I am a highly-experienced specialist SEN tutor with QTS with over 18 years special education experience.
I have extensive experience working with students with a diverse range of needs including: ASD (including non-verbal and high-functioning), deaf or hard of hearing, processing needs, working and short-term memory needs, emotional and/or behavioural needs, ADHD, SEMH, EBD
etc. I overcome these barriers by creating holistic and engaging sessions, working very closely with my learner, ensuring I get to know the ‘whole person’ and implementing specialist strategies and interventions that match on an individual basis. I have held several positions of increasing responsibility including; Head of Department, Internal Verifier, Learning Leader for Curriculum, Teaching & Learning Coach I realised; that my true passion and driving force, is working with learners with additional needs, on an individual basis, inspiring a love of FUN, creative learning, which results in progress and successful academic achievement whilst impacting pupils in a real and positive way, making a difference in their lives. I am an advocate for FUNctional, creative and personalised learning and preparing learners with additional education and emotional needs to access their local and wider communities, whilst developing the skills required to access adulthood, with confidence and boo
My experience working with children with Dyspraxia has been extensive and I have worked with learners with dyspraxia over the course of my career. During this time I have addressed the following with my dyspraxic learners to enable successful learning:
- Speech and language
- Learning to read and write
- Following instructions
- Organisational skill
- Addressing communication
- Assisting in finding the right word or words to use
- Assist with grammar
- Assist with reading
- Encourage varied tone when reading
- Assist in remembering instructions
- Create activities to match a short attention span
- Improve writing skills
- Address relaxation and reduction of fidgeting and restlessness.
My experience of working with learners with ADD: As with ADHD my work with ADD learners is personalised and structured. When delivering to learners with ADD, I ensure that:
- There is a clear and structure.
- the importance of the emotional element of learning is addressed
- Rules and expectations are clear (for both tutor and learner)
- Directions are clear and repeated
- Eye contact is consistent and regular
- Activities are engaging and bite-sized
- Learning is reviewed regularly
sted self esteem. My Experience of working with Autism
: I have been working with individuals with on the Autistic spectrum since 2007. My experience is extensive, ranging from working with learners with both low/high functioning autism, Aspergers and all other various scales across the spectrum. When delivering my lessons, I ensure that I develop and build a relationship with the learner. This is a platform to introduce initial assessments and academic learning. My approach when teaching learners with autism is personalised to their needs and learning styles. Specialist autism/ SEN strategies implemented include (not limited to):
Sessional structure and repetitive routine, timed activities, praise, patience, self-directed learning (enquiry approach), functional life skills, functional academic skills, opportunity for exploration, visual aids, verbal prompts, simple instructions, use of pronouns/name for each activity, global understanding from learner’s point of view, creative and fun, clear simple language, ABA where appropriate, use of realia, communication, social interaction, access to the community, development of Independent Life Skills, emotional regulation, holistic therapies. My experience developing meaningful, trusting and respectful relationships with students with Special Educational Needs including autism, dyslexia, demand avoidance and anxiety;
A respectful, trusting relationship is crucial to the learner's journey becoming a successful one. I have worked with individuals who have a variation of/all of the above. The approach I foster to teaching & learning encompasses strategies to overcome all the above. Fundamentally, I believe this is built on trust. My commitment to enabling learning to those who have emotional and additional needs is reflected in my Level 5 Psychotherapy CPD, which I am currently undertaking. The theories and skills I have developed through accessing this, has become invaluable to my teaching practice, both academically and emotionally. My skills and experience supporting students with behavioural needs:
Throughout my career I have worked in different learning environments, with many children/young people who have their own barriers to learning, accompanied by challenging behaviours. As a tutor, who is privileged to work on a 1:1 basis, I endeavour to support pupils and establish the need or concerns behind the behaviours presented. My skills and experience helping students to develop motivation and engage in learning;
This is literally MY motivation to instil a 'yearn to learn'. I enable this by (as stated above) getting to TRULY know, spend time with the learner. I allow for the individual to get to know me, to trust me and for me too understand and know them. I determine the learner's interests and hobbies. Learning is embedded into these. so that the learner remains engaged, and in some cases, isn't always aware of the target s being met, as the topic or activity is the overriding experience for them. This is my reason for becoming a tutor. To have the privilege and time frames to build and develop these relationships and watch a learner reach their full potential, accessing a personalised, fun and creative provision offer.
