Specialist Experience and Skills
I am a qualified teacher with over 30 years’ experience of classroom teaching across all Primary ages in all subject areas, with specialism in Early Years. Over the years, in both my classroom teaching and tutoring roles, I have taught many children with special educational needs, to include dyslexia, dyscalculia, dyspraxia, hearing impairment, ADHD, autism, elective mutism, cochlear implants, language and developmental delay, and also ‘gifted and talented’ pupils. I have also taught ‘Looked after’ children and, being adopted myself and thereby feeling a particular affinity with the ... Read More
I am a qualified teacher with over 30 years’ experience of classroom teaching across all Primary ages in all subject areas, with specialism in Early Years. Over the years, in both my classroom teaching and tutoring roles, I have taught many children with special educational needs, to include dyslexia, dyscalculia, dyspraxia, hearing impairment, ADHD, autism, elective mutism, cochlear implants, language and developmental delay, and also ‘gifted and talented’ pupils. I have also taught ‘Looked after’ children and, being adopted myself and thereby feeling a particular affinity with the issues that such children might feel both at school and at home, I have also trained in identifying and supporting their needs. Alongside this, I have also been a private tutor across all age groups, facilitating general confidence-boosting, filling various learning gaps, and preparing students for various examinations, to include SATs, 7+, 8+, 11+ 13+ and Common Entrance exams for various schools in London, Surrey and Kent. In my most recent role as Reception class teacher and Head of Early Years at an independent preparatory school in Surrey, my work and interaction with the children has been described as ‘Excellent, Outstanding’ by OFSTED inspectors. I have recently stepped down from this role in order to concentrate solely on my tutoring role, since I find this work particularly rewarding.
Over the years, I have worked alongside Speech and Language Therapists, Educational Psychologists and Social Workers to develop programmes and strategies to support many students of various ages and abilities, in order to meet their academic, social and emotional needs. However, I am always keen to identify additional learning needs where parents sense the ‘something is not quite right’, but where their child has been deemed by the authorities to be either too young, or their needs ‘not severe enough’ to warrant a formal diagnosis. With my many years of teaching experience, I am able to quickly build personalised interventions for such children in order to address their individual needs. I support their learning with various scaffolding strategies and put in place any building blocks that may be missing at an appropriate pace for the child, which in turn facilitates increased confidence and excellent progress. Equipped with new strategies to make tasks easier, quicker and more successful, my students become independent learners in a short space of time.
Since assessment is key to effective lesson planning, I consistently assess students through both formal and informal methods, always paying attention to details which contribute to the whole process. In order to boost a child’s self-esteem, I pride myself on the ability to then modify my lessons in creative ways to highlight the learning strengths of each individual child, whilst also furthering development skills in the weaker areas.
I use my intuitive skills to sense underlying issues behind a child’s behaviour, in order to help and support them as situations occur. With the aim of building confidence in my students and reducing any apparent stress levels, I have always employed a teaching style which is kind in approach and calming in nature. I am consistently patient, fully aware that students have ‘good and bad’ days and believe strongly in the power of positive reinforcement of their achievements, whether those achievements are in the lessons there and then or in their home/school life generally. I strive to enable my students to feel relaxed enough that they can ‘open up to me’ about any problems they may be experiencing in their academic learning at school, or challenges they may be facing in their social life or at home, since this so often impacts upon their self-esteem and performance.
I take pride in building and maintaining a positive and productive relationship with the parents of my students as well as the students themselves, since I strongly believe this partnership is key to successful learning and development in all areas.
I am highly organised and meticulous in everything I do and firmly advocate the setting of high standards and challenging expectations with all my pupils. Whilst thriving on structure and routine myself, and maintaining this within my teaching and tutoring roles, I do also recognise the need for flexibility when working with the changing needs of individual pupils and am happy and able to adapt where necessary.
First and foremost, I have a genuine love and joy for the children I teach, and since students instinctively know this, I have delighted in parents informing me that it has clearly played a vital role in their child’s learning and progress. To summarise - I am a kind, friendly, patient and caring person who is committed to maximising the potential of children of all abilities and talents!
Having had to transition to online teaching with many of my students more recently, in the light of the COVID 19 pandemic, I have been amazed at how successful it has been, due to the fact that I use an extremely effective online teaching platform which enables me to screen share an interactive whiteboard with the student, import and work together on worksheets, games or various activities, and all in real time via audio/video conference. I have been delighted with the overwhelmingly positive feedback from parents regarding their child's online lessons.