Krista

Hello:  I am Krista, and I have over 20 years’ SEN experience. I am a specialist in working with students with dyslexia, dyscalculia, focus and concentration issues, dyspraxia and writing challenges, ASD including high-functioning autism, epilepsy, ADD/ ADHD and SpLD including speech/ communication, auditory and sensory processing disorders, executive function, and organisational challenges. I also have extensive experience in building confidence and ability in reading, writing, and grammar and punctuation, as well as building confidence and ability in basic numeracy up to Maths exam attainment. Along with the academic, I also have more than twenty years of experience in helping young people with ADD/ ADHD, ASD, and dyslexia to develop their social, organisational, and listening skills. I am experienced in supporting young people prepare for common entrance exams (including CEM and CEE for some of the top UK schools), teaching GCSE Maths, English, R.S, Philosophy & Ethics, Geography, Psychology, and combined sciences. I am familiar with the Middle Years Bachelorette and have supported students in achieving their potential in this, as well as all levels of Functional Skills in Maths and English.

My general SEN experience: I have taught both classes and individuals with SEN across KS1 to KS4. Other SEN I have experience in supporting are APD, VPD, SPD ADD, ADHD, OCD, PDA, BESD, Dyslexia, Dyspraxia, Dyscalculia, Global Delay, ASD (including ASD with non-verbal and selective mutism). I have a proven record of helping young people to improve and develop their communication and language skills.  For those with speech and language delay this is often the focus of support and progress is most successfully made by employing a range of fun and engaging games and activities to encourage positive development in these areas.  Social skills are another developmental area that I am often asked to assist with.  Through positive reinforcement, fun activities, role play and the use of social stories, I have successfully helped many young people to better understand and improve their social skills.  I am also an accredited associate of the Dyslexia Guild. This is renewed yearly. Initially to gain this accreditation I had to go before a panel and evidence my extensive training and experience in SpLD. On a yearly basis I must evidence relevant CPD training in dyslexia and other CPD for my accreditation and membership of the Dyslexia Guild to be continued. This year I have completed an educate training course on dyslexia as part of my CPD as well as continuing to work daily with young people with SpLD. My current doctorate studies are focussing on SpLD and so my life is currently immersed in learning about SpLD, with it being very much a continuous learning process.

My qualifications and experience of teaching young people with ASC including high-functioning autism; I specialised in SEN and ASD for my PGCE projects. I have an Ma in ASD and am currently completing my Doctorate in Education on SpLD, again focussing my research on ASD. I have a sone with ASD who I have guided through education and challenges, and who is now a young adult. I have taught in SEN schools and non-specialist schools where I have been the specialist in ASD. I currently teach and support young people with ASD both privately and in the independent school where I teach. I have completed numerous training courses in ASD over the last fifteen years and keep up to date with current advice and methods through seminars and CPD.  I have found that one of the biggest barriers to learning in those with ASD is anxiety. Establishing a good rapport and relaxed environment when teaching and learning is key to unlocking the young person’s progress. Organisation is also a common difficulty for those with ASD and so I deliver lessons that are clear in direction and structure to further reduce anxiety. Flexibility is also a key component in teaching a young person with ASD. If a student comes to a lesson with anxiety, it is important to allow that student to talk about and reduce that anxiety if possible. With heightened anxiety learning is unlikely to take place and so helping each student to begin to self-manage anxiety is an equally necessary aspect of their lesson’s learning. Often young people with ASD find trusting new people difficult, and so this is something I try to build on whilst increasing rapport through talking about subjects and activities that interest them.

My experience teaching young people with anxiety: I possess extensive experience working with young individuals who struggle with anxiety, which often leads to low self-esteem. My roles in mainstream, special and independent school settings have allowed me to support students with anxiety facing challenges related to confidence and direction. As a trained counsellor, I leverage my expertise to help these students increase their self-belief and motivation, guiding them towards making informed choices in their personal, academic, and career paths. My commitment to alleviating anxiety is underscored by my focus on creating a supportive environment that fosters growth and empowers young minds to overcome obstacles. Building a good rapport and creating a learning environment where the young person feels safe all aids the student’s ability to reduce anxiety levels and therefore make greater progress.

