep understanding of the challenges these students face and the strategies that truly work. In my teaching, I emphasise creating a calm, structured environment where students feel safe and supported. I break down tasks into smaller, manageable steps, using visual aids and interactive lessons to maintain engagement. Regular check-ins and a flexible approach help address anxiety, allowing students to progress at their own pace. My personal experience with neurodiversity enhances my ability to connect with and support each student, helping them build confidence and achieve their academic goals.

My Specialist Experience Teaching Young People with Working Memory Difficulties.

I have a deep understanding of working memory difficulties and bring both research-backed strategies and practical expertise to my tutoring. I’ve spent significant time studying cognitive science to understand how working memory impacts learning, and I apply this knowledge to create tailored lesson plans that cater to each student’s unique needs. I use techniques such as chunking information, utilizing mnemonic devices, mind-mapping techniques, online post-it notes, graphic organisers and incorporating multi-sensory learning to help students retain and process information more effectively. By fostering an organised and supportive learning environment, I help young people with working memory difficulties overcome challenges, build confidence, and achieve academic success.

My Specialist Experience Teaching Young People with Sensory and Auditory Processing Difficulties

 Understanding how these challenges affect learning, I implement strategies that make lessons more accessible and engaging. I use a multi-sensory approach, incorporating visual aids and clear, concise, visually represented instructions to ensure concepts are fully understood. For students with auditory processing issues, I tailor lessons with enhanced visual support and break down instructions into smaller, more manageable parts. My approach is rooted in both evidence-based practices and my own experience, empowering students to overcome obstacles and reach their academic potential in a supportive, adaptive environment.

My Specialist Experience Teaching Young People with Speech and Language Difficulties

 I focus on practical, engaging methods tailored to each student’s unique communication needs. For instance, I incorporate tools like customised visual prompts and interactive storytelling that directly align with their interests and strengths, making language learning relevant and motivating. My approach isn’t just about improving speech and language skills—it’s about helping students find their voice and building their confidence to use it. Through a patient, hands-on methodology, I’ve seen students make significant strides in their communication abilities and overall academic performance.

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

With a deep understanding of children with Social, Emotional, and Mental Health (SEMH) needs in my professional and personal life, my tutoring approach is built on empathy, expertise, and proven strategies that foster academic growth and emotional resilience. I focus on scaffolding executive function skills, which are crucial for helping students manage their emotions, plan and organise their work effectively. By breaking tasks into smaller, manageable steps and using visual planners, I guide students in developing essential skills like time management, self-regulation, and task initiation. My sessions are designed to be a safe and supportive space where children feel heard, understood, and capable of overcoming challenges. Through this nurturing approach, I’ve helped many students with SEMH needs not only succeed academically but also gain confidence in their ability to navigate life’s demands.

My Specialist Experience Teaching Young people to Boost their Confidence and Self-Esteem and Foster a Love of Learning.

With a passion for nurturing self-esteem and fostering a genuine love of learning in young people, my tutoring approach is centred on creating a positive and empowering environment. I believe that confidence is the foundation of academic success, so I build it through consistent encouragement, celebrating small victories, and setting achievable goals. My sessions are tailored to each student’s unique strengths and interests, making learning a more personal and enjoyable experience. Incorporating interactive, hands-on activities and offering positive reinforcement, I help students see their potential and take pride in their progress. Over time, this approach not only boosts their academic performance but also instils a lifelong curiosity and enthusiasm for learning.

My Specialist Experience Supporting Learners with Complex Needs:

Teaching learners with complex needs is a profession and a privilege that requires compassion, patience and understanding.

I ensure that every interaction is a sanctuary where lessons are tailored to the individual needs and strengths of the learner. Teaching methods are rewritten as words may not be enough; gestures become intricate expressions as the power of alternative methods of communication unlocks the door to a world of learning that is not easily visible.

I approach teaching learners with complex needs as a journey where even the smallest gesture is observed, recognised, and built upon as part of a commitment to fostering academic growth and developing essential life skills, social connections, and a sense of joy and self-worth.

Lessons that teach practical life skills become engaging through a keen knowledge of the learner and their sensory needs. The smallest success is shared and celebrated with a desired reward, and sessions are achievable through visual resources to order and develop a receptive understanding of the lesson structure.

