I have taught in the independent sector for over three decades, helping students achieve top grades in Science and recently worked in a school which provides education for students who have SEND requirements. I have taught Entry Level Science, Double Award Science and Separate Science (Physics, Chemistry and Biology) at GCSE, and Triple Science (Physics, Chemistry and Biology) at IGCSE. I have prepared students for exams with AQA and Edexcel; I am also familiar with the OCR board. I have helped prepare SEN students for Common Entrance exams at 11+ and 13+ including interview practice. I have tutored adults who are preparing for Functional Skills exams in English and Maths and supported students preparing for GCSE Maths. In my work as assistant head of sixth form I have supported students as they prepare their UCAS applications including advice on writing personal statements and preparing for interviews.
As a teacher, I have a proven track record of helping underperforming students achieve their potential. My ability to motivate and inspire students is well-recognised, and I have consistently seen improvements in academic outcomes and student self-confidence. My role as assistant head of Sixth Form, where I led a team focused on student welfare, is a testament to my commitment to student success. I oversaw the rapid growth of the Sixth Form, ensuring a nurturing and supportive environment that facilitated academic excellence.
My specialist experience of working with SEN students: As a dedicated SEN tutor, I specialise in creating personalised learning experiences for students with autism, ADHD, dyslexia, and other needs. Building trusting relationships is at the heart of my approach, ensuring each child feels supported and understood. For example, I worked with a student sensitive to sensory stimuli, adapting science experiments to meet his needs while keeping him engaged. Regular one-on-one check-ins helped build rapport and confidence.
For a student with autism and a passion for Biology, I designed independent projects that aligned with the curriculum, allowing him to explore advanced topics at his own pace. This tailored approach boosted both his engagement and academic performance.
I integrate technology and sensory activities to make learning accessible and enjoyable, using interactive whiteboards, apps, and hands-on lessons to suit each student’s strengths. I challenge low expectations often placed on SEN students by showing them how to navigate their learning barriers and achieve success through effective teaching strategies.
My commitment to providing individualised support helps students grow academically and personally, giving them the confidence and tools they need to thrive. I am determined to help every child realise their full potential in a nurturing and inclusive environment.
My specialist experience of working with dyslexia: I have extensive experience supporting students with dyslexia, using tailored, multisensory strategies and assistive technology to enhance their learning. For example, with O., a bright student with dyslexia, I incorporated multisensory activities like sand writing, engaging her visually, auditorily, and kinaesthetically. This approach helped her grasp complex concepts more effectively, and collaborating with a speech therapist made learning both fun and productive.
For J., assistive technology was key. I introduced text-to-speech software and dyslexia-friendly fonts, transforming his reading experience. These tools reduced the barriers he faced, boosting his confidence and academic performance. His newfound love for Biology showed how technology can empower students with dyslexia to explore subjects once seen as unreachable.
Progress is incremental for dyslexic students, as I saw with S. Celebrating small victories, like reading new words, was essential. By breaking down science vocabulary into manageable chunks and celebrating each achievement, I helped her view learning as an attainable goal rather than an overwhelming challenge.
My specialist experience of working with ADHD: I have worked with many students with ADHD, tailoring my teaching to provide personalised support. For example, one student struggled with focus during traditional lessons, so I introduced hands-on activities and interactive learning stations. This allowed him to move around and engage with the material in a way that suited his attention span and energy levels.
I also implemented flexible seating options, including standing desks and wobble stools, and provided frequent brain breaks to help him manage his energy. Structured routines, visual aids, and clear instructions created a predictable environment that improved his focus. I maintained regular communication with his parents, inviting them to observe a lesson and aligning classroom strategies with those used at home. This unified approach helped alleviate their concerns.
Positive reinforcement, such as house points, celebrated each small success and boosted his self-esteem. By adapting the learning environment and recognising his achievements, I created a space where he could thrive. This approach fostered academic success, improved behaviour, and built self-confidence, ensuring that the student’s unique needs were met.
My specialist experience of working with dyscalculia: I have extensive experience working with young people with dyscalculia, helping them develop confidence and strategies to overcome their challenges in maths. Understanding that dyscalculia affects number sense, memory retrieval, and problem-solving, I tailor my teaching to provide structured, step-by-step guidance that breaks down complex concepts into manageable parts.
I use a multisensory approach, incorporating visual aids, hands-on activities, and real-world applications to make abstract mathematical concepts more tangible. By integrating number lines, manipulatives, and rhythm-based learning, I help students develop a stronger sense of numbers and patterns. I also focus on strengthening their working memory through repetition, scaffolding techniques, and consistent reinforcement of key skills.
