Chloe
SEN Primary Tutor up to Year 10
South London, South West London, West London
I've always had a passion for working with children. After completing my bachelor’s degree in Primary Education, I was dedicated to provide accessible education and to work in SEN settings. I worked at a school for students with complex educational needs and disabilities, including ASD, Dyslexia, ADHD, SEMH, SPD, Down syndrome, Cerebral Palsy, Epilepsy, Rett syndrome, and GDD/ID. During this time, I completed my Master's degree, along with studies in Trauma and completed training in writing development. While teaching, I created individualized education plans to support the specific needs of students within my class.
"Chloe took the time to get to know our son, his needs, his likes and dislikes, his visual cues and sounds (non verbal) and communicated well with us too."
Jacqueline
Availability
Online & Face-to-face Sessions
Weekdays – Flexible
Weekends – Any time before 1pm.
£110 per hour
How I support children and young people who have autism
I am from Perth, Western Australia. In August 2023, I relocated to London and began working as a supply teacher. In Australia, I worked closely with students with ASD. I endeavoured to create optimal learning environments tailored to the individual needs of each student. Many of my students faced additional disabilities or gaps in their learning. I strived to implement plans through consultation and collaboration with all stakeholders involved. This was achieved by conducting multi-agency meetings with families, speech pathologists, occupational therapists, psychologists, and medical professionals. Since relocating to the UK, I have been teaching at a London school for students with Autism at the KS2 level.
I firmly believe that every child possesses the ability to learn. I have an in-depth understanding of trauma-informed practice and emotional regulation, and I have contributed to the development of school behaviour policies. I have also planned and implemented regulation profiles for individuals. By promoting regulation and helping individuals feel connected and in control, I create a conducive environment for learning and engagement. I continue to employ strategies and maintain detailed records to track data and guide my practice.
How I support children and young people learning Maths
I align my teaching programs with the national curriculum and subsequently establish appropriate learning objectives for each student. I teach mathematical skills using structured implicit learning tasks. In addition to imparting specific numeracy concepts, these structured tasks establish routines and utilize timetables. I integrate mathematical tasks into daily life by incorporating practical activities such as cooking, laundry, shopping, and community access. This approach supports numeracy development in practical and meaningful contexts that resonate with the child.
How I support children and young people learning English
I discovered a vital component of communication and literacy in my teaching pedagogy, especially when working with students with complex needs. I pursued additional training to support writing development and had the privilege of studying under leading researchers in Australia. At my school, I conducted and led weekly professional learning groups to assist teachers with writing instruction and programs tailored for students with complex needs. By employing a balanced approach that encompasses reading, writing, speaking (both verbal and nonverbal communication) and listening, I fostered competence in English skills among my students. I collaborated closely with their families, support workers and education/teaching assistants to ensure they felt confident as the students’ communication partners. I integrated purposeful learning opportunities that facilitated access to multimodal communication. Additionally, I worked closely with speech pathologists. I am highly competent with AAC devices, including PODD, touch chat, Proloquo, lamp, and nova chat.
How I support children and young people who have concentration difficulties
Many of the students I have worked with encounter challenges with regulation. When supporting a child with complex needs, I carefully assess their baseline. What does a state of 'regulation' look like for the individual? How much focus/concentration can they give (executive functioning)? With this understanding, I can plan scheduled movement breaks, sensory tasks, or hands-on activities that support the student's specific needs. My aim is to actively involve students and teach them how to recognise when they need a break to regain focus.
How I support children and young people who have low-confidence
Having meaning and connection is a fundamental aspect of development, as it contributes to the formation of an individual’s sense of self and purpose. I firmly believe that education is a fundamental right, and everyone is able to learn. I treat every student with respect and dignity. My studies in trauma have equipped me with an understanding of the neurological impact of prolonged stress on individuals. Students with complex needs often grapple with difficulties and stress in their lives, which can result in dysregulated responses and compromised mental health. To address this, I support the development of communication and understanding, enabling students to build self-regulation skills. I design routines that offer choices and control to the students. I also ensure regulation plans are in place and all stakeholders are on board.