My specialist experience providing engaging sessions to inspire a love of learning: In my role as a teacher and mentor, I have honed an approach to inspire a genuine passion for learning in young individuals. Through carefully crafted and engaging sessions, I aim to create an environment where curiosity thrives, and a lifelong love of learning is ignited. My mentorship style is characterised by a deep commitment to understanding each student’s unique interests, strengths, and learning preferences. By tailoring sessions to their individual needs, I encourage active participation, critical thinking, and exploration. My goal is to empower students not only with knowledge but also with the intrinsic motivation to explore, discover, and embrace the joy of learning.

My experience working with young people who struggle with organisation, presentation, and study skills/executive functioning skills: Many SEN such as ADD, ADHD, Dyslexia, Dyspraxia, ASD and Global Delay, mean that organisation, planning and preparation is a big difficulty and cause of anxiety. Incorporating activities into lessons that practice gross and fine motor skills has significantly helped my students to improve their handwriting and presentation. I have successfully supported primary and junior school aged children in improving their organisational skills through using a variety of graphic organiser templates to improve their confidence and independence when planning written work. I have successfully helped several students who have struggled with organising their workload, giving in homework on time and keeping on top of their workload to feel more in control of their set work and assignments.  Teaching independence in this area is as important as assisting students to organise their own work when anxiety levels rise too high for them to do it themselves.  Just the knowledge that I am there to support and help them is often enough to reduce their anxiety and less anxiety always produces greater student progress.  I have supported several students with organisation and planning who have been GCSE, A level and Degree students, when the need for good organisation and discipline becomes even greater.

My experience working with young people with working memory and/or processing needs: In my lessons, I utilise a variety of tailored approaches to support students with working memory and processing needs. These include chunking information, using visual aids, repetition and practice, multi-sensory learning, memory techniques, giving explicit instructions and self-reflection. I have found these techniques can enhance the young persons’ memory retention, facilitate more efficient processing, and create a conducive learning environment for many students with these difficulties.

My experience teaching young people with ADD and ADHD: I have had extensive experience teaching young people with ADD or ADHD, and I understand the unique challenges they face in the classroom. I have found that it is essential to create a structured and predictable learning environment that allows them to focus and stay engaged. Incorporating hands-on learning activities, frequent breaks, and movement breaks can also be helpful in keeping them focused and attentive. Additionally, providing clear expectations, consistent routines, and positive reinforcement can help build their confidence and self-esteem. I also recognise the importance of working closely with parents and other professionals to ensure that the student is receiving the support they need both in and out of the classroom. With my experience and knowledge, I aim to provide the best possible learning environment for young people with ADD or ADHD to help them reach their full potential.

My experience teaching young people with PDA; In my experience teaching young people with Pathological Demand Avoidance, I have developed a tutoring approach that combines empathy and flexibility to address their unique needs. For instance, recognising the challenges some students may have with transitions, I implement a gradual and visual transition plan to help them move between tasks smoothly. I also integrate their interests into the curriculum, making the learning experience more engaging and enjoyable. Additionally, I provide clear and concise instructions, breaking down tasks into manageable steps to alleviate anxiety associated with demands. Understanding that building trust is crucial, I take the time to establish a connection with each student, creating a safe space where they feel comfortable expressing their concerns and preferences. This individualized and patient approach ensures that tutoring sessions are not only educational but also supportive of the social and emotional well-being of young people with PDA.

