About Me



A qualified teacher (PGCE and QTS) with eight years of classroom experience; five years in mainstream and three in Special Education (SEN). I specialise in working one-to-one with young people with SEN, including ASD (autism), anxiety, PDA, ADHD/ADD, learning difficulties, dyslexia and dyscalculia. I am passionate about helping students build self-confidence and achieve to the best of their ability. I have tutored privately throughout my career and am now a professional tutor.

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£140 Per Hour

minimum 1.5 hour sessions READ THIS TUTOR'S REVIEWS HERE

Specialist Experience and Skills

I worked as a mainstream class teacher for five years before having the opportunity to establish an SEN hub for mainstream children with moderate/severe learning difficulties who were at least two years behind their peers academically. In the hub, I was responsible for creating IEPs for each of the twelve pupils and putting in place effective interventions to address gaps in maths, reading and writing, as well as programmes to develop social skills. The hub has since been used as a model for other schools in the borough of Lewisham.

I have tutored a vast array of children since 2013, working... Read More
I worked as a mainstream class teacher for five years before having the opportunity to establish an SEN hub for mainstream children with moderate/severe learning difficulties who were at least two years behind their peers academically. In the hub, I was responsible for creating IEPs for each of the twelve pupils and putting in place effective interventions to address gaps in maths, reading and writing, as well as programmes to develop social skills. The hub has since been used as a model for other schools in the borough of Lewisham.

I have tutored a vast array of children since 2013, working with a range of SEN including ASD, ADHD, dyslexia and dyscalculia. Most recently, I home-schooled a Year 7 pupil with high functioning autism and signs of PDA throughout the academic year 2020-2021, teaching KS3 maths, English, history and RE. I have worked with this pupil since the beginning of Year 5, as he was gradually removed from the school system and a programme of home-schooling was put in place for him. Over the past 3 years I have helped him to build his confidence in his own learning and his ability to make friends. Over the last term, I have worked with the family to help him transition gradually and successfully to a new secondary school.

I am a specialised in teaching young people with moderate/severe learning difficulties and complex needs. I can help with:

Supporting learners with autism: For the last three years I have tutored, home-schooled and mentored a young boy, helping him to transition to successfully to a mainstream secondary school. I have helped this pupil with his learning in maths, English, history and RE, as well as helping build his self esteem and attitude to learning. I am skilled at building trusting, respectful and long-lasting working relationships with pupils, which I believe is the foundation for everything else. I am patient and understanding and take a holistic approach to working with children with autism.

Behavioural Needs and Pathological Demand Avoidance (PDA): between 2016-2020, I worked with a boy with PDA, taking him from Year 1 through to Year 4. The most effective strategies with this student included: lots of positive praise; acknowledging and sympathising with the pupil’s feelings on any given day; consistency with expectations; setting manageable, achievable goals; involving the pupil in goal setting; really understanding the personal interests and motivations of the pupil and incorporating these into both learning tasks and rewards; finding ways to make learning more interesting and appealing to the pupil; accepting the possibility that usual approaches to learning may not work and finding other, more creative and unusual ways to allow learning to happen; remaining calm and positive even in the face of verbal and physical challenges.

Focus and Attention: I have developed a range of strategies to help pupils improve their focus and attention. These include: the Pomodoro Technique; Chunking Technique; Attention Autism techniques (developed by Gina Davies); Precision Teaching; reward charts.

Supporting learners with anxiety/SEMH: I believe it is important to build a trusting environment where pupils feel safe, supported and listened to. When children are disengaged in their learning or disruptive in class it is often a way of communicating that something else is wrong. I have received training from Place2Be, whose mission is to improve children's well-being and mental health.

Zones of regulation for managing emotions: The Zones of Regulation is a systematic, cognitive behavioural approach used to teach self-regulation by categorizing all the different ways we feel and states of alertness we experience into four concrete coloured zones.  The Zones framework provides strategies to teach students to become more aware of and independent in controlling their emotions and impulses, manage their sensory needs, and improve their ability to problem solve conflicts.

