Alexandra
Primary Tutor
North of Reigate and Wallington, Croydon, London
I am an Advisory Teacher for Autism with 10 years’ experience in Primary Education. I hold a PGCE, QTS and am nearing completion of my master’s degree in SEND and Inclusive Education.
"She will go above and beyond to make sure the child succeeds."
Holly
Availability
Online & Face-to-face Sessions
Weekdays - from 4-9pm approx.
*I may be able to do the odd morning session at a request
Weekends – Anytime before 1pm.
£110 per hour
How I teach children and young people with autism
I possess extensive knowledge and practical expertise teaching, and supporting children with diverse conditions, including: ASD, Dyslexia, ADHD, SEMH, SPD and PDA.
I have worked in an ASD Base for 7 years and have developed a broad and balanced curriculum for learners that meets the National Curriculum offer whilst targeting specific difficulties, such as speech and language and occupational therapy through an embedded, holistic approach. I initially supported children in EYFS and KS1 and as the provision grew in size, and success, I developed the KS2 Base, and became the Lead Teacher for ASD for the school (leading 6 classes consisting approximately 30 Base staff and 50 pupils) and supporting teachers in the mainstream school with 1000+ learners. As an experienced SEND teacher, I have made recommendations and implemented strategies on EHCPs, to support children to reach their true potential, developing their social skills, communication skills, ability to emotionally regulate and improve both fine and gross motor skills.
During my final term at the school, we received the IQM Centre of Excellence Award and the IQM Inclusive School Award. I am now the Advisory Teacher for Autism, supporting children, parents, and staff across the same London Borough.
How I teach Maths
I have experience in teaching Maths at all levels within primary and I am passionate about making it an enjoyable learning experience for my students. I achieve this by incorporating a variety of songs, games, and practical activities, using manipulatives to capture their interests. My teaching methodology focuses on fostering meaningful connections to their lived experience, encouraging problem-solving abilities, and equipping students with step-by-step strategies to confidently approach increasingly complex math questions.
By building upon existing knowledge and addressing gaps in understanding, I have successfully supported many children to feel prepared for and to take and pass the Year 6 SATs.
How I teach English
Having worked as an Early Years teacher for several years, I have a strong track record of teaching early reading and writing. To maximise my impact and instill a love of reading and writing, I embrace a variety of creative techniques to ensure a comprehensive learning experience for my students. I encourage fun and interactive activities and base sessions around high-quality texts. Music, singing and role-play are powerful tools in my teaching toolkit, allowing students to immerse themselves in different scenarios. Having this hands-on approach boosts their confidence and encourages creativity.
Once I have laid the foundations, and children have solid phonics awareness, I am equipped to support children to gain more complex reading skills such as inference, deduction, ability to summarise, clarify meanings and reason. I also support children to gain writing skills, teaching them to plan, draft and edit their work, using increasingly complex sentences, grammatical features, language and punctuation. Alongside traditional methods, I incorporate visual tools such as Colourful Semantics and Widget to enhance understanding. Using these approaches has enabled me to support children to become proficient readers and writers, with several of my pupils passing their Year 6 SATs.
How I support children and young people with concentration difficulties
Supporting children with concentration difficulties is a vital aspect of my teaching approach. To help children thrive, I create a structured and predictable environment with clear routines and visual timetables. Breaking tasks into small steps allows shorter bursts of focus and reduces feelings of overwhelm. I like to incorporate children’s interests and multi-sensory techniques, such as hands-on activities and sensory experiences, to keep children engaged in learning. Movement or brain breaks also help with grounding and refocusing.
How I support children and young people’s confidence
Supporting individuals with low self-esteem involves a compassionate and holistic approach that recognises each child’s unique struggles and empowers them to develop a healthier and more positive sense of self. To support learners suffering with low self-esteem, I like to understand the causes so that I can tailor support accordingly. Aside from specific individualised interventions, I use my knowledge and skill set as a Mental Health First Aider to understand their difficulties and to encourage pride in achievement, growth mindset, develop a positive self-image, acknowledge, and face their fears, and create a safe space where they can feel a sense of belonging and value. Teaching mindfulness and deep breathing exercises has also supported my learners.