My experience of working with Emotional Regulation: My skills and experience planning and preparing holistic, engaging and fun teaching sessions:
A very high proportion of children I have worked with have struggled with Emotional Regulation. This is constantly worked on throughout our learning. As our relationship evolves, so do my interventions. A range of strategies are implemented. An example of methods use are: Discussing feelings at start/end of session, Journal Writing, Meditation, Exercise, Attention to negative thoughts and emotions, role play, addressing potential scenarios and how this could be addressed, ABA, Considering others’ emotions and feelings, Lego Therapy, Art Therapy, Music Therapy, Talking Therapy
My experience with social communication: My approach to social communication is person-lead and we work together as a team to address and guide successful social interaction. My philosophy is one that introduces self-esteem, confidence and enquiry-based learning. The learner’s curiosity will naturally evolve through our learning, with many opportunities to develop social communication. Eventually, the learner will naturally and independently take ownership of these interventions. Examples include: Encouragement of eye-contact, awareness of body language, encourage learner to initiate (conversation, task etc.), to encourage confidence in learner’s interaction (tasks, questioning, problem-solving, patience), turn-Taking (awareness of others and recognition of when it is appropriate to consider others and self)
My skills and experience boosting students’ self-esteem and confidence: My belief is that learners who display tricky behaviours or enforce ‘barriers’ are low in confidence and self-esteem. Improving these feelings is fundamental to a successful learning journey. I am very friendly and approachable. I have also trained up to Level 5 in Counselling and often, pupils will respond to strategies I have introduced. I will work towards helping your child/young person enjoy their learning, to not be afraid to ask questions, to problem-solve, initially together and with time, more and more independently, with the goal being that the learner has become more confident with an increased self-esteem.
I am a highly energetic tutor and my teaching style and pupil interaction reflects and corresponds to my core values of; inclusion, FUN, age-appropriate, sensory, creative learning, complemented by the use of high quality, personalised resources. I truly believe that if a pupil is enjoying their learning experience, they will remain engaged, enabling the opportunity to unlock their maximum potential, using tools strategies that keep them engaged, enjoying and creative in their learning. Schemes of work, topic, units etc. that are chosen are discussed with the individual, their families, school, any other members of a Multi-Disciplinary Team. I offer a complementary review every 4-6 weeks with adults involved with the learner to inform of targets, progress etc. Bespoke planning and Lesson Structure:
Sessions are personally planned for the learner. There is a very high standard of structure, with the learner being guided with specific instructions at all times. Each session begins with ‘an opener’ to introduce the lesson objective, discussion around how that will be managed and achieved and a visual/ other appropriate representation of lesson progress. All instructions are specific – I tend to use the SMART theory (Specific, Measurable, Appropriate, Realistic & Timed), this not only engages the learner, but also promotes staying on task in a way that is organised, holistic and successful. It also enables us (student myself and family) to work as a team and be aware of all progress, areas for development and achievement in bite-sized chunks as we ‘travel’ the learning journey of the individual. When planning any session, my focus is on enriching the lives of my pupils, I am adamant that they receive the best provision and achieve both aspirational and realistic results. My experience of working with children/young people, who require assistance with study skills and organisation:
I have extensive skills and experience in this area which has enabled me to build a successful catalogue of interventions and strategies to assist with learning barriers faced by those who face challenges organising their studies, whilst meeting their desired targets. I provide bespoke interventions and skills that can assist learners to overcome these obstacles. . Responsibility/Accountability Skills and Self-Directed Learning:
I am an advocate for assisting and enabling learners to take responsibility/accountability for their education, often through being confident to try self-directed learning. This is lead by structure, ensuring the individual is accessing information that is high quality and in line with my SMART ethos. The benefits of being responsible for own learning cannot be underestimated. It promotes the natural development of self-confidence, initiative, perseverance and life satisfaction. It boosts confidence and organically activates curiosity, which leads to an opportunity of predicting, problem-solving, reflection and analysis. My view is that these skills underpin success in education and drive a ‘yearn to learn’, which is paramount to continued academic achievement. My skills and experience teaching Functional Skills:
I have a genuine passion for Functional Skills and am an advocate for its space in any curriculum. The skillset offered by the FS provision is, in my view, one that is perfectly suited to learners with additional needs and/or need to access Maths and English skills in a different strand. One that is meaningful to them and makes a REAL difference to their lives. I was fortunate to have been chosen to be one of the first tutors to deliver the pilot of Functional Skills, whilst I was a lecturer at Birmingham Metropolitan University and feedback its impact to OfQual and the Institute of Skills and Employability (please see attached). I became so fascinated with Functional Skills and its impact that I spearheaded the introduction of FS to learners of the Deaf community, analysing, comparing and adapting these communications to become accessible to those using British Sign Language. I was supported by the Birmingham Institute for the Deaf and during the same year, I was awarded the national ‘Teacher of Excellence’ Award. My passion for FS has remained static, so it was a