My experience teaching young people who have experienced trauma; In my experience teaching young people who have experienced trauma, I approach tutoring sessions with a deep understanding of the sensitivities and challenges they may encounter. Establishing a foundation of trust is paramount, so I prioritize creating a safe and supportive environment where students feel comfortable expressing themselves. I employ trauma-informed teaching strategies, such as incorporating predictable routines to provide a sense of stability and using positive reinforcement to build confidence. Additionally, I integrate mindfulness techniques, like deep breathing exercises where appropriate, to help students manage stress and anxiety during sessions. Recognising that trauma can impact cognitive processes, I allow flexibility in pacing and provide alternative learning pathways, ensuring that the tutoring experience is tailored to each student’s unique needs. Regular check-ins and open communication play a crucial role, allowing students to guide the pace of their learning and providing them with a sense of agency in their educational journey. I have basic training as a counsellor, and this also helps inform my understanding of trauma and it’s effects, as well as my approach.

My experience teaching science; In my online tutoring experience with young people studying science at KS2, KS3, and GCSE levels, I prioritise interactive and personalized approaches to enhance their comprehension and interest in the subject matter. For KS2, I employ multimedia resources and engaging virtual simulations to make science concepts accessible and enjoyable. During KS3 sessions, I emphasise real-world applications of scientific principles, fostering critical thinking through discussions and problem-solving exercises. As students advance to GCSE levels, my approach shifts to targeted exam preparation, utilising online resources and interactive quizzes to reinforce key concepts. I offer detailed feedback on practice tests and encourage independent research to deepen their knowledge. Through these adaptive online tutoring methods, I aim to cultivate a lasting curiosity and appreciation for science in students, irrespective of their academic level. 

My experience working with students who require specialist support with Maths and English: In my SEN role I support young people in overcoming their barriers to learning, helping them to achieve their full potential. For some children this has been subject specific, and I have spent a large percentage of my time improving young peoples’ confidence and ability in reading, writing and numeracy. In my current school the ages range from 2 to 16 and so I have a wealth of experience adapting to supporting the very young with basic numeracy, literacy, and general engagement, all the way through to supporting subject specific goals for GCSE students. I have successfully supported young people and adults achieve Functional Skills exams in maths and English also and am experienced in teaching from functional skills from levels E1 to L2. Where necessary I begin by helping children to consolidate the basics in numeracy and literacy including phonics and number bonds.  For those with SPD I aim to create a learning environment that makes them feel as comfortable as possible by removing triggers and increasing calming tools such as fidget or pressure toys.  My lessons aim to be fun, creative, and tailored to the individual student’s personality and learning style.  Building a fun and friendly rapport helps create a safe and encouraging learning environment for all students, but this is particularly important to those who have a dislike of learning or low self-esteem.

My experience teaching Functional Skills Maths – Level E1 to Level 1 and Level 2 Functional Skills: I have successfully supported young people and adults achieve Functional Skills exams in maths and am experienced in teaching from functional skills from levels E1 to L2. Where necessary I begin by helping children to consolidate the basics in numeracy and number bonds. For higher levels (L1 and L2) I focus on worded question comprehension, and identifying the key information needed to be extracted to carry out the mathematical process. As I have navigated the functional skills curriculum, I have observed students progressing from uncertainty to confidence as they applied mathematical principles to real-world scenarios. Tailoring lessons to meet individual learning styles, I cultivate an environment that encourages questions, critical thinking, and problem-solving. I have found that by making the learning process supportive and engaging helps to build the student’s confidence and self-esteem, resulting in further progress being made.

My experience teaching GCSE Maths; My experience teaching GCSE Math has been incredibly rewarding, particularly in the context of supporting students with various SEN. In both an independent school setting as a specialist teacher and privately as a 1:1 tutor, I have worked closely with students who face diverse challenges. Through personalised instruction and a focus on accommodating their unique needs, I have witnessed these students reach their full potential in GCSE Math, demonstrating the power of tailored education in overcoming obstacles and achieving academic success.