I utilise the Engagement Model, a holistic method of assessing and teaching learners. It is the result of a government review into the teaching of learners with complex needs, which identified an active involvement scale to provide more inclusive and tailored teaching. It stands as the most reliable indicator of student engagement and, consequently, effective learning outcomes.

My Specialist Experience Supporting Learners with Dyslexia

Although dyslexic learners face challenges in traditional, class-based learning systems, it should not be forgotten that they have a set of unique talents and creative brilliance that, with the right guidance, can develop simmering confidence into empowered and unstoppable young adults. Support with reading, spelling, and executive function can give them the confidence to unleash their perspectives on problem-solving and creativity.

I am a qualified assessor and specialist teacher of pupils with dyslexia, a registered Associate Member of the British Dyslexia Association and have the skills, expertise and experience to support young people with dyslexia.

A multisensory approach and short, outcome-focused tasks are coupled with technology to foster interest in learning and assist in challenging activities, which together will engage and inspire the learner. I am an understanding tutor, and my lessons provide regular and authentic praise. I can craft sessions to develop academic progress and confidence, lowering the previously fortress-like barriers to learning.

As with all areas of SEN, knowing the learner is paramount as an individual programme will accelerate progress and develop a positive attitude towards learning for life.

A Brief Bio:

Following my degree in SEN, I undertook a placement for part of my PGCE in an ASD unit within a mainstream primary school where I developed an understanding of the challenges faced by learners with autism in schools.

After achieving QTS, I developed knowledge of the key stage 2 curriculum and worked in several inclusive primary schools where neurodiversity was embraced. I consequently developed teaching strategies to support children with SEND in progressing and achieving.

Following this, I led a junior school within an independent school, developing the teaching of maths and English to a high level and developing a new ethos for the school of including parents as part of the school’s learning community. I forged good relations with parents based on understanding and authenticity. Additionally, I developed the curriculum to be more engaging by linking it with real-life situations, created and managed the running of enrichment weeks to include activities that supported mental health awareness, built on classroom learning through practical activities, offsite trips, sleepovers at London Museums and London Zoo and welcomed visitors including the Charles Dickens Fellowship from Rochester and two Shetland ponies who came into the classrooms!

Having previously adopted a passion for learners with SEN, I moved to a specialist SEND school and led the sixth form, providing provision for pupils with MLD and PMLD. As well as leading the school’s sixth form provision, I taught learners up to the age of 25 years. With a nurturing approach, encouragement and enthusiasm, I developed the learner’s self-esteem and self-efficacy, developing confidence and self-belief – many remain in touch, and I feel great joy as I hear of their achievements. As a form tutor with a holistic responsibility for my class, I planned and delivered lessons for young people on a sensory pathway who were completing ASDAN qualifications using the Engagement Model approach for pupils with complex learning needs. I held Annual Review meetings and wrote Provision plans for EHCPs. I collaborated with speech and language therapists and occupational therapists while working closely with parents to safeguard the learners’ mental health and maintaining the pupil as central to everything discussed, planned and assessed. I also taught pupils with moderate learning difficulties in Functional Skills Maths and English, from entry-level to level 2 using the same pupil-centred and parent-consulted approach. To develop skills for independence, I took pupils offsite and on public transport, taught them how to cook in the kitchen, and held lessons in a purpose-built flat. I wrote sensory stories to improve engagement and created visually supported social stories to stop feelings of anxiety.

I also taught in an SEMH specialist setting, teaching pupils in years 7 and 8 following the primary curriculum. Collaboration with onsite Speech and Language and Occupational therapists, thorough knowledge of EHCPs and EP reports, and a good relationship built on trust, learning was pupil-centred and individual needs were woven into the lesson plan to support progress in specialist interventions. I used Lego therapy to develop interaction in the classroom and encourage reciprocal conversations amongst adults and pupils to utilise strategies learnt in therapeutic sessions. A visually supportive classroom management system such as visual timetables, now and next boards, fidget toys and exercise bands to engage gross motor sensory needs were coupled with uniform displays to reduce sensory overload and produce a “calm alert” learning environment. I taught Zones of Regulation, which, coupled with desktop check-ins, supported learners with self-regulation and reduced anxiety through a feeling of control.