About Me

20 years of experience including senior management. I have worked in mainstream schools, special schools and pupil referral units and have a very strong track record working with a variety of special educational needs, particularly SEMH and ASD. I believe in the uniqueness of all young people and focus on the individual rather than the diagnosis.

£110 Per Hour

minimum 1.5 hour sessions

Specialist Experience and Skills

I qualified as a teacher at the turn of the millennium and began by working in mainstream secondary education. I taught a variety of subjects in three mainstream schools, working between KS3 to Ks5. During this time I discovered a natural aptitude for working with pupils who struggled to access mainstream provision for various reasons.

This led me on to my career in Special Education from 2009 onwards, during which I have been the Deputy Head of a KS4 & 5 Pupil Referral Unit in the London Borough of Westminster, a Teacher in Charge of a specialist SEMH and SEN KS3 and 4 unit in the Lond... Read More
I qualified as a teacher at the turn of the millennium and began by working in mainstream secondary education. I taught a variety of subjects in three mainstream schools, working between KS3 to Ks5. During this time I discovered a natural aptitude for working with pupils who struggled to access mainstream provision for various reasons.

This led me on to my career in Special Education from 2009 onwards, during which I have been the Deputy Head of a KS4 & 5 Pupil Referral Unit in the London Borough of Westminster, a Teacher in Charge of a specialist SEMH and SEN KS3 and 4 unit in the London Borough of Enfield, and Head of English at a Therapeutic Special School in the London Borough of Camden.

My skills and experience supporting students with Autism: Autistic learners have comprised a significant part of my educational work. Since 2009 I have worked with ASD pupils consistently, and attended multiple training courses. I find with many ASD learners that time management and transitional points are important foci, while an absolutely key element is choice. Many ASD pupils respond better to learning sessions in which they are given a say or decision over how things can proceed.

My skills and experience supporting students' anxiety and mental health needs: Having been a senior manager in two SEMH based provisions, pupils with Mental Health issues have also formed a key part of my work. I think it is important for mental wellbeing to be an explicit part of any discussion or learning for such pupils. It is valuable to try to get them to take some ownership and keep track of their own mental wellbeing, also to think about what they need in their own lives and how that might be achieved. Various learning activities can be implemented to facilitate this.

My skills and experience helping students to develop motivation and engage in learning: Throughout my career, even in my early days in mainstream, I have worked with pupils who have disengaged from learning for a variety of reasons. I find that open communication, along with a little humour are essential elements in working with this, as is creativity and flexibility with session content. I am not averse to introducing sport, music, drama or whatever else may interest a pupil, as a tool to access a topic elsewhere in the curriculum.

My skills and experience developing trusting relationships with students with SEN including Autism: Relationship building is another key attribute of mine and has to be, because of the nature of the work that I do. A fractious working relationship will never achieve positive outcomes, particularly with SEN or Autistic learners. Having worked with pupils from a wide range of socio-economic and ethnic backgrounds, I am yet to meet a young person I cannot form a positive working relationship with, given time. Again, open and honest communication, aligned with a sense of humour and flexibility, generally enable effective relationships to be built.

My skills and experience working with teenagers and young adults: Regarding age groups of pupils, my initial teacher training was secondary and my entire career has been spent in secondary age work. Although some of this has been focused around Key Stage 3 (11-14), the bulk of my experience is with pupils at Key Stage 4 and 5 (14-18) and this is both where my interests lie and my most senior role occurred. As learners age, the kinds of interactions they enjoy develop, which can suit some teaching styles more than others. Due to own natural style of communication, this latter age group is the one I consider to be my specialism.

My skills and experience boosting students' self esteem and confidence: I believe that this is a crucial part of any SEN and SEMH work. All young people have the ability learn and create, but this can sometimes be buried beneath an exterior of frustration and doubt. I believe in looking for 'ways in' with young people, utilising their personal interests to access learning.

 

My Teaching Philosophy

My philosophy is a simple one. I work with all learners as individuals. Although diagnoses can be helpful in providing context, they never tell the whole story.

I try to provide students with the confidence to achieve positive outcomes. In particular I love to help learners express themselves. Human beings are creative by nature, although not all of us access our creativity in the same ways. A learner who responds badly to a worksheet or textbook may respond much better to a guitar, a football or a joke. More often than not, this sort of work is really about finding 'ways in'. All young people have an interest, through which they can be engaged.

Working for so long with students with a range of Special Educational Needs I have gathered a toolbox of methods to find strategies which promote learning, engagement and confidence. I like to provide students with space to make mistakes and learn from them. This is intrinsic to the creative process. I also firmly believe in making time for a little fun. A sense of humour is so important in forming rapport. The vast majority of young people learn better from someone they like, within interactions they enjoy.

Something Sensational About Me

In addition to my educational experience I am an award nominated author. I have written six books and two feature films. I love passing on the benefits of this experience onto young people and am very happy to conduct non-curricular creative writing or screenwriting sessions with pupils.

Blogs or articles

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    Availability

    • Monday 9.30 - 6
    • Tuesday 9.30 - 6
    • Wednesday 9.30 - 6
    • Thursday 9.30 - 6
    • Friday 9.30 - 6
    • Saturday 9.30 - 6

    Qualifications and Training

    • QTS since 2000
    • PGCE 1999
    • Bsc (HONS) Social Science (Sociology and Politics)
    • Approach Training and Team Teach certified
    • Attended Autism and Aspergers training
    • Fully up to date with Safeguarding, Child Protection and Data Protection.
    ... Read More
    • QTS since 2000
    • PGCE 1999
    • Bsc (HONS) Social Science (Sociology and Politics)
    • Approach Training and Team Teach certified
    • Attended Autism and Aspergers training
    • Fully up to date with Safeguarding, Child Protection and Data Protection.

    Choose me if…

    • you want an open minded and relatable tutor
    • you want a tutor with wide ranging experience
    • you want a tutor who is able to teach non-curricular content if necessary
    • you want a tutor that young people enjoy working with
    • you want a tutor who can teach a broad range of subjects

    SPECIFIC AREAS COVERED

    London - north of the river preferred but other areas considered depending on travel time.
    South Hertfordshire also possible.

    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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