My experience and understanding of the IB curriculum: Having provided guidance to students both with and without Special Educational Needs (SEN), specifically within the domains of Mathematics and English of the IB Middle Years Program (MYP), my experience is a dynamic blend of inclusivity and academic rigour. Navigating the diverse needs of students with SEN, I’ve honed a deep understanding of differentiation techniques that accommodate various learning styles, ensuring every student can access and engage with the curriculum. Simultaneously, my interactions with students aiming to enhance their grades in these core subjects underscore my familiarity with the IB MYP’s challenging academic standards within Mathematics and English. This dual experience has enriched my ability to tailor my teaching methods, providing comprehensive support while fostering a holistic learning environment that embraces both scholastic and personal growth.

My experience teaching the 11+ examinations: Over the years, I have had the privilege of supporting numerous young students in their preparation for their 11+ examinations, both within a school setting and through private tutoring. My expertise extends to all four essential components of the 11+ exam: English, Maths, Verbal Reasoning, and Non-Verbal Reasoning. I take pride in employing a comprehensive and student-centric approach to promote their success. By tailoring my teaching methods to address the specific strengths and weaknesses of each individual increases their progress. Previous students have achieved the results they aspired to, gaining admission to their preferred schools.

My experience, skills, and strategies of working with young students with focus and concentration challenges:  I have worked with primary and secondary children who find concentration and staying till a challenge I both Special Schools, state Schools and my current Independent School setting.  Each child’s needs and challenges vary because of age, SEN, and personality.  I have found it paramount to build a rapport with each student and understand what they enjoy, what engages them, and what disengages them individually.  I have a philosophy that a child who is interested and feels the learning environment is safe will be an engaged child.  Introducing a variety of activities, topics, and learning and teaching styles all help to provide more manageable sized chunks of learning and act as much needed breaks.  I have found that the use of incentives such as quizzes, challenges, project work and rewards can be particularly helpful with incentivising younger learners who struggle with prolonged concentration.  I have seen how continued encouragement and reassurance can easily begin to build on a few successful minutes of concentration to ten or twenty minutes of concentration, when patience, understanding and compassion is maintained throughout.

My specific experience working with students with dyslexia and/or dyspraxia: I have a specialism and more than 10 years of experience supporting children with dyspraxia, dyslexia, and dyscalculia. As a result, I was awarded membership accreditation of the Dyslexia Guild.  I have successfully supported students to improve their organisational skills, complete homework, comprehend and access class work, complete specialist dyslexia programs and generally improve confidence.  I am competent in using speech and type software packages such as Dragon.  I worked recently with a student who had dyslexia who progressed from Year 7 to Year 11 with my support and was able to achieve all 8 of her GCSE exams at grades A – C as a result. I use regular fine and gross motor skill activities to improve dyspraxia difficulties and so enhance further each students’ progress. When tutoring a child with dyspraxia, I have found it is crucial to adopt an individualised approach. I tailor my teaching methods to address the specific challenges they face, focusing on their needs. I utilise visual aids, diagrams, and charts as appropriate to simplify complex concepts, and break down tasks into smaller, manageable steps to reduce overwhelm. If appropriate I use the young persona’s tactile senses with hands-on activities and try to use a multi-sensory approach. I provide extra time for tasks, incorporate movement breaks if needed, to maintain focus or allow for rest. I encourage the independence, foster a growth mindset, and offer positive reinforcement to boost self-esteem. I approach each session with patience and empathy, recognising the unique nature of each child’s experience with dyspraxia. I find that with all students, encouragement and increasing their confidence is key to unlocking their success.

My skills and experience supporting students to develop their independence: I have developed a wide range of skills and extensive experience in supporting students to develop their independence. Throughout my career, I have gained expertise in identifying and addressing individual needs, building self-esteem and confidence, promoting self-awareness, encouraging problem-solving and decision-making skills, and providing opportunities for autonomy and independence. Whether working with students with specific learning difficulties or supporting those who need additional social and emotional support, I am committed to helping them develop the independence and resilience they need to succeed both academically and personally. By providing the right support, I have been able to empower my students to take responsibility for their own learning and decision-making, setting them up for success in the short and long-term.

