Charlotte A

I am an experienced general tutor, particularly skilled at providing high-quality, nurturing sessions to students with SEN and any vulnerable learners who are currently struggling to reach their full potential in mainstream educational environments. After finishing my PGCE I worked as a teacher and academic tutor, where I gained in-depth experience of working with children with a wide range of additional needs. That experience has equipped me well for working as a general and SEN tutor.

There are common threads in many of the learning disabilities that are commonly diagnosed today. What is often overlooked is that the presence of a specific label or diagnostic category may not always be to the child’s advantage. With my approach to tuition, hurdles and stumbling blocks are marginalised and the inner child is allowed to flourish. My tailored, highly focused, one-to-one approach to tutoring allows for a rapid insight into a child’s educational difficulties and also encourages the development of trust between me as a tutor and my tutees as learners.

I always devote time to building self-esteem and celebrating the unique nature and attributes of every student I work with ,believing in a holistic model of working with young people which focuses on the ‘whole person’ and not just academic achievements.

Working in my home setting allows my tutees to feel secure. The context in which I teach my tutees thus allows for plenty of stimulation and a safe space in which to express themselves.

It is beneficial for children who struggle for me to work with them to find a range of skills and competencies that can then be taken out into the world and polished in a social context. I always try to prepare my tutees so that they can be re-immersed in a standard educational context, with a secure understanding of what is expected of them and how they can best meet those expectations.

I am well used to wavering attention spans and disruptions in concentration due to many factors, but in most cases, I can overcome these distractions with a careful approach, task switching, attention to the learner and my respect for young people.

I plan carefully around the needs of every child I teach. I often use manipulables to help with stress or anxiety, I incorporate puzzles and exercises to improve executive functioning and other small projects such as making mood boards to help with self-esteem and focusing on positive outcomes.

I often support with schoolwork and homework where children are struggling to complete this and can easily get behind.

I use specific strategies to support spelling and writing and early maths and often record spellings and tables onto devices to be listened to later and embedded alongside flashcards and typing to improve outcomes. With maths, I scaffold appropriately to the required level and ensure we make our own simple and student-led notebooks, so new concepts can be looked back over and practised again with ease which provides students with a sense of security should they be worried about forgetting new things they learn.  My academic background means I am happy to engage with most subjects up to GCSE level which is critical when a student requires the familiarity of a trusted person but may need help in all their school subjects.

I look forward to hearing about your child and what their specific challenges might be and exploring together how one-to-one tuition might support them.

I am an experienced general tutor, particularly skilled at providing high-quality, nurturing sessions to students with SEN and any vulnerable learners who are currently struggling to reach their full potential in mainstream educational environments. After finishing my PGCE I worked as a teacher and academic tutor, where I gained in-depth experience of working with children with a wide range of additional needs. That experience has equipped me well for working as a general and SEN tutor.

There are common threads in many of the learning disabilities that are commonly diagnosed today. What is often overlooked is that the presence of a specific label or diagnostic category may not always be to the child’s advantage. With my approach to tuition, hurdles and stumbling blocks are marginalised and the inner child is allowed to flourish. My tailored, highly focused, one-to-one approach to tutoring allows for a rapid insight into a child’s educational difficulties and also encourages the development of trust between me as a tutor and my tutees as learners.

I always devote time to building self-esteem and celebrating the unique nature and attributes of every student I work with ,believing in a holistic model of working with young people which focuses on the ‘whole person’ and not just academic achievements.

Working in my home setting allows my tutees to feel secure. The context in which I teach my tutees thus allows for plenty of stimulation and a safe space in which to express themselves.

It is beneficial for children who struggle for me to work with them to find a range of skills and competencies that can then be taken out into the world and polished in a social context. I always try to prepare my tutees so that they can be re-immersed in a standard educational context, with a secure understanding of what is expected of them and how they can best meet those expectations.

I am well used to wavering attention spans and disruptions in concentration due to many factors, but in most cases, I can overcome these distractions with a careful approach, task switching, attention to the learner and my respect for young people.

I plan carefully around the needs of every child I teach. I often use manipulables to help with stress or anxiety, I incorporate puzzles and exercises to improve executive functioning and other small projects such as making mood boards to help with self-esteem and focusing on positive outcomes.

I often support with schoolwork and homework where children are struggling to complete this and can easily get behind.

I use specific strategies to support spelling and writing and early maths and often record spellings and tables onto devices to be listened to later and embedded alongside flashcards and typing to improve outcomes. With maths, I scaffold appropriately to the required level and ensure we make our own simple and student-led notebooks, so new concepts can be looked back over and practised again with ease which provides students with a sense of security should they be worried about forgetting new things they learn.  My academic background means I am happy to engage with most subjects up to GCSE level which is critical when a student requires the familiarity of a trusted person but may need help in all their school subjects.

I look forward to hearing about your child and what their specific challenges might be and exploring together how one-to-one tuition might support them.