I have 15 plus years of experience working with SEN children and adults who attend university both in the UK and internationally. I completed my Primary Education PGCE in 2010. Since then I have also completed training with both Dyslexia Action and the National Autistic Society. I have also undertaken TSST (teacher specialist subject training) in maths which enabled me to teach up to GCSE level Maths. In 2022 I completed another postgraduate diploma in Psychoanalytical Observational Studies. This course helped me develop skills to work with that harder-to-reach student. It was a distinctive experiential approach to training professionals such as myself to work with children, young people and their families. One of the aims of the course was to deepen the understanding and awareness of human development and interaction which helps me tremendously in my role as a SEN tutor.
I have worked with students with ASD/ASC/Autism for many years. I have taught adults studying at university study skills such as; essay writing, strategies for improving memory, organisational skills, note-taking, revision and exam techniques. I have also worked alongside Autistic adults in the workplace to support them in learning their new roles. One young man was learning an administration role for a construction company. I have taught highly functioning autistic children who have disengaged from mainstream primary education English and Maths at a level appropriate. I also taught at a specialist school for autistic children which was a very unique experience with children that were more severe in their learning difficulties. In this school, I used the PECS system.
Many of my students have presented with anxiety alongside their other conditions. I am very skilled in helping people to navigate their anxiety and/or depression. One particular student I worked with last year successfully achieved her maths GCSE and was very socially anxious for which I helped her develop coping strategies. I’m particularly skilled in making students feel at ease with my non-judgemental and calm demeanour.
I have tutored both adults and children with ADHD. For the children I taught maths and English to in the class I would vary up the activities, using a multi-sensory approach. I would help these students develop their executive functioning skills which are often lacking in students with ADHD.
I have experience working in schools attached to care homes where students presented with mainly SEMH learning needs this was as rewarding as it was challenging. It was lovely to be a part of a child’s journey to help them achieve their potential.
I have a sensitivity to all my students in terms of sensory processing as it can be present in a range of conditions or as a separate condition. In class, I will always check in with the students whether the lighting is too bright/dull, the colours on the screen, the volume of my voice/audio in the room. Students are usually quite self-aware of what their needs are and I am sensitive in providing them with an appropriate environment that will enable them to achieve their best.
At the moment I have a couple of students who struggle with Ehlers-Danlos Syndrome. One of these students is also on medication for epilepsy and blackouts. They are often in pain and I am mindful to help them to comfortable positions and also to offer frequent breaks. I find these students in particular need more help with memory skills and I adapt my teaching accordingly. I also currently work with a student who has a speech impediment and he likes to use some of our time together to work on improving his speaking skills.
I have worked with many young people who present with SEMH I understand every behaviour is a form of communication. In a non-judgemental way I approach each individual and initially place emphasis on relationship building, in my experience once a trusting, positive relationship is developed, the learning flows. I have managed to turn around many young persons from being disillusioned with education to engaging with education and hope for their future academic life. My current student has gone from hating school to talking about studying photography at college after he has completed his GCSE English and Maths with me.
2 Reviews on “Liz”
With Liz as the teacher, these points reflect my positive feedback about their home-schooling experience:
Engaging Lessons: “Teacher Liz makes learning fun! She uses games, experiments, and cool projects to help me understand things better.”
Patient Teaching: “Even when I’m struggling, Teacher Liz never gets frustrated. She explains things in different ways until I finally get it.”
Tailored Learning: “Teacher Liz knows what I’m good at and what I need to work on. She makes sure I’m challenged but not overwhelmed.”
Encouraging Atmosphere: “I feel comfortable asking questions because Teacher Liz always encourages me to try my best and never makes me feel dumb.”
Flexible Schedule: “We have a schedule, but Teacher Liz is flexible. If I need more time on something or want to explore a topic further, she’s open to it.”
Real-Life Application: “Teacher Liz helps me see how what I’m learning applies to the real world. It makes me more interested and motivated to learn.”
Safe Learning Environment: “I feel safe and supported with Teacher Liz. I don’t have to worry about bullies or feeling left out.”
Good Communication: “Teacher Liz talks to me about my progress and listens to my ideas. It feels like we’re a team working together.”
Encouragement of Creativity: “Teacher Liz lets me be creative with my projects and assignments. I can express myself in ways I wouldn’t be able to at a regular school.”
Building Life Skills: “Home-schooling with Teacher Liz is not just about academics. She also teaches me important skills
We have had a wonderful experience working with L from SENSational tutors after years of failures by the education system and local schools. Due to being autistic, ADHD, sensory processing differences and anxiety based school avoidance since reception age to year 9, he has missed a lot of education and no school was ‘just right’. I was so worried that my son wouldn’t be able to engage but right from the first session it was clear to see that his needs were being met and understood better than they had been within any mainstream or special school in our area. Just under a year in and he’s talking about college, has aspirations and is set to achieve his qualifications – something I was told he wouldn’t even be entered for before having his needs met by the tutor.