My experience teaching young people with Down’s Syndrome; Drawing upon my experience in tutoring young individuals with Down syndrome, I bring a tailored and compassionate approach to education. Having worked in both mainstream and special school environments, I understand the importance of adapting teaching methods to meet the unique needs of each student. I prioritise creating a supportive and inclusive atmosphere, where patience and positive reinforcement play pivotal roles. In my sessions, I often incorporate visual aids and hands-on activities to promote a multi-sensory learning experience. For instance, using visual schedules and incorporating real-world examples, I aim to enhance comprehension and engagement. Additionally, I find that incorporating routines and consistent structures provides a sense of predictability, fostering a conducive learning environment for my students with Down syndrome. My goal is to empower the young person to thrive academically and develop essential life skills through a personalised and holistic tutoring approach.

My experience teaching young people with global developmental delay; I have taught a variety of subjects to young people with global delay in mainstream and special schools.  In my experience of tutoring young people experiencing global delay, I employ a multifaceted approach geared towards their specific needs. One effective strategy I have used incorporates visual aids and interactive materials to enhance comprehension. For instance, I have successfully utilised educational games and hands-on activities to make learning more engaging and accessible. Additionally, I prioritise breaking down complex concepts into manageable steps, fostering a step-by-step understanding. Another technique I’ve found beneficial is utilising technology, such as interactive online resources, to create an interactive and stimulating learning experience. By combining these approaches, I strive to create a supportive learning environment that caters to the individual strengths and challenges of each student.

My experience working with young people with social interaction and friendship skills: My background includes significant experience in working with young people who seek to enhance their social interaction and friendship skills. I have worked with students 1:1 in independent, special, and mainstream school settings, guiding them through the complexities of building meaningful relationships and fostering positive social interactions. I have taken an active role in supporting students in developing effective communication techniques, empathy, and active listening. Through structured activities, role-playing, games, and open discussions, I empower young people to navigate social situations with confidence and authenticity. My approach is rooted in creating a safe and inclusive space where students can explore and practice various social scenarios. By tailoring guidance to individual needs, I have helped students overcome social barriers and strengthened their social bonds.

My experience teaching English, including reading, writing and comprehension skills: I always tailor my lessons to the student’s interests and reading level, making sure the learning process is engaging and enjoyable for them. I start by informally assessing the student’s current comprehension level. This helps me design a plan that addresses their specific needs and challenges. I love using a variety of reading materials such as articles, short stories, poems, and excerpts from novels, appropriate for the age and ability of each student. It exposes my students to different writing styles and subjects. I teach techniques like skimming, scanning, and predicting to set the context and generate interest before diving into the full text. I encourage my students to highlight key points, underline unfamiliar words, and jot down questions or thoughts while reading. I introduce various question types like literal, inferential, and evaluative questions to help my students develop different levels of comprehension. After reading, I engage in discussions with my students to delve deeper into the material. This improves their critical thinking and encourages them to express their thoughts. I focus on expanding their vocabulary by helping them identify and understand new words in context. I guide my students on how to summarise paragraphs or sections, highlighting the main ideas and key details. I use visuals like mind maps, diagrams, and charts to illustrate complex concepts and make them easier to understand. I connect comprehension skills to real-life situations, showing my students how these skills are valuable beyond just reading. I encourage my students to compare different texts or viewpoints to enhance their analytical thinking. I provide constructive feedback on their responses, highlighting both their strengths and areas for improvement. I guide my students towards discovering answers on their own through a series of thought-provoking questions, using the Socratic method. I remain open to adjusting my approach based on my student’s feedback and learning style. Above all, building a strong foundation in comprehension skills takes time and consistent effort. By incorporating these ideas, I create a dynamic and enriching learning experience.

