Laura N

About me, my expertise, qualifications and SEND experience

I have success in teaching pupils with a wide range of needs at primary level, both as a classroom teacher and 1:1 tutor. I have also worked with KS2/3 pupils with additional needs 1:1 supporting maths, study skills, piano and music theory. I specialise in working with students with ASD, ADHD, PDA, OCD and difficulties with high levels of anxiety, social, sensory and communication differences.

How I teach students with ADHD and/or Autism.

I always encourage students to take ownership of their learning journey during our sessions. Rather than feeling pressured to achieve immediate perfection, I emphasize the importance of gradual progress. Building resilience, gaining a deeper understanding of the material, and recognizing where we are in the moment are far more valuable. This approach not only reduces stress but also helps foster confidence and a positive attitude toward learning.

I also support students understand how their emotions and physical state affect their ability to learn. By recognizing how things like stress, frustration, or even tiredness can make learning harder, we can develop strategies together to manage their feelings and energy levels. This helps them feel more in control, stay focused, and get the most out of each session.

How I help students with focus, attention and emotional regulation

I shape each session to align with the student’s individual needs and energy levels, making sure the pace and activities suit them. Whenever appropriate, I include plenty of opportunities for movement and hands-on, multisensory engagement. This approach helps keep students interested and focused, and makes learning easier and more enjoyable.

I am open and adaptable to the energy and emotions students bring to each session and the need to acknowledge these and work flexibly. I teach my students to acknowledge and work with the energy you have each day, being gentle with yourself whilst still remaining open to challenge.

By helping students with their attention, focus, and emotions, I make it easier for them to take part in learning. When they feel calm, focused, and ready, they can engage more easily and enjoy the learning process without unnecessary stress or frustration.

I also support focus and attention using consistent symbolised visuals and Makaton signing where appropriate.

How I help students communicate

I am open and adaptable to variety of communication styles.

I use Alternative and Augmentative Communication (AAC) to support students who communicate in different ways. I have experience working with pupils who use PECS (Picture Exchange Communication System), communication boards, or digital devices as their main form of communication. I help them feel confident using these tools while also encouraging them to build on their skills in a way that works best for them.

I make sure students always feel comfortable expressing their needs and feelings. I do this by creating a supportive environment where their overall well-being comes first. Throughout our sessions, I provide regular chances for them to share any worries or anxieties they may have. For students who are still learning how to communicate their emotions, I model this behaviour to help them develop these important skills over time.

How I teach Reading and English

I take a practical, holistic to teaching reading and writing, focusing on how these skills fit into everyday life. In my experience, motivation and self-esteem are often the biggest obstacles to reading and expressing ideas in writing. To help students feel more confident and engaged, I use a mix of techniques, including phonics, word-building, and structured teaching methods, while also tailoring lessons to their interests, whether that be through stories, comics, games or building models.

I encourage students to decode, understand, and write in ways that make sense for them. This might include using typing, writing or other types of mark-making. For younger students or those just starting out with writing, I introduce fun activities like drawing, exploring shapes and lines, and creative mark-making through playful methods like storytelling, and imaginative writing games. We also focus on how letters and writing create meaning, direction and purpose in the world around us. My goal is to make reading and writing feel accessible, enjoyable, and meaningful for each student.

How I teach Maths

I use a hands-on approach to learning maths. I build number and vocabulary fluency through games and multi-sensory activities. I like students to see the practical applications of what they are learning as soon as possible. I use cooking, shopping, construction and other STEM-based activities (Science, Technology, Engineering and Mechanics) so mathematical facts and skills hold meaning and function for students at all levels.

How I make lessons fun

My own passion, drive and curiosity for learning and the learning process itself are usually my route into inspiring the same in my pupils.

I firmly believe that learning should be fun. Boredom and frustration are often the biggest barriers to effective learning. We can recall experiences that were silly, exciting and moving, and where we felt safe enough to engage with what was in front of us, we can remember key facts, events and themes. I draw upon these strategies to make learning experiences fun and engaging

I try to include each student’s personal interests in their learning as much as possible. By building on what they already love, I encourage students to explore their interests even further and discover new things that connect to them, building confidence and curiosity.