About me, my expertise, qualifications and SEND experience

I have experience in tutoring English and maths with a strong subject knowledge in mathematics. I enjoy helping children who have lost confidence in maths. I break concepts down into manageable steps, explain things in different ways and use practical real life examples to help children understand.

I am also passionate about helping children develop skills that will support them beyond the classroom. Alongside the national curriculum I use functional learning to help children understand how their skills can be used in everyday life. Whether that is working with money, telling the time, following instructions, communicating with others or developing independence.

I adapt my teaching to suit the child rather than expecting the child to fit in the planned lesson. Depending on the individual, this may involve using visual resources, practical activities, repetition and real life experiences.

My training and experience with TCES National Online School, the UK’s first online therapeutical school supporting students with a wide range of SEND profiles gave me an insight into the transformative potential of EOTAS (Education Other Than At School). It showed me how a flexible therapeutic and highly personalised approach can re-engage children who may struggle to access mainstream education, while allowing their individual needs, well-being and learning to remain at the centre.

 How I support children with Pathological Demand Avoidance PDA

My experience supporting children with PDA has taught me the importance of being patient and having a positive relationship with the child. I understand that what may look like avoidance or refusal can often be linked to anxiety, being overwhelmed or a child’s need to feel in control. Being flexible is essential and I understand that a child may want to learn but can find direct demands difficult to manage. I therefore try to reduce unnecessary pressure and use appropriate approaches that support a child’s sense of autonomy. This may involve offering choices, using indirect language, incorporating interests, humour and finding creative ways to introduce learning without making the child feel overwhelmed.

I worked with a child who found any form of educational activity extremely difficult. Even the mention of the word ‘school’ could trigger anxiety and lead to a meltdown. I knew that building a trusting relationship and finding a way into learning through his interests would be much more important than trying to make him sit down and complete schoolwork. One of his great interests was Minecraft so I began using this as a bridge into learning. Instead of presenting maths as a formal lesson, I incorporated mathematical concepts into something he already enjoyed. We did some addition, subtraction and fractions through Minecraft. Gradually his confidence began to grow and he started to engage with Maths. He was able to use what he had learned to solve simple calculations independently.  Initially he was very reluctant to leave the house and would not want to go out. As trust developed and his anxiety reduced, we gradually began taking short walks, then visiting the park and eventually going out for shopping. These everyday experiences became opportunities to develop communication, independence, confidence and functional math skills in real life scenarios.

How I support children with Autism spectrum condition ASC

When supporting autistic children I recognise the importance of understanding the child’s communication style, sensory needs, interests and preferred ways of learning. For example, I may use visual timetables, clear routines, visual prompts, repetition and activities to help make learning more predictable. I also use the child’s interests as a way of learning wherever possible. Changes in routine or unexpected demands can sometimes feel overwhelming so I aim to prepare children for transitions and give them the time and space they need to process information.

How I support children with Attention Deficit Hyperactivity Disorder ADHD

When working with children with ADHD, I understand the importance of keeping learning active and engaging. I try to reduce unnecessary distractions and give manageable instructions rather than overwhelming a child with too much information at once.  I focus on recognising a child’s strengths and helping them develop ways that can support attention, organisation and independence.

–How I support children with English as an Additional Language EAL

I have experience supporting children who are learning English alongside their vernacular language.  A child may have strong ideas, knowledge and understanding but may need support to express these in English. I use visual resources, modelling, repetition and language support. I value and respect a child’s home language and culture background. I try to use what the child already knows as a foundation for developing their English and building confidence in communication. My aim is to ensure that language does not become a barrier to the child’s learning or ability to demonstrate what they already know.

How I support children with Social Emotional and Mental Health SEMH

My background in Psychology, Social Work and Family assessment has given me an understanding of emotional and social factors that can affect a child’s ability to engage with learning.  When working with children with SEMH needs, I recognise that behaviour is often a form of communication, so I try to understand why they are acting in that way.

How I support children with Moderate Learning Difficulties MLD

When supporting children with MLD, I break down the lesson into small manageable steps and allow plenty of time for repetition and consolidation. I use examples and real life situations to help children understand concepts and regularly revisit previously taught tasks so that learning becomes meaningful.

How I teach Maths

Mathematics is one of my key strength. I have a strong subject knowledge and enjoy helping children understand maths, because it can become a source of frustration and anxiety especially when they have experienced repeated difficulties. I break learning into small steps, use visuals, colour coding and model explicitly. I use several examples to explain a concept until it is embedded.

How I help students communicate

I look for ways to support children become independent.  This could mean giving a child extra time to complete a task,  changing the way I ask a question, offering a choice or stepping back and allowing them to work something out. My role is to provide the right amount of support so that children can experience the success that belongs to them.

How I help students engage with learning

I start every single session by getting to know the child first, what they love and what interests them most.  I weave their interests into the lesson; whether its animals, gaming, football, cars or aeroplanes, so that learning feels personal and not like someone else made it up. I break big tasks into doable steps and praise every win. I build trust first, and work as a team, motivating students to see how capable they really are.

How I make lessons fun

I turn complex topics into games, puzzles, treasure hunts and challenges that stick in students’ minds. If we are doing maths, we might count football scores, if we are writing, we can make up stories about their favourite characters. Laughter is always welcome. Yes we work hard but we work hard because we’re enjoying what we do.

How I help students with focus, attention and emotional regulation

I use consistent routines so that children always know what to expect and split work into short manageable chunks with regular gentle breaks to reset.  Through my experience supporting PDA, SEND and epilepsy students,  I  can spot when things are getting too much and adjust the lesson to suit the environment. I remain calm and in control, so that my students remain and feel safe.