About Me

I am fully qualified teacher with experience as a Deputy Head Teacher specialising in English, study skills and SEND. I have been responsible for teaching and learning, monitoring and assessment, conducting learning walks, observations, book scrutiny, teacher and support staff appraisal, data scrutiny and strategic decision making. I have senior management experience of line managing SENCo, Special Educational Needs, English as an Additional Language,  Learning Support Units and  Extra Curricular Learning. 

 

£150 plus travel expenses Per Hour

minimum 1.5 hour sessions

Specialist Experience and Skills

Deputy Head Teacher, I have extensive experience both teaching and leading Special Educational Needs and Learning support having managed both areas of the curriculum throughout my career. I have been  responsible for teaching and learning, monitoring and assessment, conducting learning walks, observations, book scrutiny, teacher and support staff appraisal, data scrutiny and strategic decision making. I have senior management experience of line managing SENCo, Special Educational Needs, English as an Additional Language,  Learning Support Units and  Extra Curricular Learning. 

My specia... Read More
Deputy Head Teacher, I have extensive experience both teaching and leading Special Educational Needs and Learning support having managed both areas of the curriculum throughout my career. I have been  responsible for teaching and learning, monitoring and assessment, conducting learning walks, observations, book scrutiny, teacher and support staff appraisal, data scrutiny and strategic decision making. I have senior management experience of line managing SENCo, Special Educational Needs, English as an Additional Language,  Learning Support Units and  Extra Curricular Learning. 

My specialist experience teaching English including: reading comprehension, handwriting, writing and spelling extends to teaching English Language and Literature to GCSE with particular reference to the examination assessment objectives as well as ensuring that Spelling Punctuation and Grammar are at the levels expected for both chronological age and by SATs and CATs expectation. In particular I work with students in the area of SPAG by offering spelling tests, games, quizzes, memory tasks by using proven interleaving and spaced learning techniques where we revisit the learning to ensure that it has become embedded and to test student recall and skills around inference. My specialist subject is GCSE English Literature and Language.

My skills and experience teaching study skills working with secondary school students and young adults  is evidenced by the student ultimately making progress within their learning by using the strategies taught within sessions and by ensuring that they are confident with these, having practised and I use Mastery Learning techniques so that students are able to flourish within their newly found independence. This has been the case with one particular student that I  have recently worked with who was unstable in the large group classroom setting who has multiple SEND including PDA, anxiety, medical concerns, friendship conflicts and  challenges who refused to make contributions to lessons in a way that was workable in a larger group for her and her teachers and when she did, was considered disruptive to others, challenging, erratic and would not engage in any classroom work or homework, despite being extremely anxious about it, which led to increased anxiety.

I worked with her outside of school to build her confidence, in a tri-fold way to address the challenging behaviours with a range of activities where she would practice her literature paragraphs using the mini white board without fear of "getting things wrong" in a low stakes way. Slowly she was able to write in her book with certainty and without fear and began to accept feedback in a positive way and articulate her wishes, concerns and desires to me within the bounds of our trusting relationship. She was able after a term to read aloud in the classroom and made sustained progress by writing in a coherent way with supported ideas and appropriate literary techniques and structure. In tandem I worked with her parents to address the medical issues and input that was needed from medical professionals and specialist outreach teams. Lastly she was able to make herself understood without regular outbursts or alienating others but more importantly was able to feel that her contributions to lessons were meaningful and valid. Her social interactions were productive and she was able to manage her anxiety more effectively having mastered techniques to do so.

My skills and experience improving confidence and amplifying self-esteem is extensive having won a Times Educational Supplement Award for developing a programme which has been shared by national CPD that I have developed , written and led to develop similar systems in schools for students at various levels. I have received two DfE awards for my work with students to overcome barriers to learning particularly focussed on school refusers, LAC, low confidence self esteem issues, social isolation, friendship issues, bullying, anger management, poor retention, SEBD and SEMH. I was the recipient of a DfE award for my work with a child who had lost both parents and had become e mute. I worked with her from year 9 to year 11 and she successfully completed her GCSEs and gained a place at a highly regarded 6th form college where she took her A levels.

