About Me



I am a fully qualified primary SEN teacher with QTS and 16 years’ experience of working with children as well as young people with SEND. In addition, I have a BA in English Language and Literature, a MA in Education and I am currently pursuing a PhD in Education. I have extensive experience working with children with the following needs: dyslexia, general delay, processing difficulties, working memory difficulties, sensory needs, sensory impairments, autism, ADHD, ADD, PDA, dysgraphia, PMLD and global developmental delay.

£110 Fully Booked Per Hour

minimum 1.5 hour sessions

Specialist Experience and Skills

I am a passionate SEN educator with a 16-years-long experience of working with children and young people with both mild and complex SEND. My extensive experience involves teaching children with: working memory difficulties, processing difficulties, autism, dyslexia, ADHD, focus and attention difficulties, Down’s Syndrome, sensory impairments,  language delay, communication difficulties and Profound Multiple Learning Disabilities.

My priorities as an educator: to establish a meaningful relationship with children and their family built on trust and openness: I spend time getting to know my... Read More
I am a passionate SEN educator with a 16-years-long experience of working with children and young people with both mild and complex SEND. My extensive experience involves teaching children with: working memory difficulties, processing difficulties, autism, dyslexia, ADHD, focus and attention difficulties, Down’s Syndrome, sensory impairments,  language delay, communication difficulties and Profound Multiple Learning Disabilities.

My priorities as an educator: to establish a meaningful relationship with children and their family built on trust and openness: I spend time getting to know my students and showing them that I am a kind and patient practitioner. I endeavour to create positive links with each family I work with in order to provide holistic support for my students. I have worked as behaviour lead previously supporting students and parents with positive behaviour management. I deeply care about children’s emotional wellbeing as that is important when establishing a good, solid base for learning. In all my roles I have been successful in enabling my students to feel safe and calm through my warm interpersonal approach. I use visual reminders, routines and timetables so they always know what to expect. I encourage my students to share their feelings and I give them the time that they need to express themselves. I incorporate mindful activities into my lessons and support and motivate my students to learn and to enjoy the process of learning.

My approach: to develop a personalised and bespoke action-plan for 1:1 support in school or at home: In my sessions, I assess the student's current knowledge, identify any areas for improvement in terms of learning and prepare a bespoke action plan. I am fully aware of the importance of building students’ confidence and encouraging a 'can do' attitude as this is the key achieving their full potential. This can involve academic areas, such as English (reading, writing, phonics, handwriting), Maths or other subjects, or more holistic areas of development, such as social, life and independence skills. I have developed activities to enhance students’ engagement using their specific interests to inspire them to learn. I build on my students' concentration skills by providing multi-sensory activities in a fun yet structured environment. I use simple language in a clear, calm voice and give my students plenty of processing time. I am very organised and take initiative as needed to teach and assess students’ academic progress as well as support with their homework and other educational activities as and when required. I understand the importance of working efficiently with children, parents and other professionals in the child’s life.

Specialist strategies, tools and inventions: my experience working with students with mild and complex Special Educational Needs and of all ages: I specialise in working with students with working memory/ processing difficulties, general delay, language and communication needs and impairments, sensory processing difficulties, sensory needs, sensory impairments, autism, ADHD, ADD, PDA, PMLD and global developmental delay. My experience has shown me that it is vital that students with language and communication challenges as well as anxieties are supported to express their views, emotions and needs. I have supported students in using different communication aids and styles: Makaton sign language, PECS (picture exchange communication system), Clicker7, Communication in Print, etc. By enabling my students to communicate more effectively, I lay solid foundations for real academic progress to take place. I provide my students with differentiated strategies to develop their receptive and expressive skills as well as practice their comprehension skills. I also encourage the use of emotional literacy as appropriate and refer to zones of regulation to support children with communication when anxious or upset.

I have extensive experience in supporting my students to develop a ‘can-do’ mind-set, to see mistakes as part of the process of developing academically, emotionally, and socially. I aim to develop their resilience as learners as this quality is key to growing both academically and socially. I support my students to fulfil their potential by structuring activities and teaching strategies to help them access the curriculum. I break down concepts into small, manageable steps whilst addressing any misconceptions in a students’ understanding. I use visual aids, such as ‘now and next’ cards, pictures, symbols, objects of reference and graphic organisers to support behaviour for learning and to set clear expectations in the learning environment. I have a wide range of strategies and interventions to support students to engage with their work in a meaningful way that makes the lesson more memorable and also rewarding. Many of my students need repetition to consolidate new information. I find fun and creative ways to re-visit ideas whilst continuing to keep my pupils engaged. I successfully implement strategies, described above, to support my students to achieve their potential.

