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About Me
£95.00 Per Hour
minimum 1.5 hour sessionsSpecialisms and Experience
Autism (including high-functioning) ADD/ ADHD Dyslexia Dyspraxia Memory and processing Focus and attention English Phonics and reading.Specialist Experience and Skills
I am a fully qualified, experienced and highly-skilled teacher. I have a specialism and substantial experience supporting children aged 11 to 16 with SEN, including dyslexia, ASD, communication/ memory/ reading/spelling and numeracy difficulties. English and Maths tutoring.
I am very passionate about making the learning experience unique and fun for each of my learners and unlocking their potential in a multi-sensory, structured way. I have experienced and observed teaching in both primary and secondary sector, and taught SEN students in a mainstream and independent setting, based on speciali... Read More
I am very passionate about making the learning experience unique and fun for each of my learners and unlocking their potential in a multi-sensory, structured way. I have experienced and observed teaching in both primary and secondary sector, and taught SEN students in a mainstream and independent setting, based on speciali... Read More
I am a fully qualified, experienced and highly-skilled teacher. I have a specialism and substantial experience supporting children aged 11 to 16 with SEN, including dyslexia, ASD, communication/ memory/ reading/spelling and numeracy difficulties. English and Maths tutoring.
I am very passionate about making the learning experience unique and fun for each of my learners and unlocking their potential in a multi-sensory, structured way. I have experienced and observed teaching in both primary and secondary sector, and taught SEN students in a mainstream and independent setting, based on specialist SEN training in Specific learning Difficulties-Dyslexia, Dyspraxia, Dyscalculia and Speech and Language Training as well as in extensive cooperation with Educational Psychologists, Occupational Therapists, Speech and Language Therapists, other school professionals and the parents.
Primary
• Common Entrance: 11+ (English, Maths), 13+ (English, Maths)
GCSE
• English, Maths
FUNCTIONAL SKILLS& AQA qualifications
• English, Maths, Science
General
• KS1-KS4 support
• Experience teaching primarily SEND students: SpLD- dyslexia, dyscalculia, dyspraxia, ADD, ADHD; Autism, Speech and Language Difficulties, Profound Learning Difficulties (Global Developmental Delay, Cerebral Palsy), Emotional challenges
• Revision planning, study skills
• Skills for learning
I am a fully qualified, experienced and highly-skilled teacher. I specialise in tutoring both literacy and numeracy as well as English and maths aged 11 to 16, and those preparing for their 11 plus, 13 plus and GCSE examinations. I have a specialism and substantial experience supporting children with SEN, including dyslexia, ASD, communication/ memory/ reading/spelling and numeracy and complex difficulties.
Programmes taught:
Inclusion based schemes of work and programmes to SEN and underachieving students - English nurture groups (Y7-9), maths nurture groups (Y8-9), Zones of Regulation (Y9-11), the Incredible 5/point scale (Y7-8); Expressive Language (Y7-9), Vocabulary Enrichment (Y7-9), Lego (Y7-8), Reading (Y7-8), writing and comprehension (Y7-9), literacy and numeracy (Y7-9), Functional Skills English and Maths (Y10-11); Toe by Toe, SRA (Y1-6), assisting in delivery of ‘Read Write Inc’ (Y1); Expressive Language programme, Vocabulary Enrichment programme (Y7-8), ASDAN (Y10-11), Prince's Trust (Y10-11), PAT (Y7-8), Dockside (Y7-8), Word Family (Y1-6) ,
11+ Maths, English (SEN)
I have previously worked with two students towards the 11+ assessments. Jasmine sat entry examinations for three schools, with all students going on to one of their preferred secondary/boarding school.
Jasmine, 11+ maths: Jasmine is severely dyscalculic, she struggled with her general maths skills (including time tables) and applying theory into practice. We steadily worked on building up her confidence, understanding, and exam technique. She was offered a place at Kew House.
Conrad, 11+ English: Conrad has dyslexia and found it difficult to extract and then implement information from the text in his writing. His focus, processing, and writing speed were low. We suggested typing sessions which-at completion- sharply improved his writing speed — we steadily built-in techniques for time-efficient reading and planning a correctly structured written response. As a result, he moved up a set within a term in Year 5.
GCSE English/Mathematics (SEN)
I have worked with several exam boards (Edexcel, AQA, WJEC) for GCSE/ Functional Skills/ AQA. I have helped many students move from 2/3/4 to 3/4/5/6. For students at the lower end of the grade, spectrum focus is on learning content and attaining a firm understanding as well as application.