My specialist experience helping students to engage in learning is award-winning, demonstrated in several awards from TES, Pearson and DfE. I have developed sustainable and workable systems to help students to engage in learning. I have several years experience as a Deputy Head Teacher responsible for whole school behaviour for learning, sanctions, rewards and attendance.  My policy work with governors has always been remarked upon as being highly professional and most importantly workable in practice for students and teachers. I am a qualified post sixteen Guidance Practitioner, qualified Mentor  and hold a Diploma in Careers Guidance and a Masters Degree. I have written several mentoring schemes for schools and trained a number of mentors in schools nationally. 

My skills and experience supporting students to develop their independence is evidenced by the student ultimately making progress within their learning by using the strategies taught within sessions and by ensuring that they are confident with these and are able to flourish within their newly found independence, as has been the case with one particular student that I  have recently worked with who was always silent in the classroom, refusing to make contributions to lessons and would not turn in homework. I worked with him after school to build his confidence, with a range of activities where he would practice his spelling using the mini white board without fear of "getting things wrong". Slowly he was able to write in his book with certainty and without fear and began to accept feedback in a positive way. He was able, after a term, to read in class and is improving.

My specialist experience providing fun sessions, developing motivation and to help students engage in learning is demonstrable having won a Times Educational Supplement National Award  (TES)  developing a Learning Support and Mentoring programme which has been shared nationally to develop similar systems in schools for students at various levels. I have received two DfE awards for my work with students to overcome barriers to learning particularly focused on students with complex and compound  issues, low confidence, self esteem issues, social isolation, friendship issues, bullying, anger management, poor retention, SEBD and Social Emotional and Mental Health Needs. I was the recipient of a DfE Excellence in Cities award for my work with a student  who had lost both parents and had elected to be mute following this tragic bereavement. I worked with her from year 9 to year 11 to address issues of her mental health, anxiety and self harm and she successfully completed her GCSE courses at KS4  with higher than expected grades given her KS2 SATs results and gained a place at a highly regarded 6th form college where she took her A levels and went on to her undergraduate psychology course.

My specialist experience teaching skills and experience supporting students' social skills, anxiety, confidence and self esteem  is substantial with expertise achieved over the past 20 years having been the lead staff member responsible for making provision for students who are home-schooled, hospital schooled, LAC, have Mental Health Needs,  school refusers and those referred to safeguarding and/or mentoring. I have taught students with complex needs who need time and support in order to engage effectively and meaningfully. I have done this by using a range of pastoral and pedagogical approaches to teach and coach young people by developing rapport, solution focused therapy, CBT, generating dialogue with critical thinking skills, offering choices, creating space for decision making, looking at consequences and using a range of activities from the Activities for Mentoring Young People which I developed and authored and is used widely by teachers and mentors in the UK successfully with upper school students (11-18) . I have been able to successfully work with students in terms of Guidance Practice (Egan, Kolb, Zunker, Maslow) having gained an MA Educational Guidance and Psychology. 

My skills and experience supporting students with a range of SEND spans over 20 years alongside senior management experience as the  leader and line manager of the SENCo, the  Special Educational needs department, the Learning support team and the Study Skills curriculum.   Responsible for ensuring that EHCPs were executed and adhered to, for a range of student needs, AEN, ADHD, Dyslexia, Autism, PDA, SEBD, Social Emotional and Mental Health Needs,  and medically complex cases, liaising with parents regularly, and working through with students and parents,a variety of  targets, strategies and levels of support to ensure student progress, care and support.  Crucial assessment and understanding of the student’s needs is vital, once a holistic assessment has been conducted, pitching the teaching, support and guidance at a level that is appropriate for the student but also carefully and sensitively providing broad and deep learning, reach and challenge so progress is demonstrable. 

My specialist experience teaching children with dyslexia, with processing and memory difficulties spans over a decade alongside senior management experience as leader  and line manager of the SENCo Special Educational needs department, the Learning support team and the Study Skills curriculum.  I was responsible for ensuring that EHCPs were adhered to for a range of needs. liaising with parents at annual review and working through with students and parents targets, strategies and level of support to ensure student progress. 

I had sole responsibility for the progress of students with this particular Special Educational Needs who I have taught up from KS2, KS3  GCSE English Sociology and RE; additionally I have taught English and Sociology at A Level . This included ensuring that tasks were broken down into to manageable units, creating activities that were accessible for my students and ensuring that teaching was accessible by using a range of strategies particularly for students with dyspraxia  and the use of dual coding was extremely effective with my students and led to successful outcomes where students were able to gain confidence, complete tasks and make progress as well as extensive partnership working with the occupational therapists, speech and language teams and educational psychologists. 

