About Me

I am a passionate and highly skilled primary school teacher with 14 years experience, teaching children from pre-school (age 3) to age 11, including those with a wide range of additional needs. I specialise in teaching children in Early Years and Key Stage One, using a creative and dynamic approach to the curriculum. I have a particular interest in High-Functioning Autism, Dyslexia, Sensory Processing Disorder, and in developing confidence and high self-esteem in children.

£90 Per Hour

minimum 1.5 hour sessions

Specialist Experience and Skills

I have been a teacher for 14 years and in my most recent post was PSHE (Personal, Social, Health and Economic) Co-Ordinator for the whole school. I also qualified as an Early Years Ofsted Inspector with Ofsted. I am passionate about all children having access to high quality education, so they can have the best possible outcomes in later life. I care deeply about supporting children with additional needs, both in school settings and at home, and recognise the importance of working closely with families to ensure each child’s needs are being met fully.

My Skills and Experience with Autism:... Read More
I have been a teacher for 14 years and in my most recent post was PSHE (Personal, Social, Health and Economic) Co-Ordinator for the whole school. I also qualified as an Early Years Ofsted Inspector with Ofsted. I am passionate about all children having access to high quality education, so they can have the best possible outcomes in later life. I care deeply about supporting children with additional needs, both in school settings and at home, and recognise the importance of working closely with families to ensure each child’s needs are being met fully.

My Skills and Experience with Autism: I have a five-year- old son with ASD who has required significant additional support at home. This has equipped me to understand autism and the unique challenges children with ASD and their families face. I know from my experience as a teacher, and also as a parent of a child with autism, that every child with ASD is completely unique and that the best way to help children to make the best possible progress, is to really know that child and what will help them to feel fully supported and inspired.

I prioritise gathering as much information as possible about children from parents before I meet any child. I like to know as much detail as possible about their interests, what makes them feel worried, excited, any sensory differences, favourite TV programmes, books etc. The more information the better, so that I can help that child to feel safe and valued from the start, and plan a stimulating and engaging curriculum to help them make the best possible progress. I believe working in partnership with parents is absolutely crucial in supporting children and feel that close communication between home and school ensures continuity for children and helps them to feel safe and understood.

I have experience of using a range of strategies to support children with autism, including visual timetables based on a child's interests, social stories to prepare for change, or to manage a social situation, role-play using puppets to model social interactions (for example dealing with conflict resolution), 5-Point emotion scales to help manage feelings, sand-timers and 'Now and Then' cards to support transitions, Lego therapy to develop social skills, 'Floor play' to develop playing and language skills, exercises to develop the interoceptive system (cues which let us know how we are feeling emotionally). I have been trained to support language development in young children, including increasing vocabulary and developing conversation skills. I have also been trained to use PECS (Picture Exchange Communication System) to support language and communication in children who are non-verbal.

My Skills and Experience with Sensory Processing Disorder: I am experienced in supporting children who have sensory processing differences. I have been trained to identify different sensory modulation types and how to support each of these. I believe that to fully support children in their learning, teachers must have a full understanding as to how they process information, including sensory input. I've used a range of strategies including sensory diets, sensory circuits, sensory seating, messy play, calm spaces to name a few. Sometimes sensory processing differences affect children's behaviour. I believe it is so important to know the child extremely well, in order to identify if the behaviour is triggered by a sensory cause or cognitive thought or preference. I use the ABC and STAR models when considering what the triggers are.

My Experience with Early Writing Skills: Giving children plenty of opportunities for mark making, developing fine motor skills and gross motor skills is vital in developing early writing skills. I am very experienced in providing children with a wide range of exciting mark making opportunities and fun games to develop fine and gross motor skills. For example, making cards, signs, menus, invitations, tickets, maps, shopping lists, secret messages, labels, jokes, poetry to name a few. A lot of these are done in the context of role play, to motivate children and to help them see the purpose of writing. We might play games with small construction equipment, tweezers, threading, do finger rhymes, use finger puppets, play with play-doh, do 'Doh-Disco', practise cutting and sticking, use pegs on a washing line to develop fine motor skills. To develop gross motor skills we might throw and catch bean bags, make big shapes in the air with ribbons and scarves, do large movements to music.  To develop letter formation, we use letter families which start in the same place, and think about where they are placed using visual aids. I have worked in Early Years for many years and have seen even the most reluctant writer engage when the provision of activities is fun and engaging.

My Skills and Experience with Dyslexia: I have taught many children over the years with Dyslexia. I use a multi-sensory approach to reading, writing and spelling to motivate and inspire children to make wonderful progress. For example, using an alphabet arc, chunky letters, writing in sand or foam, using water squirters, chalk, or even icing to practise writing, actions, drawings or play-doh models connected to tricky words, spelling games, writing frames or story boards to plan pieces of writing, word or sound treasure hunts to practise tricky words or phonics. I have also used the 'Toe by Toe' scheme for helping slightly older children to read and 'The Word Wasp' scheme for spelling and reading. Both of these schemes have proved to be highly successful. Boosting children's self-esteem is crucial when children have difficulty with reading or writing, so I prioritise using a huge amount of praise for even the smallest success!