Jawad, GCSE maths: Jawad found several areas of maths challenging. He was autistic, lacking full understanding, and doubted his ability. We worked through his knowledge gaps and tricky aspects of the topics to give him an excellent base to work. Then we moved on to more advanced work, which I made multi-sensory, fun and interactive, in line with his ASD profile. He moved from borderline 5/6 to a 7.
Saptieu GCSE English Language: Sap, in line with her ASC spectrum, struggled with expressing herself in writing. She wasn’t able to structure her text or make up a storyline that would reflect her ideas accurately. We worked on her planning skills as well as vocabulary and sentence structure to write coherent paragraphs. She also struggled with bringing adequate evidence to her analysis, so she learned the techniques to work with the text efficiently and embedding it into PEE paragraphs.
Revision planning:
On many occasions, I have helped several students to develop a revision schedule. Dependent on how close students are to their exams, the revision plan will either involve covering content and creating notes to attempting exam questions and developing understanding.
Archie, GCSE Revision and Study Skills: Archie was struggling to organise his time effectively when he started revising for his exams. I helped him prioritise his revision subject by subject and built a realistic revision timetable with him that he used throughout his study leave and exam period. We also worked on revision techniques and timed practice papers. This way, we helped him develop his organisational skills and ensured he felt confident going into his exams. Archie was offered a place at Harrodian.
SEN general support:
I have taught many individuals with dyslexia, dyscalculia, ADHD, autism, speech and language difficulties as well as social and behavioural difficulties. Therefore, I experienced various behavioural manifestation specific to a student’s conditions.
Zak: Zak struggled with ADHD, lack of concentration, and found it very difficult to focus in class. I helped him with the organisation of his work, homework, and any bits of classwork he had not been able to finish. I made lessons as interactive as possible but stuck to a clear routine, including breaks, so he felt confident each time we had a session.
I am very passionate about making the learning experience unique and fun for each of my learners and unlocking their potential in a multi-sensory, structured way. I have experienced and observed teaching in both primary and secondary sector, and taught SEN students in a mainstream and independent setting, based on specialist SEN training in Specific learning Difficulties-Dyslexia, Dyspraxia, Dyscalculia and Speech and Language Training as well as in extensive cooperation with Educational Psychologists, Occupational Therapists, Speech and Language Therapists, other school professionals and the parents.
Primary
• Common Entrance: 11+ (English, Maths), 13+ (English, Maths)
GCSE
• English, Maths
FUNCTIONAL SKILLS& AQA qualifications
• English, Maths, Science
General
• KS1-KS4 support
• Experience teaching primarily SEND students: SpLD- dyslexia, dyscalculia, dyspraxia, ADD, ADHD; Autism, Speech and Language Difficulties, Profound Learning Difficulties (Global Developmental Delay, Cerebral Palsy), Emotional challenges
• Revision planning, study skills
• Skills for learning
I am a fully qualified, experienced and highly-skilled teacher. I specialise in tutoring both literacy and numeracy as well as English and maths aged 11 to 16, and those preparing for their 11 plus, 13 plus and GCSE examinations. I have a specialism and substantial experience supporting children with SEN, including dyslexia, ASD, communication/ memory/ reading/spelling and numeracy and complex difficulties.
Programmes taught:
Inclusion based schemes of work and programmes to SEN and underachieving students - English nurture groups (Y7-9), maths nurture groups (Y8-9), Zones of Regulation (Y9-11), the Incredible 5/point scale (Y7-8); Expressive Language (Y7-9), Vocabulary Enrichment (Y7-9), Lego (Y7-8), Reading (Y7-8), writing and comprehension (Y7-9), literacy and numeracy (Y7-9), Functional Skills English and Maths (Y10-11); Toe by Toe, SRA (Y1-6), assisting in delivery of ‘Read Write Inc’ (Y1); Expressive Language programme, Vocabulary Enrichment programme (Y7-8), ASDAN (Y10-11), Prince's Trust (Y10-11), PAT (Y7-8), Dockside (Y7-8), Word Family (Y1-6) ,
11+ Maths, English (SEN)
I have previously worked with two students towards the 11+ assessments. Jasmine sat entry examinations for three schools, with all students going on to one of their preferred secondary/boarding school.
Jasmine, 11+ maths: Jasmine is severely dyscalculic, she struggled with her general maths skills (including time tables) and applying theory into practice. We steadily worked on building up her confidence, understanding, and exam technique. She was offered a place at Kew House.
