About Me

I am a qualified teacher with PGCE and QTS, a degree in Early Childhood and Masters in International Child Studies. Experience working with students who are non-verbal, have complex needs, autism including high-functioning autism, challenging behaviour, PMLD, ADHD/ ADD, anxiety, cognition and learning difficulties, dyslexia and dyscalculia. I am currently training to become a specialist teacher in Dyslexia.

£100 Per Hour

minimum 1.5 hour sessions

Specialist Experience and Skills

I have worked with pupils with a range of learning needs including those with autism (including autism), low self-esteem and confidence, memory and processing difficulties, dyslexia, ASD and language needs. I have worked with pupils to help develop their focus and attention and with specific learning difficulties such as dyslexia and dyscalculia.

My experience teaching reading skills: I love teaching reading! Teaching reading skills to children opens up a whole new fascinating world. Finding out their interests and what makes them tick and using that as a base to work from. Learning about t... Read More
I have worked with pupils with a range of learning needs including those with autism (including autism), low self-esteem and confidence, memory and processing difficulties, dyslexia, ASD and language needs. I have worked with pupils to help develop their focus and attention and with specific learning difficulties such as dyslexia and dyscalculia.

My experience teaching reading skills: I love teaching reading! Teaching reading skills to children opens up a whole new fascinating world. Finding out their interests and what makes them tick and using that as a base to work from. Learning about the meaning of root words and language morphology is the best way to get children interested in vocabulary. Reading to children helps them develop their language and listening skills and prepares them to understand written words. Engaging their interest and finding ways to keep them engaged. Games are a good way to start.

Teaching English: I found visual cues to be very helpful particularly when children were presented with abstract ideas in English. Writing stories that included strong characters, an interesting plot and good structure were helped using concrete examples to illustrate the abstract idea. In addition, having a word count per paragraph helped children to write the required amount for each section of the story. Following up on verbal cues with pictures to illustrate what was required for each lesson helped the children stay on task.

My experience helping students with SEN to fulfil their potential: Listening and observing the child to create lesson plans which met their needs whilst encouraging and rewarding progress no matter how small all helped to support and provide help where needed. Thinking outside the box and trying different techniques, as well as tried and trusted methods helped foster a positive learning environment. Clear routines in place and helping plan for changes in routine helped the children to work as a team.

Teaching Maths: I have taught maths using concrete examples and getting children to manipulate the objects themselves to make their own observations. Short snippets of theory mixed with practical activities are best for experiencing maths first hand. I like to incorporate all types of disciplines - children might make up a song about multiplication to learn their times tables.


My experience working with students with sensory needs: I have supported children in the classroom who have sensory needs and provided various ways to assist their learning. Weighted vests or blankets have helped calm children down. I have provided headphones to help with noise sensitivity from the general chatter in the classroom and handheld fidgets to help with excessive fidgeting. I have implemented calming strategies by reading a book or being read to. I have developed an exit strategy with children to help them identify what they need to stay calm when they feel overwhelmed.

My specialist experience working with students with anxiety: At my school we introduced a worry box for children who didn’t feel able to share their worries directly with me or who just wanted to remain anonymous. This helped to foster a warm caring environment where children’s worries could be addressed in the confines of the classroom. We also used a buddy mentoring scheme where children who needed extra support was paired with a buddy who sat next to them in class and at lunch and made sure that at playtimes and break they were alright. I had regular daily chats with children and their parents to make sure they were happy and feeling safe.


My experience boosting confidence and self-esteem: Creating a safe and secure environment was the first port of call and having regular good communication between all those involved with the child was close behind. Gaining the children’s attention through eye contact (where possible). Listening and observing the child to create lesson plans which met their needs whilst encouraging and rewarding progress no matter how small all helped to support and provide help where needed.


My specialist experience providing fun sessions to help students engage in learning: I believe that a classroom should be a safe, caring community where children are free to speak their mind and blossom and grow. I like to use a play-based approach to instil a lifelong love of learning. Making lessons fun and engaging ensure sustained motivation and build resilience. A specialist experience has to be tailored for the child so it might be learning measurement and weight through cooking and eating or sensory play that stimulates a child’s senses as well as anything which engages movement and balance. I love the subjects that I teach, and I know how to make them come alive for my pupils.