My skills and experience developing trusting relationships with students with autism includes having sole responsibility for the progress of students on the autistic spectrum who I have taught with sustained success from ages 7 to 18. This includes ensuring that tasks are broken down into to manageable units, creating activities that are accessible for my students and ensuring that teaching is engaging and planned by using a range of strategies particularly the use of dual coding which is vital with students with autism, concrete examples and collaborative approaches that to help my students to generate successful outcomes gain confidence, complete tasks, assignments  and develop trust within themselves, others and make progress. I work with students to discover what the learning blocks are and use strategies to help them to overcome and/or manage these in ways that work for them, ultimately ensuring that the  sessions fulfil the shared learning objective, tasks, activities and exercises within the session is completed and have stick-ability for the student which over a period of time becomes long lasting and acts as a foundation for their future learning and development.

My Teaching Philosophy

I believe that with patience, commitment, compassionate rigour and time a child can and will learn. My role is to understand how they learn and teach in a way that means they can unlock the key to understanding, once students have that skill embedded, they soar.  I work to create sustainability, it is a joy for me and the student when this begins to emerge,  the light bulb moment which can be short and brief. I will work with your child to get to the point of an every lasting glow, which once secure, stays with them after my time with them has passed. They then have this to build upon for their future, as their new found learning independence grows.

Something Sensational About Me

I have written several educational activity books to help students to overcome barriers that hamper learning including Positive Thinking 2021, Anger Management 2015,  Character Building 2016, Decision making 2014 and Stress 2018.

I am the author of the first UK text book for Learning Mentors and pastoral staff, The Learning Mentor Manual in 2010, followed by second book Activities for Mentoring Young People 2014. I  have since 2010 trained over 1000 Learning Mentors and teachers across the UK including in Birmingham, London, Manchester, Leicester, Oxford  to support students with a variety of needs including barriers to learning, focus and motivation, self-esteem. relating to others and confidence. I am the recipient of the Times Educational Supplement Award for supporting young people to overcome barriers to their learning.

I became a Magistrate and Justice of the Peace in 2012 and was sworn in at the Royal Courts of Justice in the presence of my parents.

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    Qualifications and Training

    • MA Education Guidance
    • Qualified Teach Status, (QTS).
    • London Chartered Teacher Status
    • Fellow Chartered Institute of Teachers
    • Post Graduate Diploma in Guidance studies
    • The EHCP and working with parents.
    • The dyslexic child
    • Behvaviour management for Senior Leaders
    • Outstanding progress in English
    • Assistive Technologies for SEND
    • Google classroom tools
    • Safeguarding students
    • Mental health and Young People
    • The Perfect IEP
    • Communication Difficulties
    • Cogniti
    ... Read More
    • MA Education Guidance
    • Qualified Teach Status, (QTS).
    • London Chartered Teacher Status
    • Fellow Chartered Institute of Teachers
    • Post Graduate Diploma in Guidance studies
    • The EHCP and working with parents.
    • The dyslexic child
    • Behvaviour management for Senior Leaders
    • Outstanding progress in English
    • Assistive Technologies for SEND
    • Google classroom tools
    • Safeguarding students
    • Mental health and Young People
    • The Perfect IEP
    • Communication Difficulties
    • Cognitive load and student development
    • Team Teach
    • The Growth mind set
    • Assessment for learning - Inside the Black Box
    • Supporting students with SEN in the classroom
    • National Trainer Learning Mentors
    • English Literature, Language , Citizenship and Sociology specialist subject teacher
     

    Choose me if…

    • You need someone that will take the time to understand the blocks for your child and can work to remove these with your child in a way that is supportive for them
    • You need someone that will show your child how to understand what is being taught and how to access their learning without fear, worry or anxiety.
    • You need someone that will help your child to transfer what they learn in their sessions to all areas of the curriculum confidently
    • You need someone that will help your child to be confident, assured and know, actually know how to deal with a piece of text, homework, an exam paper or an assignment after I have worked with them and embedded the skills they need and can access these independently.

    SPECIFIC AREAS COVERED

    Enfield, Haringey, Muswell Hill, Crouch Hill, Islington, Barnet, Finchley, Hackney, Waltham Forest, Clapton, Stoke Newington, Camden, Alexandra Park, Winchmore Hill. St Albans, London Colney, Hatfield, Hertfordshire.

    Location

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    Contact us to book this tutor

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