My experience of teaching GCSE subjects – English Language, English Literature, Maths, Sciences, Geography, Philosophy, Ethics and Religion (R.S.), PSHE, and Psychology: I have taught these subjects at GCSE level in State Schools, Independent Schools, and private tuition/online settings. I have had proven success in supporting my students to achieve their full potential in the above subjects. I have taught various exam board curriculums including AQA and OCR and can easily adapt schemes of work to cater for all required syllabuses. One to one support with the GCSE curriculum allows me to create lessons to suit the learning style of the individual student and address their needs, creating engaging lessons based on the individual’s interests.

My experience of working with students who lack confidence, anxiety, and who require support with future planning and self-esteem boosting: I have worked with young people both independently and in a school/college setting who have low self-esteem, a lack of direction and anxiety. As part of my school role, I was a careers advisor and support students pastorally. I am also a trained counsellor, and this has proven useful when helping young people to increase their confidence and self-belief, and in turn giving them direction and motivation to move forward in their life choices, be it personal, academic or career related. My own son (22) suffers from anxiety, poor organisation and a lack of direction and so requires a lot of guidance and support to help navigate his way through life and its choices, as well as encouraging and supporting him to be the most successful he can be by building his confidence and self-belief. I am pleased to say that he is doing well and is now involved in several projects which are all improving his confidence further and allowing him to build on these positive experiences to achieve more and more as time goes on.

My experience of teaching the KS1 and KS2 curriculum: I have taught KS1 and KS2 classes both in special needs’ schools and non-specialist schools. My current school ranges in age from Year R to Year 11 and so I have several years of experience teaching classes in numeracy, literacy, and RS in KS1 and KS2. In addition, I work one to one with KS1 and KS2 pupils who have a variety of SEN and support them to make greater progress than a classroom setting has allowed. My KS1 and KS2 support has included boosting confidence, pre-teaching the next year’s curriculum, and reinforcing the previous year’s learning, to make for a smoother transition and less anxious young person.

My experience working with students with dyscalculia: I have a SpLd accreditation (Dyscalculia, Dyslexia and ADHD) and have worked with many students with a diagnosis of dyscalculia in both school and one to one setting.  Often high levels of anxiety accompany a young person with dyscalculia, especially around maths and memory.  I make relieving and reducing anxiety a key component of my lessons, focussing on encouragement and confidence building.  Depending on the age and interests of each student I employ techniques and activities such as rhymes, maths games, revision, and flash cards, breaking down tasks into bite size chunks, making tasks visual, lots of repetition, and of course by making learning engaging and fun.

My experience teaching young people who are non-verbal/have communication and speech and language needs; I have extensive experience in teaching young people from age 5 to 19 with diverse communication and language needs, gained through a combination of special school-based teaching, mainstream school teaching with an autism unit, and private 1:1 support. My background includes working with non-verbal students with a wide range of learning difficulties, as well as those with selective mutism and varying levels of Autism Spectrum Condition (ASC). Additionally, I’ve provided support to students with language delay and language processing difficulties. This experience has equipped me with a deep understanding of tailored teaching methods and the importance of adapting strategies to meet each student’s unique needs. Some key strategies that I have found helpful to use are:

An individualised approach by tailoring lessons to the specific needs and abilities of each student. Recognising that every student is unique, and their lessons should reflect that. Familiarising myself with Augmentative and Alternative Communication (AAC) devices and systems that can help non-verbal students communicate, such as communication boards, or speech-generating devices. Using visual aids like pictures, symbols, and diagrams to support communication and comprehension. Creating a supportive and patient learning environment where the student feels encouraged to communicate in their own way, no matter how limited it may be. Incorporating activities that encourage social interaction and cooperation, as these can help improve communication skills. Engaging multiple senses to enhance learning, combining visual, auditory, and tactile approaches were possible. Collaborating with parents and caregivers to ensure consistency in supporting the student’s needs both in and out of the tutoring sessions. Regularly monitor and track the student’s progress and adjust the teaching strategies accordingly. I find that a patient, empathetic, and adaptable approach is key when working with students with communication and language difficulties, and the goal is to help them develop their communication and language skills in a way that best suits their individual abilities and needs.

