About Me

Extremely passionate fully-qualified SEN teacher with over 13 years’ experience. Former Deputy Head, SENCo and Primary Support Base Lead. Extensive experience with SpLD including: autism including high-functioning ASD (Aspergers), PDA, dyslexia & dyscalculia, behavioural and social needs, speech and language difficulties, ADHD/ADD, global developmental delay, processing disorders, anxiety, physical disabilities, Tourette and behavioural difficulties. Also school governor and currently the treasurer & governor to my local nursery school.

£150 Per Hour

minimum 1.5 hour sessions

Specialist Experience and Skills

My general experience working with children with SEN and additional needs including: dyslexia, autism, ADHD, anxiety and behaviour/social needs: I am a skilled, qualified SEN teacher with over 13 years’ experience gained in mainstream primary and specialist settings. The pupils with SEN that I have worked with have included: dyslexia, speech and language delay or difficulties, Autism (ASD), moderate & specific learning difficulties, dyscalculia, challenging behaviour, ADD, OCD, ADHD, PDA, anxiety, anxiety, Tourette, sensory processing disorder, attachment disorders and memory and processi... Read More
My general experience working with children with SEN and additional needs including: dyslexia, autism, ADHD, anxiety and behaviour/social needs: I am a skilled, qualified SEN teacher with over 13 years’ experience gained in mainstream primary and specialist settings. The pupils with SEN that I have worked with have included: dyslexia, speech and language delay or difficulties, Autism (ASD), moderate & specific learning difficulties, dyscalculia, challenging behaviour, ADD, OCD, ADHD, PDA, anxiety, anxiety, Tourette, sensory processing disorder, attachment disorders and memory and processing difficulties. As well as supporting children socially and educationally I have supported their parents to attain a diagnosis and/or put an EHCP in place. I have helped many children in school who are facing difficulties accessing the curriculum alongside trying to navigate their way through the social aspects to school life. I have worked alongside their teachers to put in place strategies that will allow the child to develop their independence and confidence both inside and outside of the classroom. I am passionate that each and every child, regardless of obstacles and difficulties, is given the chance to achieve their highest potential. I do not believe in placing glass ceilings on a child, difficulties/disability should not define them. Through patience, encouragement and fun lessons, children are engaged and able to build their self-confidence. Once their self-esteem starts to grow, they will have the confidence to start to using strategies that allow for greater independence.

My skills and experience supporting students with PDA: When supporting and teaching children with PDA I find that a calm, non-confrontational approach is the most effective. It is essential to build a trusting relationship whereby the child feels safe. It is very important that a ‘wiping the slate clean’ approach is taken so that with each new session we start afresh. Providing the children with choices to avoid any feelings of being directly instructed can work well, allowing the child to feel in control of the situation and their learning. As with all children with special needs I will try to help the child build and develop their confidence and self-esteem through planning their learning around their individual interests, give them small achievable jobs/responsibilities.

My skills and experience teaching Maths and English:  I have had a lot of experience working with children who have difficulties in both maths and English. These difficulties often coincide with anxieties around the subject and/or lack of confidence. My initial step is to find out where the children’s gaps in their knowledge are, through assessments, school feedback and/or other professionals’ feedback. In addition, what the child's thoughts and feelings are on the subject, what they like/dislike. Finally, try to establish what the root cause of the difficulties are. Once all this information is gathered, I would then carefully plan the most suitable approach to supporting the student. When teaching spelling, reading and writing, there are so many methods and what works well for one child does not for another. It is important to establish best learning styles for each student. Assessments throughout the sessions would then inform planning for the next steps. I like to make sure all learning is fun and engaging through the use of concrete objects, technology, multi-sensory approaches, visuals, appropriate scaffolding and special interests. If football or animals are motivating, these will feature heavily in our lessons. I often find that children are incredibly creative and through encouraging this, leaning becomes engaging. As a result, the child achieves academically but, most importantly, with confidence and increased self-esteem. Reading/phonic, writing and math become a positive experience. Once the child feel more comfortable with a subject, we can then build up their confidence and consequently their independence.

My skills and experience teaching children with autism: When supporting and teaching children with autism the first thing I do is to spend time to really understanding each individual child, their strengths, weaknesses and areas that they need support. Secondly, I gain an understanding of how they learn, visually, kinetically or auditory. As with everything in education, what works well for one child does not always do the same for another, so gaining a solid understanding allows me to use teaching methods and strategies best suited for that child. Then working alongside the parents and child (depending on their age) plan very achievable goals to work towards. With each goal achieved the child builds confidence, self-esteem and hopefully and increased enjoyment for learning. I will always tailor my teaching to each child’s interest, this helps to engage the child in leaning and keep them focused for longer periods of time.

