Amy T

About me and my Expertise:

I am a fully qualified teacher with QTS, a PGCE and a Degree in Educational Studies. I have 13 years experience in education, with most of this time spent in Specialist Provisions, including an Autism Specialist Access Centre and a large Special Needs School in South Gloucestershire. I specialise in Neurodiversity; currently working towards an accredited ADHD Coaching Certificate alongside my tutoring roles. I am confident at teaching pupils with complex learning needs, especially those linking to communication and sensory processing. I tailor learning to suit the needs of each child and embed my training in various neuro-affirming approaches and specialist skills. I am a trauma-informed practitioner and adapt sessions to support any social, emotional and mental health needs. Over my professional career, I have worked closely with a large amount of families. As a Parent and Carer Link Coordinator, I have been able to deliver training and workshops to families seeking support and guidance on helping children with SEND and transfer this experience to my tutoring role.

How I teach students with Autism, ADHD and Neurodivergence.

I prioritise building trusting relationships with my learners to ensure they feel safe and ready to learn. Every neurodivergent person I teach is an individual with their own unique strengths and needs. My passion is to celebrate these strengths alongside interests and use them to create personalised learning experiences for children, whilst consistently working towards an environment that lowers anxieties and builds on confidence. I use clear, consistent and predictable routines in sessions with access to highly visual and engaging resources that motivate engagement. I have a deep understanding of EHCPs and their targets, having written many myself. Therefore, I can quickly identify key areas of need and plan efficiently how to best make progress within these targets.

How I teach children with concentration and attention differences

As a teacher with ADHD myself, I understand first-hand how important it is to create learning environments that support those who find maintaining attention tricky! I use visual cues and supports consistently when teaching, which help break down tasks into clear, manageable chunks. The children I support know that they can access movement breaks as needed, or use any tools to help regulate themselves. If a child isn’t sure how to do this, I have a vast menu of strategies I can introduce to help them understand what works for them! Sessions involve sensory experiences, are practical and go at the pace of the individual.

How I teach English, Communication and Language

Alongside my experience if teaching phonics and early reading skills, I also have a deep understanding of catering reading teaching to those where traditional phonics programmes are not always the best fit. I have implemented specialist word recognition / site reading initiatives in schools which can work alongside phonics teaching. I make reading accessible through sensory stories and involving the interests of the student, creating a true love of learning. For writing, the sensory differences for learners with SEND are a priority. I use a range of evidence-based strategies which are fun and practical to build on fine motor skills, enabling a confidence around writing. To develop communication and vocabulary, I have extensive experience working alongside Speech and Language Therapists, to broaden the ways in which children can express themselves. I am trained to effectively use AAC  and visual communication strategies, as well as alternative communication such as Makaton.

How I teach Maths

I teach Maths using  a personalised approach for each student.  When teaching maths, we want to enable pupils to develop knowledge and skills that help them to explore and make sense of the world around them. This may be through play, or functional activities linking to real life situations. Through practical and engaging sessions that are relevant and meaningful to the learner, I teach children to build on their current strengths and deepen understanding, so that they are able to solve problems involving number, space, measure and data with increased confidence.

How I support children with Social, Emotional and Mental Health Needs.

As a trauma-informed practitioner, I can recognise when behaviour is an indication of need or a form of communication. I use this mindset to help students make sense of their behaviours, thoughts and feelings, at a level appropriate to them. Collaboratively, we explore effective and appropriate ways to regulate our emotions with support, that can be applied by students independently over time. Sessions are firmly rooted in positive language, celebrating small wins and developing a growth mindset.