My experience of helping individual students transition to the UK curriculum: I have worked in my current school for six years.  As a boring school we have a high percentage of international students and part of my role is to support these students in becoming accustomed to and making a smooth transition to our UK curriculum.  This includes accessing the differences between previous learning and that required in the new placement, as well as offering pastoral to emotionally support the student, and academic support to aid help fill in any gaps in knowledge and understanding.  My experience as an EAL teacher also means I am competent in facilitating subject specific programs to help students to access more specialised subjects in a second language.  I have found that with the right support students make such a transition comfortably and their confidence consistently grows.

My experience of supporting children and young people with mental health needs: In addition to the experience outlined above in supporting young people with extreme anxiety, I also have supported many young people with a variety of other mental health needs.  I have counselled young people and helped them to open-up and talk through their feelings, and this has been very effective in allowing young people to begin to understand their emotions and linked behaviours, so that they can begin to challenge and improve them.  I have a level 2 and level 3 qualification in Counselling and have found my education in SEN, and commonly linked mental health difficulties, a great help when tutoring academic subjects because often mental health needs act as a barrier to learning and need to be addressed first. Mental health difficulties that I have supported young people with are extreme anxiety, OCD, depression (which often leads to a lack of motivation or feeling of purpose), suicidal thoughts, Tourette’s linked mental health difficulties and self-harm.  Building a rapport with the young person is crucial because too often people with mental health difficulties report feeling uncomfortable when being asked to open-up to someone they don’t really know.  Therefore, I always work at the student’s pace, and allow them to open-up when they feel ready, through partaking in activities and discussions linked to their subjects of interest, rather than direct questioning.

My experience working with young people to boost their confidence and self-esteem: Drawing from my extensive experience working with students dealing with issues such as low self-esteem, anxiety, and a lack of direction, I have effectively guided young individuals both independently and within educational settings. Serving as a school’s careers advisor and offering pastoral support, I’ve employed my training as a counsellor to facilitate the growth of confidence and self-assurance among these students. Through personalised guidance, constructive feedback, and empowerment-focused interactions, I assist them in recognising their strengths and capabilities. By addressing their anxieties and uncertainties, I provide a supportive environment that encourages them to explore their potential and make informed decisions about their personal, academic, and career pursuits. This approach has consistently produced positive outcomes, enabling students to embrace their abilities and embark on a path of self-discovery and achievement.

My experience working with students with comprehension and reasoning challenges: For young people who struggle with comprehension and reasoning skills I have found that reducing the amount of written work and focussing on verbal responses is the most effective approach.  Through sorting activities, patterns, pictures, short stories, and dilemmas I encourage and support young people in explaining reasons for why they think what they do, or why they have chosen what they have chosen.  Sometimes this is based on an abstract subject and sometimes it requires a more logical line of reasoning. I have found that repetition of using these skills is key to achieving fluidity in their use independently.

My experience teaching young people with working memory/processing needs: When tutoring a young person with memory and/ or processing needs I have found that using visual aids, breaking down information into smaller chunks, repeating key concepts, and incorporating interactive activities to reinforce learning are a helpful approach. In addition, I have found that being patient and providing consistent reinforcement is essential in supporting the student’s progress.

My experience teaching young people with sensory processing difficulties: Teaching young people with sensory processing disorders requires a thoughtful and individualised approach. Firstly, I create a sensory-friendly environment, minimising sensory triggers and encourage the use sensory tools like fidget toys or noise-canceling headphones if applicable. Understanding each child’s specific sensitivities and preferences is crucial, so I collaborate closely with parents and other specialists who work with the young persons, such as occupational therapists, to gather insights. During lessons, I offer clear and concise instructions, incorporating visual aids and hands-on activities to cater to diverse learning styles. Additionally, I allow for breaks when needed, enabling students to regulate their sensory input. Flexibility is key, as I adapt my teaching methods to accommodate each child’s unique needs, fostering a supportive and inclusive learning atmosphere where they can thrive.

