About Me

I absolutely love teaching, I think I have the best job in the world. I have 17 years' experience as a qualified SENCO and Alternative Provision Teacher; I have extensive experience working with students with Multiple and Complex Learning needs including Social Emotional and Behavioural difficulties, autism, sensory needs, PDA, processing challenges and sensory needs, Mental Health and Medical needs and many other conditions. I have extensive experience of supporting students with acquired brain injuries. I feel so lucky to be able to work with wonderful and unique individuals as a Special Needs and Disabilities Specialist.

£90 Per Hour

minimum 1.5 hour sessions

Specialist Experience and Skills

I have been teaching for over 17 years and have experience in a range of settings (Special School, Primary School, Secondary School and Alternative Provision).  I have experience of working with children with Multiple and Complex Learning needs, Social Emotional and Behavioural difficulties, Mental Health and Medical needs and many encompassing conditions.

My skills and experience working with children who have a range of Special Educational Needs including behavioural needs: As a qualified SENCO and Alternative Provision Teacher, I have an overview of the Special Needs process from diagno... Read More
I have been teaching for over 17 years and have experience in a range of settings (Special School, Primary School, Secondary School and Alternative Provision).  I have experience of working with children with Multiple and Complex Learning needs, Social Emotional and Behavioural difficulties, Mental Health and Medical needs and many encompassing conditions.

My skills and experience working with children who have a range of Special Educational Needs including behavioural needs: As a qualified SENCO and Alternative Provision Teacher, I have an overview of the Special Needs process from diagnosis to EHCP allocation and beyond (f both the challenges and positive outcomes). I have written and reviewed many EHCPs, Provision Maps, Individual Education Plans, Behaviour Support Plans etc. I am aware of the financial implications of SEN and have successfully secured Exceptional Needs Funding (ENF) to support numerous pupils. As an Inclusion Leader I was chair of the Exceptional Needs Group for my local Schools cluster. I sat on the Local Authority ENF Panel and I also became a representative on the Exceptional Needs Advisory Group, ensuring I was abreast of the Special Needs funding processes so that I could use this knowledge to secure the best outcomes for pupils. It was in this role I led the school to achieve the prestigious Inclusion Quality Mark (IQM), a testimony to the exceptional work I was led at my school in supporting pupils with Additional Needs.

Curriculum delivery to GCSE (Maths, English and Science): I have extensive experience creating and delivering engaging, highly differentiated and motivating bespoke curriculums from KS1 to KS4. I feel passionately that all pupils, regardless of their additional needs have the opportunity to achieve their personal best and as such have successfully delivered maths, English and Science (Individual and combined) to both Functional Skills and GCSE level as Head of Maths at a secondary MLD School and as a personal tutor. I have a vast knowledge of the curriculum for the different exam boards and have used this knowledge to personalise and adapt my teaching, delivering lessons in a fun, structured and multi-sensory approach. I was previously a Leading teacher in Hertfordshire supporting other teachers to embed these skills within their own practise. I am experienced at benchmarking students starting points and analysing the gaps between where they are and where they want to be. This enables me to take account of the students learning style, personality , obstacles and interests to plan a bespoke learning journey.

My skills and experience working with students who have suffered a brain injury: I have worked with pupils who have suffered a brain injury for over 10 years. I first became interested in acquired brain injuries whilst studying at University for my BSc in Cognitive Science. I specifically tailored my study route to incorporate biological basis of brain and impact of injury. As an educator I have worked within this very complex field and understand the array of challenges a brain injury brings. I have worked with pupils who have had impact injuries, illness that has left an acquired injury (encephalitis) and most recently I have spent a year working, on a daily basis, with a young lady who acquired a brain injury at birth. This is a vastly complex area and each child's resultant behaviours are very different and needed to be treated as such. I have experienced both the physical and behavioural difficulties and conversely have witnessed masking behaviours where compliance is seen at school/in public and behavioural challenges are exasperated at home. The unpredictable and unwavering challenges, that are the consequences of brain injuries, require a deep understanding of the pupil, extreme resilience and a high level of empathy and expectation for the pupil.

Experience working with pupils with Behavioural difficulties: I have a history of supporting students with severe and complex behavioural difficulties in my roles within a Moderate Learning Difficulties (MLD) School, a Social, Emotional and Mental Health (SEMH) School as a SENCo, a Deputy Head and as Inclusion Leader and Behaviour Lead. I have experience working with pupils with a range of co-morbid conditions that can cause unpredictable and challenging behaviours that require delicate, experienced management. I have a compassionate and kind nature and remain calm under the pressures extremely complex and challenging behaviours can bring. I have worked with numerous children throughout my career who have been described as being ‘unteachable’, I do not believe any young person is unteachable, they just require the right teaching. If you are able to be resilient and build up a positive relationship, then you can help the pupil to find alternative ways to demonstrate their feelings and anguish. Most recently I worked with a young lady who had been unsuccessful within the education system, professionals described her behaviour as some of the most challenging they had seen. After a year of working together (being educated at home) she is now in a specialist provision and is coping magnificently.