Working with students with anxiety to building confidence and self-esteem: I have worked with children who suffer from a sever lack of self esteem both academically and socially. Academically, breaking seemingly difficult tasks down into manageable chunks can not only help children master skills but also helps to build their confidence, as they receive praise and rewards for incremental successes. The Precision Teaching method is useful as success is judged against each pupil's own ability and progress is measured against this. I have worked with children who thought they had no friends and found it difficult to connect with their peers. Explicit teaching of social skills and coaching, especially for children with autism, can help pupils build confidence and start to make friendships. Encouraging children to write a journal where they can begin to explore and understand their feelings can help them become more emotionally literate and understand what makes them sad or frustrated and what actions they can take in these instances.

Complex needs: I have worked with young people with a range of complex needs including combinations of ASD, ADD, ADHD, ODD, dyslexia, dyscalculia, social, emotional, behavioural and speech and language needs. It is important to try to fully understand each need and how it impacts on the student's life. You should also consider how one need may affect another.

Engaging sessions: often, the pupils I work with are disengaged with the traditional teaching and learning that takes place in the classroom. I enjoy the challenge of finding ways to make sessions more pertinent to each child. This can take many forms: turning learning into games, taking learning outdoors or into a less formal setting, getting pupils to record learning in a less formal way (videos, pictures, presentations, timelines, handmade games, quizzes, memes, etc.).

Developing independence: I have helped pupils develop independence both in their learning and their daily activities. This is usually something which is built up over a period of time and the steps in getting there can be very incremental. Scaffolding is a useful technique where the level of support is gradually pared down until the pupil feels confident in completing the task themselves. Previously, I have helped pupils plan and execute their own outings. Most recently, my Year 7 pupil planned an end-of-year trip to go bowling. He was responsible for finding the location, setting the date and time, pricing up the trip and planning the journey.

Supporting learners with ADHD: I have worked with young people with ADHD in the classroom, small group settings and on a one-to-one basis. To help learners with ADHD to effectively access learning, it is important to establish a calm learning environment with few distractions; to set clear and achievable goals; to provide manageable tasks which can be broken down; to provide regular breaks; to incorporate their own interests in learning tasks to improve motivation. Introducing a range of learning styles, such as kinaesthetic and visual approaches, can be important for learners with ADHD.

Social Skills and Social Stories: I have been trained in the Socially Speaking method; a unique social skills programme that lasts a whole school year and is divided into three units: let’s communicate, let’s be friends, and let’s practise. As pupils progress through the carefully structured programme, their self-esteem will increase and their listening skills and expressive language abilities will improve, and in turn everyone will benefit from enhanced social interaction. I have been trained and had many years’ experience in writing social stories for a wide variety of children and situation.

Supporting learners with dyslexia: I have worked with many young people diagnosed with dyslexia. I have also helped identify others and led them and their families through the process of assessment and diagnosis. Each learner has their own unique profile; it is important to have a full understanding of the diagnosis and the areas identified as requiring support. There are wide-ranging strategies and interventions to help each aspect of a diagnosis.

Supporting learners with dyscalculia: learners with dyscalculia benefit from visual and kinaesthetic approaches to learning. Concrete manipulatives are essential for learners to grasp seemingly obscure mathematical operations and the related language. Many mathematical operations involve combining a range of skills, it is therefore important to help break problems down into their constituent parts and make sure students develop fundamental skills. Poor short and long term memory is usually a major contributing factor in dyscalculia, therefore short, frequent sessions are essential to help keep information fresh.

Maths: I am trained in the maths mastery style of teaching which aims to develop a deep understanding of mathematical concepts using concrete and pictorial aids. In addition, I am trained in the Precision Teaching method of planning, which aims to meet the needs of an individual child who is experiencing difficulty with acquiring or maintaining some skills. It has an inbuilt monitoring function and is basically a means of evaluating the effectiveness of what is being taught. This method can be applied to areas of the curriculum that can be broken down into clear objectives, e.g. numeracy and literacy skills.

Phonics and Reading: I have taught phonics since 2013 and effectively prepared pupils for the Year 1 Phonics Screening. The systematic approach of phonics lends itself well to the Precision Teaching method. However, phonics doesn’t suit all learners; in this case, systematically building up a bank of sight words can be more effective, allowing pupils to recognise the shape of words without the need to memorise all the sounds and letters of English. The Paired Reading strategy is also effective for pupils who struggle with phonics.