My skills and experience supporting students to develop their independence: I believe that children who are given responsibilities in the classroom and school help to foster their independence. Regular appropriate tasks and asking children to complete the task that they believe is best for them is a simple technique to ensure that children take charge of their learning.


My experience working with students with autism: When working with students with autism, I focus on key areas of difficulty around social interaction, communication, thought, imagination and sensory needs. In the past, I have used communication boards filled with symbols and pictures to facilitate communication with students. I have also introduced other strategies which may benefit students with autism and associated anxiety, such as calming zones, which are used to help students regroup and relax.

My specialist experience teaching students with high-functioning autism: During my second year of teaching I taught a cohort of children who mostly presented with some form of high functioning autism. Through thoughtful parent questionnaires we compiled a list of favourite things the children were interested in and incorporated the topics into our planning immediately enabling them to contribute about their favourite thing. This led to starting different research projects that put the children in charge of their own learning.


My experience working with students who are non-verbal: I have used basic Makaton to communicate with children who have non-verbal needs. Knowing how to sign for food and drink and learn the routines in the classroom proved useful for children who found it difficult to communicate what they needed. We also used a communication board with symbols and pictures to structure the day. Drawing attention to daily routines; putting away their school bag, hanging their coat and getting their pencil case out were all communicated through the symbols board.

Experience working with students with behavioural needs: I have worked with a huge range of children with behavioural needs and the most important way to get the best from them is to remain positive! Getting to know the child and building positive relationships with them help when they exhibit challenging behaviour. I like to teach positive behaviour techniques and identify their reasons for acting out. I focus on facilitating the behaviour I want and identify with the child what counts as good behaviour and how I want them to behave. Then, we work on ways to communicate it. Basing an activity on positive behaviour and getting the child to lead the discussion help stimulate the activity rather than telling them what to do earn better results.

My specialist experience teaching students with PMLD: In an Australian nursery I worked with a child with PMLD and the centre and I found that giving as much freedom and independence to the child through multi-sensory play was significant for their sense of self and agency.

My experience teaching students with cerebral palsy: The same Australian child presented with cerebral palsy and we tried to give her the social and emotional tools to work through daily challenges - feeding herself independently, putting her coat on to build her resilience and enable her to join in with her peers socially.

My Teaching Philosophy

I like to foster a positive learning environment, developing creative lessons that appeal to learners. I make short and long term goals focusing on the child’s ability to reach them and what that will look like. Sessions will be well planned and include next steps. I have an energetic manner well placed to meet the needs of all pupils.


I believe that a classroom should be a safe, caring community where children are free to speak their mind and blossom and grow. I like to use a play-based approach to instil a lifelong love of learning. Making lessons fun and engaging ensure sustained motivation and build resilience. I love the subjects that I teach, and I know how to make them come alive for my pupils. 

Something Sensational About Me

I went to drama school and I taught cooking for many years. I love using acting to help build story skills and watching chefs using crazy ingredients!

Blogs or articles

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    Availability

    • Monday 9am - 4pm
    • Tuesday 9am - 4pm
    • Wednesday 9am - 4pm
    • Thursday 9am - 4pm
    • Friday 9am - 6pm
    • Saturday 08:30 - 09:30

    Qualifications and Training

    • PGCE - London Metropolitan University
    • Qualified Teacher Status
    • MA International Child Studies - King’s College, London
    • BA Hons Early Childhood Studies - Roehampton University 
    • Level 5 PATOSS Dyslexia Spld (ongoing) Diploma in Teaching Primary Learners with Specific Learning Difficulties.
    • Safeguarding Children in Education
    • Child Protection refresher
    • ... Read More
    • PGCE - London Metropolitan University
    • Qualified Teacher Status
    • MA International Child Studies - King’s College, London
    • BA Hons Early Childhood Studies - Roehampton University 
    • Level 5 PATOSS Dyslexia Spld (ongoing) Diploma in Teaching Primary Learners with Specific Learning Difficulties.
    • Safeguarding Children in Education
    • Child Protection refresher

    Choose me if…

    • You want your child to build confidence in themselves
    • You want to work with a teacher who’s knowledgeable, professional and thinks outside the box
    • You want a teacher who can engage SEN learners and those with Educational Needs
    • You want an experienced teacher with excellent spelling strategies

    SPECIFIC AREAS COVERED

    London

    Location

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    Contact us to book this tutor

      Your contact details will be sent to SENsational Tutors Ltd and will NOT be used for any marketing purposes.




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