My sessions are creative and inspiring: I use art, drama, music, dance and bespoke motivators to engage students. I have a range of activities I use to develop fine and gross motor skills. Moreover, I use physical resources to support learning, such as Numicon and various counters for Maths. I often use visual aids to support learning: pictures, symbols, physical gestures, highlighting keywords in texts and visual timetables so my students know what to expect from our session; I find that explain to them what is ‘now and next’ is crucial in bringing down any anxieties they may have around learning and timetabled sessions. It has a calming effect on my students and helps them to focus. There is no better feeling than seeing a child progress in their learning! Patience is key.

My skills and experience boosting students’ confidence, self-esteem, independence and reducing anxiety: The tutoring work I’ve been doing involves working with vulnerable pupils who have high levels of anxiety. To boost their self-esteem and confidence, and to support them emotionally, I use emotional literacy, emotional cards and zones of regulation. Matching the teaching tasks to the child’s abilities helps them feel motivated and inspired to learn.

My experience collaborating with other specialists and teachers:  I highly value the multi-disciplinary approach and I have worked alongside various professionals from different disciplines (occupational therapists, psychotherapists, speech and language therapists, educational psychologists). I am a team worker and a clear communicator.

I have a wide range of strategies to support students in their learning. I welcome the opportunity to collaborate with my students’ schools and the professionals that support them (class teachers, therapists, child psychologists, etc.). I have spent considerable time working alongside therapists and have gained a lot of experience in implementing various programs under their guidance to support students in meeting their needs. Building a good rapport with the child is key to the process. I use clear language and I regularly check their understanding and give them sufficient time to process information as well as respond to it. I put a great deal of emphasis on observing the child’s needs to achieve the best outcome possible for them and being patient is crucial to this process.

Developing life skills and transitioning to employment: I am passionate about developing the life skills of the children/young people I support. I have an experience of supporting young people with independence skills and skills for employment both from a practitioner’s point of view as well as from an academic point of view. I have researched successful strategies for supporting young people with SEND into employment as part of my MA dissertation and an academic article was published about this research back in 2020. When working as class-teacher, I supported students with developing life skills (personal hygiene, housework, cooking, etc.) on a regular basis. In addition, I liasioned with employers offering work experience programmes to my students in order to help them understand how to best support people with SEND in workplaces. I work intensively with each individual to understand what skills they need to develop and implement strategies to measurably increase their abilities over time. I enable my students to develop their social skills via role play activities, practical tasks based in ‘real-life’ scenarios, various games, discussing scenarios and social stories. I have supported young people in preparing to transition into employment by providing them with opportunities to reflect on what they like/do not like and supported them in developing their ‘employment skills’ portfolios on a continuous basis. I organised meetings with career advisors, arranged visits to recruitment days, mock-interviews and helped students practice their form-filling as well as CV-compiling skills. I am passionate about enabling my students to work on developing their skills as independently as possible and encourage and praise their progress with much enthusiasm.

My Teaching Philosophy

I believe students learn best when they feel relaxed and are comfortable with the adult they are working with. I place key importance on bonding and developing a positive relationship with each student. Gaining their trust is important in this process and I am a firm believer in listening to their voice and their needs in order to make the learning both motivational as well as successful in its outcome. I want them to feel reassured that I will treat them with kindness and respect whilst I support them to meet their academic and emotional needs. I value both creative as well as practical ways of linking learning objectives to students’ interests to create a fun and inspirational learning environment around them. I like to make sessions sensory where possible and I put big emphasis on the student's individual learning style.

 

Something Sensational About Me

I have a training from the British Institute of Learning Disabilities (BILD) in Practical Functional Assessment (positive behaviour management) and I used to be a Behaviour Lead in a school for the Blind.

Blogs or articles

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    Availability

    • Monday 4pm - 7pm
    • Tuesday 4pm - 7pm
    • Wednesday 4pm - 7pm
    • Thursday 4pm - 7pm

    Qualifications and Training

    • Goldsmiths, University of London 2021 – PhD in Education (ongoing)
    • Goldsmiths, University of London 2019 – MA in Education
    • London South Bank University 2014 – PGCE in Primary Education
    • The Open University 2013 – BA (Hons) in English Language and Literature
    ... Read More
    • Goldsmiths, University of London 2021 – PhD in Education (ongoing)
    • Goldsmiths, University of London 2019 – MA in Education
    • London South Bank University 2014 – PGCE in Primary Education
    • The Open University 2013 – BA (Hons) in English Language and Literature

    Choose me if…

    • • you seek a patient and organised specialist to support your child in developing their love for learning in a calm and reassuring manner
    • • you need someone who will help boost your child's confidence and ability to learning
    • • you want someone who feels passionately about developing the well-being of your child
    • • you are looking for someone with lots of energy and enthusiasm to help motivate your child
    • • you need a kind, compassionate and patient specialist

    SPECIFIC AREAS COVERED

    I have experience working with children with the following needs: dyslexia, general delay, processing difficulties, working memory difficulties, sensory needs, autism, ADHD, ADD, PDA, dysgraphia, and global developmental delay.

    Location

    Enhanced DBS Checked

    References Checked

    ID Checked

    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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