Conrad, 11+ English: Conrad has dyslexia and found it difficult to extract and then implement information from the text in his writing. His focus, processing, and writing speed were low. We suggested typing sessions which-at completion- sharply improved his writing speed — we steadily built-in techniques for time-efficient reading and planning a correctly structured written response. As a result, he moved up a set within a term in Year 5.
GCSE English/Mathematics (SEN)
I have worked with several exam boards (Edexcel, AQA, WJEC) for GCSE/ Functional Skills/ AQA. I have helped many students move from 2/3/4 to 3/4/5/6. For students at the lower end of the grade, spectrum focus is on learning content and attaining a firm understanding as well as application.
Jawad, GCSE maths: Jawad found several areas of maths challenging. He was autistic, lacking full understanding, and doubted his ability. We worked through his knowledge gaps and tricky aspects of the topics to give him an excellent base to work. Then we moved on to more advanced work, which I made multi-sensory, fun and interactive, in line with his ASD profile. He moved from borderline 5/6 to a 7.
Saptieu GCSE English Language: Sap, in line with her ASC spectrum, struggled with expressing herself in writing. She wasn’t able to structure her text or make up a storyline that would reflect her ideas accurately. We worked on her planning skills as well as vocabulary and sentence structure to write coherent paragraphs. She also struggled with bringing adequate evidence to her analysis, so she learned the techniques to work with the text efficiently and embedding it into PEE paragraphs.
Revision planning:
On many occasions, I have helped several students to develop a revision schedule. Dependent on how close students are to their exams, the revision plan will either involve covering content and creating notes to attempting exam questions and developing understanding.
Archie, GCSE Revision and Study Skills: Archie was struggling to organise his time effectively when he started revising for his exams. I helped him prioritise his revision subject by subject and built a realistic revision timetable with him that he used throughout his study leave and exam period. We also worked on revision techniques and timed practice papers. This way, we helped him develop his organisational skills and ensured he felt confident going into his exams. Archie was offered a place at Harrodian.
SEN general support:
I have taught many individuals with dyslexia, dyscalculia, ADHD, autism, speech and language difficulties as well as social and behavioural difficulties. Therefore, I experienced various behavioural manifestation specific to a student’s conditions.
Zak: Zak struggled with ADHD, lack of concentration, and found it very difficult to focus in class. I helped him with the organisation of his work, homework, and any bits of classwork he had not been able to finish. I made lessons as interactive as possible but stuck to a clear routine, including breaks, so he felt confident each time we had a session.
My Teaching Philosophy
Having a passion for supporting less able students and for continuously developing myself, I know that with the right teaching, specific barriers to learning can be sufficiently addressed or removed. Having experienced the impact of personalised one-to-one tutoring myself, I have seen the many positives the system can bring. I also had a chance to implement the strategies observed in a range of London schools, both mainstream and independent. I strive to embed a wide range of approaches by using and enriching many highly acclaimed and tested SEN teaching strategies. It is vital that the needs of each student are carefully assessed, whether formally and informally, and that the teaching is tailored to their profile. Regardless of the level taught, it is impossible to make real progress unless the student first has engagement and interest in the subject. I see my task as a tutor as a mixture of differentiating and invigorating the material for those studying.Something Sensational About Me
I can draw realistic portraits of your family... and even your pets!My true passions are in supporting vulnerable people and I am interested in environmental issues and supporting ethnic minorities, e. g. EAL families; a keen traveller,
swimmer and artist– raised money for charities via auctions of art;
Qualifications and Training
OCR Level 5 Diploma: Postgraduate Diploma in Teaching Learners with Dyslexia/Specific Learning Difficulties, London Level 3 Diploma: Communication support for verbal students with autism
ELKLAN, London-based CELTA: Teaching English as a Second or Foreign Language/ESL Language Instructor
International House, London
BA (Hons): English and French, 2.1
Teacher training- QTS (General Teaching Council)
MA: History of Art 2.1 Art Technician -various in-house SEN courses 2009-... Read More
OCR Level 5 Diploma: Postgraduate Diploma in Teaching Learners with Dyslexia/Specific Learning Difficulties, London Level 3 Diploma: Communication support for verbal students with autism
ELKLAN, London-based CELTA: Teaching English as a Second or Foreign Language/ESL Language Instructor
International House, London
BA (Hons): English and French, 2.1
Teacher training- QTS (General Teaching Council)
MA: History of Art 2.1 Art Technician -various in-house SEN courses 2009-2019 (dyslexia, dyscalculia, dyspraxia, autism, speech and language difficulties, epilepsy, Child Protection, Safeguarding, team- teach, Prevent, Lego, Teenage Brain, Bright Moods Bright Minds, )