My skills and experience working with students who have anxiety and low self-esteem: Anxiety and low self-esteem can affect children in many ways and each child’s behaviours as a result of their anxiety/self-esteem will be displayed differently. Some become extremely introverted and other extremely extroverted, subsequently displaying challenging behaviours. Building up strong, trusting relationships with a child is key. I am an exceptionally patience person and will always take my cues from the child. I understand that children with anxiety need time and to feel safe to explore any issues that they might be facing. My experience has taught me that being reliable and trustworthy is essential, then praise, praise and praise some more. Carrying out activities with a child that they enjoy for example building a Lego model or baking a cake are great ways to build and develop confidence.

My skills and experience working with students to develop their independence, focus and concentration: One of my ultimate goals when working with all children is to develop independence. I will model how to carry out exercises/games using strategies we have learnt such as using visual reminders etc, then scaffold the level of support I give them. Initially games and activities are very short which allows the child to fully complete the task. Through developing independence student gain a sense of ownership over their learning or ability to do things, they become far more confident and will start to challenge themselves. At this point we can start to slowly increase the amount of time tasks take. Using a visual reward system to encourage independence in daily tasks gives the child a sense of achievement which they can share with other and celebrate their success. When working with younger children independence can be built through repetition and lots of praise and encouragement. Going over the same activities with a child and slowly allowing them to do an increased amount on their own.

My skills and experience teaching children with dyslexia, dyscalculia and dyspraxia: Students with SpLD including dyslexia need a structured approach to their learning, they need time for additional practice, adapted resources and visual aids to help them structure their thoughts and ideas. When working with children with dyslexia, dyscalculia and dyspraxia I like to promote understanding through the use of practical activities and concrete materials, I will limit the demands on the child’s memory through the use of visual aids and keep explanations short and precise. Going back to basics on all subjects is always a good starting point to ensure that the child has a secure understanding of the foundations of a subject before moving them on, as gaps in their learning lead to confusion and misunderstanding. I will always teach all subjects in small progressive steps with careful control over the difficulty of the work, this ensures that the child feels a sense of achievement with every lesson and helps to develop their self-confidence. I use lots of games when teaching to make sure that learning is fun and engaging. Depending on the child’s need I may introduce adapted resources e.g. pens, scissors, writing slopes, to support the development of their fine and gross motor skills. The most important thing when working with any child is getting to know their strengths and the areas they need support and personalising the strategies to meet their specific needs.

My skills and experience teaching children with working memory, processing difficulties: Children with working memory difficulties or processing difficulties often need their confidence built. Using a tailored approach children can be taught strategies that they can use to help overcome their challenges. The first and foremost is time, time and more time...., repeat instructions and task directions, provide outlines and summaries of lessons, encourage overlearning. Having lots of visual aids e.g. getting them to work out their thinking on paper, one question at a time, chunk assignments into shorter tasks, using highlighters, whiteboards and physical resources that the child can touch and manipulate. As a child becomes more confident with the strategies to support their learning they can start to work more independently and develop their confidence.

My skills and experience working with students to develop their social and emotional skills: Social-emotional skills are essential for children in order for them to connect with others. I have worked with individuals and groups of children to manage their emotions, build healthy relationships, and feel empathy. Developing social-emotional skills helps boost a child’s confidence and help them succeed in school and life. The best ways to teach these are through – modelling of the emotions and behaviours, being responsive to a child’s emotions and behaviours. Responding will help to develop trust, asking open-ended questions, such as “What would you do?” to help develop problem-solving skills, use stories to talk about different social situations and how each person might be feeling, play games to teach children how to take turns, win and lose, share, and negotiate.

My skills and experience supporting students with speech and communication needs: Over the years I have worked closely with the speech and language therapists to provide a consistent approach for teaching children with both receptive and expressive language difficulties within the school. I have delivered a variety of programmes set out by the speech therapist e.g. Elklan, PECS and using widgits. The use of visuals aids and multi-sensory approaches are always very successful. I have worked with bilingual children, children with English and an additional language, non-verbal and children with hearing impairments. Strategies to support each children need to be adapted to their specific needs, age and from one subject to another.

My skills and experience working with students with challenging behaviour, social and emotional needs and CAMHs: The Primary Support Base (PSB) was a specialist unit that supported schools in St Albans and the surrounding areas to ensure pupils with social, emotional and mental health difficulties received the correct support to enable them to achieve in education.  Through working in and being the Lead of the PSB I have developed strong behaviour management underpinned with nurturing principles. Building trusting relationships with pupils has allowed me to challenge them without causing conflict. Within this role it was important to identify barriers to learning and devise strategies to enable the children to engage in their learning, develop their self-worth and take ownership of their own behaviours. I devised a reward system and set personal learning goals for each child which were linked into learning outcomes from EHCPs. To engage the children the curriculum within the PSB was always highly tailored towards their interests. The children often learnt through play with multi-sensory activities. I supported the families to work with CAMHS, attending appointments with them and filling out reports.