natural progression to become a Specialist Leader in Education for these subjects. I have been responsible for implementing Functional Skills in various institutions, both public and independent establishments. I am driven and enthused by its core principles and use the skillset to design a bespoke curriculum for my learners. I map all learning to Functional Skills, ensuring it is embedded in all learning. I have a strong knowledge of the standards published by OfQual, how they translate to the the quality of all elements of the provision delivered. I have sound knowledge of the majotirty of providers including; OCR, ED-Excel/Pearson, AQA, City & Guilds, AIM Award, Pearson, CCEA and WJEC. I am familiar with their policies/process and administrative requirements. To ensure the learner is progressing during our sessions, I will create a clear tracking system, that documents the learning journey. As part of this, I will devise and facilitate a baseline Initial Assessment – This will determine the learner’s working level. I will then facilitate a Diagnostic Assessment, at that level. The results of this will enable us to succinctly identify areas of strength and development. It is common for learners to present ‘spiky profiles’ – In this instance, I will ensure that targets and lessons are planned and adapted accordingly. I will ensure these are reviewed frequently, followed by a parent/carer/MDT consultation with progression and success updates. My skills and experience in teaching English including phonics, reading, grammar and Shape Coding:
English language and grammar is my specialism. Not only am I passionate about it as a subject, but I am committed to enabling the understanding of the English language and its grammar being delivered in a way that is understood by the learner. My approach is a ‘layered’ one. It is my own method of delivering grammar theory, each scheme of work is be-spoke to the learner/learners and it has an excellent success rate with learners in both special and mainstream school settings. It is also an approach that I have used as part of my consultancy in further and higher education institutions. These personalised ‘mini curriculums’ are designed for the learner with appropriate interventions and strategies, including: Colourful Semantics, shape coding, PEE(L), Writing Maps, Writing Mountains, PPP Paragraph techniques etc boost the learner’s self-esteem and English ability whilst they participate in active learning, developing and consolidating new skills. My skills and experience producing and working with Widgit I am both confident and proficient in using Widgit, it has been a part of my delivery for many years as a means of communication for learners with ASD and other needs. I have also used this particular tool to complete accredited work for various awarding bodies. I feel very strongly about being able to communicate with learners effectively and will use Widget along with any other communication tool to enable a learner to express themselves. My expertise and specialism are in delivering GCSE English/Maths & Functional Literacy/Numeracy to learners many different backgrounds, following alternative educational routes:
I have delivered GCSE in mainstream schools, Special Education settings and in Further and Higher Education institutions.
I am familiar with all standards set out by OfQual along with extensive understanding of all requirements set out by many examining boards including: AQA, Edexcel, Pearson, OCR, CCEA, and WJEC. I have a wealth of experience in understanding the GCSE structure and matching a personal curriculum to ensure successful access to learners. As part of this, I will devise and facilitate a baseline and diagnostic assessment, which will enable specific and realistic targets and goals. This will initiate a bespoke and structured Scheme of Work with specific targets, all of which are shared, discussed with and agreed by both the learner and their family. I will ensure these are reviewed frequently, followed by a parent consultation with progress updates, which are complementary, these are usually on a monthly basis and up to 45 mins. Engaging and personalised lesson content & resources
. I am fastidious about ensuring that learners receive an excellent learning experience and I believe that, in order to achieve this and to ensure learner engagement, sessions must be personalised and student-centered. I will always make my learning material personal to each individual student, ensuring their preferred learning style and interests are addressed where possible/appropriate whilst meeting the curriculum standards. My skills and experience teaching Humanities (Geography and/or History):
I have taught Humanities (both History and Geography) in schools over a number of years, along with teaching 2 pupils on a 1:1 basis for almost 18 months. I have taught all age ranges from both Key Stage 3 and Key Stage 4. Though my specialism is primarily English, I have a personal passion for these subjects and have thoroughly enjoyed familiarising myself with the curriculum and successfully delivering in both school and home environments. I have deep fascination for history, with particular interest on the Royal Family and its heritage, so it was a natural progression for me to take Humanities as my second choice. During my teaching, I have covered many historical topics with my pupils. We have explored local, national and global history events and themes, along with significant global events and figures. I am able to adapt to specific needs/preferences, to ensure I am engaging the learner and that active learning is taking place. Below is. List of SOME of the topics I have covered in my delivery: The Great Fire of London, The Plague, The Magna Carta, World Wars l & ll, The Hundred Years War, Women’s Suffrage.
I ensure my CPD is current and updated at every possible opportunity. This, to me, is crucial. Research and ideas are developing at a staggering rate and learners/families I engage in, deserve a high standard of expertise. I am passionate about researching and improving a pupil’s learning experience, ensuring I ‘get it’ exactly right for them.
Your young adult/child WILL progress and learn with me. I am friendly, warm, patient, resilient, flexible and genuinely dedicated to what I do. Please feel free to contact me with any questions, or further information you require about my learning style, experiences, or just to get to know me a little! :)