My experience working with students with auditory processing disorders: I have found that for young people with auditory processing disorders (including my own daughter) that the use of visual aids and repetition has increased their academic and organisational progress.  By creating a calm learning environment, where the anxiety of auditory input it reduced, allows the young person to enjoy and engage in learning.  Memory exercises through games and activities all provide a repetitive and but fun way to help the young person to learn helpful techniques such as ‘chunking’, and to build their confidence.

My experience working with EAL students: I am also a qualified EAL teacher and over the last twenty years have spent considerable time teaching English as a Foreign Language. This has also been to a variety of ages and levels from beginner to IELTS exam lessons for university entrance. I have successfully EAL in specialist language schools, mainstream schools, independent schools and privately 1:1.  I can focus on all elements of the language (speaking, listening, reading, writing, grammar) or tailor lessons to accommodate specific requirements if the learner requires, such as focussing on just conversation or grammar.

My Experience teaching English, including essay writing (support completing assignments, academic and critical writing for Post 16, HE, and University Students: I completed my MA a few years ago (in Autism and Asperger’s Education). I am currently completing my Doctorate (also in SEN). I am well versed in what is expected when completing academic writing and assignments at A-level, degree, and master’s level. Whilst the subject might vary, I am very able to offer constructive support and guidance with planning, organising, and writing academic assignments.  I can read and give feedback on draft work and help to organise and structure essays from the planning stage.  Many students have found that having a fellow academic to bounce thoughts and ideas off makes critical and academic writing a more fluid and less onerous task.  My method of support is to work to the requirements of each student. This could be providing feedback on plans, draft essays, helping with referencing, organising initial ideas, and talking through the essay plan. Feedback is always questioning rather than negative, and the aim is to help each student progress and therefore to write in the appropriate style and at the required academic level for their qualification. I have found that encouragement is as important at this level as constructive feedback.

My experience of working with students who have epilepsy: I have worked with several children over the years who have epilepsy.  Epilepsy can affect different people in different ways and therefore also affect their learning in different ways too.  I make it a priority to find out how each individual student is affected by their epilepsy and how their learning has been impacted by it.  From that point I can plan lessons around gaps in knowledge and understanding.  Also, it is important as a teacher for me to be aware of any medications that the student might be on and its effect on the student.  Aside from this understanding potential triggers for seizures is paramount.  For some tis may be the use of computers, lights, or certain patterns. Knowing what to do if someone has a seizure has also been an important part of my in-school training.  This has included learning about different types of seizures, how each might affect someone, how recovery might differ, and how to keep someone safe during and after a seizure. My own son has absence epilepsy and I have taught many pupils in a school setting with epilepsy and have been aware of the extra precautions needed to ensure their safety in the event of a seizure.

My specialist experience working with students with SEN to develop trusting and meaningful relationships: My specialist experience working with students with SEN has given me the opportunity to develop my skills in building trusting and meaningful relationships with them. I understand that students with SEN may require additional support and guidance to build these relationships, and I have developed strategies to help them feel valued, understood, and supported. I always take the time to listen to their needs and concerns, and I work collaboratively with them to develop goals and strategies that are tailored to their unique needs. By creating a safe and supportive learning environment, I can help students with SEN to feel more confident and motivated, which in turn can lead to greater academic success. I believe that building trusting and meaningful relationships is essential for the academic and personal development of all students, and I am committed to providing the support and guidance they need to thrive.Above all I believe building a rapport with each student is key for a successful learning. Therefore, I take time to get to know each child and try to incorporate their topics of interest into lessons where possible.