My Experience and Skills with Self Esteem and Confidence: I was PSHE Co-Ordinator in my last teaching post and implemented a scheme of work for the school to follow which focused on 'mindfulness' and emotional well-being. I am passionate about supporting children's emotional development and building high self-esteem. How a child is feeling, directly impacts their approach to learning.  I use activities and resources that promote high self-esteem. For example, making a rainbow mobile of strengths, positive self-talk charts and self-esteem games.

Developing resilience in young children is a crucial part of them becoming confident, independent learners. Resilience is built over time and  is developed within an environment of strong, supportive and responsive relationships. I use the 7 C's approach to help young children to develop resilience and independence: Competence, Confidence, Connection, Character, Contribution, Coping, Control. I share strategies and activities based around these with parents to encourage a whole family approach.

Partnerships with Parents, Schools and Outside Agencies: I strongly believe that a collaborative approach to a child's learning and development is vital if that child is to make the best possible progress. I have helped many parents over the years to feel more equipped to support their children at home. I encourage sharing information between parents, professionals and settings. I want children to make the best progress they can, so I will ask for lots of information about your child before beginning to tutor them. This will include information from you, and where possible, information from their school and any other agencies. Our first session will be a chance for me to get to know your child, make initial assessments and talk with you about next steps. I would encourage you to share what your child is doing in the tutoring sessions with their school or other professionals to have a cohesive approach to learning.

My Teaching Philosophy

I really enjoy opportunities to ‘think outside the box’ to find solutions to help all children make the best possible progress. I want to make a difference to children who might find school overwhelming or challenging, by recognising their unique ways of learning and taking time to understand how to fully engage each child and help them reach their full potential. I believe children learn best when they are happy, feel safe and are motivated by exciting and engaging activites. I beleive in strong partnerships with parents and outside agencies. I believe every child is unique and that there is no 'one size fits all' approach to learning.

Something Sensational About Me

I am a portrait artist and have been comissioned to draw and paint portraits of children and pets. I love drawing and painting and find it to be very therapeutic and satisfying. I also love singing and playing guitar. I used to write my own songs and perform them at open mic events around London, which I used to really enjoy doing. Many years ago, I set up a charity to build an orphanage in Kenya. I spent time in the orphanage as a volunteer, supporting children and planning and delivering  play programmes for them.

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    Availability

    • Monday 10:00 - 14:00
    • Monday 16:00 - 18:00
    • Wednesday 10:00 - 14:00
    • Wednesday 16:00 - 18:00
    • Friday 10:00 - 14:00
    • Friday 16:00 - 18:00
    • Saturday 10:00 - 16:00

    Qualifications and Training

    • BA Education, Durham University
    • Qualified Teacher Status, Durham University
    • Qualified Early Years Ofsted Inspector, Ofsted
    • Sensory Processing: Arousal, Sensory Modulation  and Sensory Processing in Autism
    • Sensory Processing: Sensory Strategies and Supports
    • Safeguarding Children and Young People with SEND
    • Picture Exchange Communication System (PECS) Training
    • Multi-Sensory Techniques for Children with Dyslexia
    • Understanding Asperger's Syndrome
    • Practical Solutions for
    ... Read More
    • BA Education, Durham University
    • Qualified Teacher Status, Durham University
    • Qualified Early Years Ofsted Inspector, Ofsted
    • Sensory Processing: Arousal, Sensory Modulation  and Sensory Processing in Autism
    • Sensory Processing: Sensory Strategies and Supports
    • Safeguarding Children and Young People with SEND
    • Picture Exchange Communication System (PECS) Training
    • Multi-Sensory Techniques for Children with Dyslexia
    • Understanding Asperger's Syndrome
    • Practical Solutions for Dyslexia
    • Understanding Stress and Anxiety within Dyslexic children
    • Early Years Transitions
    • How to Use Comic Strip Conversations
    • Managing Anxiety in Children and Young People
    • Keeping Children Safe Online
    • Early Years Safeguarding
    • Meeting the Needs of Every Child
    • Education Inspection Framework Early Years Training
    • Supporting Children's Writing in Reception
    • The Prevent Duty
    • Understanding Equalities and Unconscious Bias
    • Supporting Speech, Language and Communication in Early Years
    • Attachment in the Early Years
    • The Use of Effective Questioning in the Classroom
    • Parents and Toddlers: Teaching and Learning At Home
    • Early Years Team work and Leadership
    • Mindfulness for Children
    • Paediatric First Aid Training
    • Introduction to Teaching and Understanding Learning Difficulties
    • Introduction to Counselling

    Choose me if…

    • You want someone who is incredibly patient, sensitive and kind to support your child.
    • You want a teacher who is highly experienced in Early Years education.
    • You want a teacher who is highly creative and innovative in developing activities for your child.
    • You want a teacher who is passionate about giving all children access to learning that will set them up for life.
    • You want a teacher who is also a parent of a child with additional needs, who understands the unique challenges faced by parents of children with additonal needs.

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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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