Writing: The sheer number of skills involved in learning how to write can make it a very challenging endeavour. I have broken down further my skills and experience pertinent to each area: Handwriting: I am experienced in teaching handwriting using the Cambridge, Pen Pals for handwriting programme. Fine Motor Skills: The underdevelopment of fine motor skills can often be a big barrier for children learning to write. I have a range of activities aimed to develop fine motor skills for writing and other tasks, such as tying shoes laces, fastening zips, etc. Spelling: The Precision Teaching method is effective in helping children build a bank of spellings. Story Language/Structure: I am trained in the Talk for Writing method of teaching writing; it enables children to imitate the language they need for a particular topic orally, before reading and analysing it, and then writing their own version. This method is particular effective for children who lack imagination or who need to focus on the act of writing without the added pressure of having to create completely original ideas. It also helps children build a repertoire of popular story structures and develop the language of storytelling. Sentence Structure: I am trained in the Shape Coding method. The method uses a visual coding system to show a child the rules for how words are put together in sentences, to develop the child’s understanding of spoken and written grammar and to develop their ability to use grammar successfully to express themselves.

Supporting non-verbal learners: I have worked with several autistic pupils who were non-verbal in a school setting. I therefore have a range of strategies which have been successful at encouraging these children to communicate. These include: a focus on non-verbal communication, body language, eye contact,  gesture and visual supports; Simplifying spoken language and allowing time for students to respond without automatically filling in the gaps; Interactive play, songs and nursery rhymes.

Speech and Language: I have worked with numerous pupils with wide ranging speech and language difficulties. Working along experienced speech and language therapists I have been able to develop a range of skills and strategies to help young people overcome language difficulties. I am trained to teach Colourful Semantics, which aids pupils in understanding word meaning and grammar. I have extensively used Communicate In Print to create visual aids for pupils with speech and language difficulties. I have used the Word Aware scheme to help develop language and vocabulary in all pupils.

Young adults (16+): For 3 years, from 2013-2015, I worked with a student with acute dyslexia, ADD and low self-esteem, supporting him through his GCSEs and A levels. I supported him with revision skills, organisation, motivation as well as understanding content.

Writing and implementing IEPs: I have written dozens of IEPs and put into place effective interventions to address targets.

My Teaching Philosophy



I believe that all children have the right to an outstanding education which helps them to build confidence, realise their potential and lead a happy and fulfilling life. Each child is an individual who learns in a way and a pace which is unique to them. Our job, as educators, is to understand each child’s uniqueness and to use this to help them learn.

Something Sensational About Me

I am passionate about foreign languages and culture; I speak French and Italian fluently and have lived and worked in France, Switzerland and Italy.

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    Your contact details will be sent to SENsational Tutors Ltd and will NOT be used for any marketing purposes.

    Availability

    • Monday 9am - 3pm
    • Tuesday 9am - 3pm
    • Wednesday 9am - 3pm

    Qualifications and Training

    • Qualified Teacher Status (QTS)
    • PGCE, UCL Institute of Education
    • Teach First, Leadership Development Programme
    • BA French with Linguistics, King's College London
    ... Read More
    • Qualified Teacher Status (QTS)
    • PGCE, UCL Institute of Education
    • Teach First, Leadership Development Programme
    • BA French with Linguistics, King's College London

    Choose me if…

    • you are looking for a professional and dedicated tutor who will be committed to understanding your child's specific needs and helping them to make progress.
    • you are looking for a calm and positive tutor who will make your child feel at ease, boost their confidence and enjoy our sessions together.

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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.




      Elizabeth

      Phil is a fantastic tutor who has been very patient with our child. He quickly identified the areas of maths that our child needed to improve and has taught him very thoroughly. Our child has gained much more confidence and really enjoys the sessions with Phil. We would highly recommend Phil as a tutor.

      Rebecca

      Phil helped our son with his 11+ exams. He has a very calm and patient approach, he would encourage him to think about how he could work it out and listen to his ideas. Our son grew in confidence with his Maths and he had offers from lots of London day schools. Thanks Phil! We have recommended Phil to lots of our friends.

      Nick Bunker

      Excellent tutor who is calm and patient with both of my children. Tailors the lessons to what they need and includes regular recaps Highly recommended

      Zoe Challen

      Phil is truly a sensational tutor. My daughter Eliza has gone from strength to strength with his tutoring. He’s installed a confidence in her no one else could and she now loves Maths

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