My skills and experience supporting students to self-regulate their behaviour: Many children often find self-regulation very difficult as they do not fully understand what is happening to their bodies during emotional periods, in addition they do not fully understand their emotions. I have used a vast array of self-regulation techniques and having successfully taught self-regulation strategies to children 4 - 11 years old. The strategies taught have helped the children to recognise their emotions and manage their behaviour when upset, anxious, angry, excited, happy etc. Over time, this helps children to learn to take responsibility for their own actions and behaviours, while providing them with personalised strategies to manage situations that trigger unwanted behaviours. Ultimately this leads to improved confidence and self-esteem. It is also an important factor when developing emotional independence.

My skills and experience working with students with OCD: Anxiety is often the biggest overriding factor for children with OCD and can result in them having difficulties learning and coping with activities in day-to-day life. Through getting to know a child and really understanding their symptoms and triggers, I can offer a supportive approach to put in place strategies for them to manage the obsessive thoughts and compulsive behaviours. Helping the child to build resilience and in turn independence.

My skills and experience supporting students with attachment disorder: I have worked with a high number of children who are in care and have been diagnosed with attachment disorder. Relationships are key, my aim is to be a secure base: dependable and consistent. Having a clear understanding of the strategies in place makes sure that there is complete consistency at all times. Making time to hear the child. A child with insecure attachment can feel helpless, disempowered and disregarded. Giving the child responsibility will help to increase their self-esteem. The praise, praise and praise some more. Immediate positive reinforcement to celebrate every success, giving specific praise. Help them to recognise their good qualities. Having a blank slate at the start of every session, or sometimes mid-session. Keeping instructions simple, and maintain clear routines and expectations.

My skills and experience supporting students with sensory needs/sensory processing disorder: I have had experience in working with children who are hyposensitive and hypersensitive. Having a solid understanding of a child's sensitivities is key to developing strategies that are effective for the child. Time, patience and small steps are essential. I have always found that when children are young as adults, we need to heavily support them to self-regulate but with the right strategies as a child gets older and develops a greater understanding of their triggers, they are able to independently self-regulate.

My skills and experience working with students with ADHD: I have worked with a vast number of children with ADHD. Through patience, creativity and consistency I have found strategies to help the children focus, stay on task and learn to their fully capacity. Many children I have worked with can become overwhelmed so thinking about seating arrangements, distractions, how much information is provided to them at a time etc is very important. Additionally, repeating instructions and giving visual cues to support the tasks, using charts pictures or colour coding. The recommendations and strategies are endless, but as with everything in life, what works for one child may not work for another. In addition, what is working well one week for a child may not work as well the following. So, building strong, trusting relationships with the child and really getting to know them is the most important first step.

My skills and experience supporting younger students/early years: I have worked with a number of children from Early Years who have additional needs. I always find that it is very important when working with younger children to continually and carefully observe them. Watch exactly what they 'can do' and use this as a starting point for progression. Through planning fun, play based activities the child will develop new skills and abilities and in turn building their confidence and self-esteem. Following a child's lead is key in early years, planning tasks based on their interests to keep them engaged and enjoy what they are doing.

 

My Teaching Philosophy

‘NEVER PLACE GLASS CEILINGS ON CHILDREN’

My philosophy for all children, not only in education but for their day to day lives as well is that we should never have limited expectation on what they can achieve. All children have the potential to grow and develop socially, emotionally, mentally, physically, and of course academically. If we can provide a child with the right tools and strategies, they will be able to achieve great things.

Learning needs to be a fun and exciting experience built on a foundation of trust and safety allowing the child to grow, be happy and successful.

Something Sensational About Me

About 5 years ago I decided to take up golf as a hobby. I never anticipated it to be such a challenging sport, both mentally and physically,  but I soon discovered it was! I do not think I would have stuck to the game and have got to the point I am now, whereby I really enjoy playing, had I not employed a vast majority of the resilience, growth mindset and self-regulation strategies and techniques I teach children.

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    Availability

    • Thursday 1:30 - 6.00
    • Saturday 9.00 - 11.00
    • Sunday 9.00 - 11.00
    • Friday 9.00 - 2.00

    Qualifications and Training

    • PGCE
    • NPQH (National Professional Qualification for headship)
    • National SENDCO Award
    • Protective Behaviours
    • Hertfordshire Steps Specialist Tutor (positive behaviour management strategy adopted by Hertfordshire County Council)
    • Designated Teacher Training
    • Understanding Autism
    • Growth Mindset
    ... Read More
    • PGCE
    • NPQH (National Professional Qualification for headship)
    • National SENDCO Award
    • Protective Behaviours
    • Hertfordshire Steps Specialist Tutor (positive behaviour management strategy adopted by Hertfordshire County Council)
    • Designated Teacher Training
    • Understanding Autism
    • Growth Mindset

    Choose me if…

    • You are looking for a caring, compassionate tutor who will take the time to get to know and understand your child.
    • You want someone fun, organised and flexible.
    • You want someone with a wealth of knowledge and experience working with a vast range of children all with differing SENs.

    SPECIFIC AREAS COVERED

    Hertfordshire
    North London
    Some areas of Buckinghamshire depending on distance
    Some areas of Bedfordshire depending on distance

    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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