My skills and experience boosting students confidence and self-esteem: Poor self -esteem, poor sense of self, confidence issues and anxiety can all play a huge role in a young persons readiness and ability to learn. I am acutely aware that unless these areas are embedded within delivery of the curriculum, attainment will not occur. Students with self-esteem and confidence issues need encouragement to believe in themselves and in their abilities. Some of the ways I have achieved this is through subtle actions such as involving students in planning their learning, involving them in topic choices, creating a safe space, picking up on anxieties at their root and providing positive feedback and using positive language. Positive relationships are absolutely key. I am a qualified Mental health First-Aider with Mental Health England, and as such am able to address all aspects of mental health both positive and negative, ranging from general challenges to those more specific challenges such as anxiety and low mood.

My skills working with students who are demand avoidance or defiant: My first experience of working with a student with Pathological Demand Avoidance was approx. 5 years ago. At that time, it was a relatively under-diagnosed disorder and as such information was hard to find. It was an incredibly steep learning curve for me (and my student) but through research and experience I gained a deeper insight into not only Demand Avoidance but in defiant behaviours more generally. Since this time, I have gone on to teach a number of students who present as PDA. I recently worked with a young man whose Autism and more specifically his Defiant Behaviours had meant he was no longer able to manage within a mainstream setting. Over the year we worked together I utilised strategies such as depersonalising requests, using visual cues, reducing demands and above all getting used to his intricacies (I always made several copies of the work we were doing as I knew he would destroy the first few).

My Teaching Philosophy

I am passionate about education and whilst learning is undoubtedly linked to excellent teaching, a core belief  of mine is that we are not only developing traditional intelligences but as educators we are developing the whole person, regardless of advantages, disadvantages and differences. I believe education is about creating a warm, positive, supportive environment where every child believes they are special and where they are appreciated for their differences. I have learnt that by being positive and empowering others to feel positive about themselves and by acknowledging their achievements and qualities, excellent progress follows.

Something Sensational About Me

If somebody or something needs help, I don’t seem to be able to say no (nor do I want to)! As a result, I have three horses, four dogs, chickens and a pygmy goat.

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    Availability

    • Monday Flexible - Flexible
    • Tuesday Flexible - Flexible
    • Wednesday Flexible - Flexible
    • Thursday Flexible - Flexible
    • Friday Flexible - Flexible

    Qualifications and Training

    • National Award for SEN Coordination
    • Qualified SENCo
    • PGCE with Qualified Teacher Status
    • BSc in Cognitive Science 2:1, with an Award for Distinguished Academic Achievement from the Psychology Faculty
    • TEACCH (Treatment and Education of Autistic and related Communications Handicapped Children)
    • Therapeutic Crisis Intervention Training (TCI)
    • Leadership Pathways
    • Teacher Learning Academy Research Verifier Level 2
    • National Programme for Strategic Leadership in Behaviour and At
    ... Read More
    • National Award for SEN Coordination
    • Qualified SENCo
    • PGCE with Qualified Teacher Status
    • BSc in Cognitive Science 2:1, with an Award for Distinguished Academic Achievement from the Psychology Faculty
    • TEACCH (Treatment and Education of Autistic and related Communications Handicapped Children)
    • Therapeutic Crisis Intervention Training (TCI)
    • Leadership Pathways
    • Teacher Learning Academy Research Verifier Level 2
    • National Programme for Strategic Leadership in Behaviour and Attendance
    • Child Protection Designated Safeguarding Lead
    • Postgraduate Certificate in Educational Research (research project with the University of Cambridge focusing on identifying and overcoming obstacles for pupils with SEND)
    • Makaton
    • PREVENT
    • Hertfordshire STEPS training
    • Mental Health England Qualified Mental First Aider

    Choose me if…

    •  You would like a warm, caring, enthusiastic, creative, and fun tutor who will really get to know your child, who will gear everything they do to reignite your child’s love of learning and make them believe that they can do this truly loves their job. Who
    •  You would like a tutor who is highly experienced within a wide range of Additional Needs but who understands every individual is unique and is so much more than their diagnosis
    •  You want a positive and successful tutor/tutee relationship where learning takes place within an empowering, safe, happy place
    •  You want a tutor who is resilient and committed and will not turn away or give up no matter what challenges come their way (often pupils will fight against tuition at the beginning because they are used to failing and knowing somebody will not give up on them is sometimes all they need to start to believe in themselves)
    •  You would like a tutor who can read your child like a book, who watches carefully for the smallest tell-tale signs of stress or anxiety (this could be a subtle repetitive movement) and adapts what they are doing to deescalate the stressors

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