Building confidence is central to my approach, as many students with dyscalculia experience maths-related anxiety. I create a supportive, low-pressure environment where mistakes are seen as learning opportunities rather than failures. Encouraging a growth mindset, I celebrate progress at every step and use positive reinforcement to build resilience.
Collaboration with parents, teachers, and specialists is also key, ensuring consistency in strategies across learning environments. My goal is to equip students with practical skills, boost their self-belief, and foster a more positive relationship with maths, helping them achieve their full potential.
My specialist experience of working with dysgraphia: I have many years of experience supporting young people with dysgraphia, helping them develop confidence in their written communication and overcome barriers to learning. Understanding that dysgraphia affects handwriting, spelling, and the ability to organise thoughts on paper, I tailor my teaching strategies to reduce frustration and build essential writing skills.
I use a multisensory approach, incorporating oral storytelling, dictation software, and hands-on activities to help students express their ideas without the pressure of handwriting. I provide structured scaffolding techniques, such as graphic organisers, sentence starters, and word banks, to support written expression and build fluency. By breaking down writing tasks into manageable steps, I help students develop organisation and coherence in their work.
Since many students with dysgraphia experience low confidence in their writing abilities, I create a supportive, non-judgmental environment where effort is celebrated over perfection. Encouraging a growth mindset, I help students see improvement through small, achievable goals.
I also collaborate with parents, teachers, and therapists to implement assistive technology, handwriting exercises, and alternative learning strategies tailored to each student’s needs. My goal is to empower students with the tools and self-belief they need to express themselves effectively and succeed academically.
Assisting with homework, study skills and exam techniques (particularly those facing challenges with executive functioning skills): I have enjoyed teaching young people how to develop study skills and executive functioning strategies, particularly those preparing for SATs, 11+, GCSEs, and post-16 exams. Many of my students struggle with organisation, time management, and planning, so I provide structured routines and practical tools to help them manage their workload effectively.
To support executive functioning, I use visual schedules, checklists, and planners to create clear, predictable routines. Breaking down large tasks into smaller, manageable steps allows students to approach assignments with confidence. I also incorporate mind maps, study visuals, and revision techniques such as active recall and spaced repetition to enhance retention.
For exam preparation, I guide students in modifying and condensing notes, using strategies like flowcharts and bullet points to simplify information. I also teach time management skills, practice exam techniques under timed conditions, and provide targeted strategies for different question types.
Additionally, I use interactive activities and games to develop planning and organisational skills in an engaging way. Visible timers help students pace themselves, while a structured learning environment—whether online or in-person—supports focus and productivity. My approach fosters independence, self-confidence, and long-term study habits, empowering students to manage their learning more effectively.
My experience working with young people to boost their confidence and self-esteem: Boosting the confidence and self-esteem of young people is a key part of my role as a tutor. I have seen the transformative power of education and mentorship in helping students overcome self-doubt and develop self-belief. Creating a supportive learning environment where students feel safe to take risks, embrace challenges, and learn from mistakes is central to my approach. By fostering a growth mindset, I help students shift their focus from what they struggle with to recognising their achievements, no matter how small.
Building strong relationships with students is essential in this process. Taking time to understand their strengths and challenges allows me to tailor teaching methods to their individual needs, ensuring they feel valued and capable. I use positive reinforcement, SMART goals, and structured reflection to help students recognise their progress and build resilience.
Beyond academics, I aim to equip students with the confidence to tackle life’s challenges. Encouraging perseverance and a positive mindset helps them develop independence and self-assurance. Watching students grow in confidence, take pride in their progress, and step into their future with a strong sense of self-belief is one of the most rewarding aspects of my work as a tutor.
My skills and experience supporting students to develop their independence: My role as a teacher is to guide students toward becoming independent learners, gradually transferring responsibility to them. From the first session, I encourage students to set their own goals, giving them ownership of their learning and increasing their engagement. When students take control of their education, they build confidence, develop problem-solving skills, and become self-directed learners.
To foster independence, I use reciprocal teaching, an active learning method where students engage in the ‘fab four’ strategies: questioning, clarifying, summarising, and predicting. This approach shifts lessons from teacher-led instruction to student-led discussion, allowing students to take on various roles and lead activities. By the end of a session, they often guide their own learning, reinforcing understanding through peer collaboration.
I also incorporate choice within activities, encouraging students to select tasks that align with their interests and learning styles. Collaborative lesson planning and reflection further develop their critical thinking and self-awareness. Additionally, I teach practical skills like time management and organisation using tools such as mind maps and visual schedules. Over time, I step back, allowing students to take charge while providing support when needed. Watching students become confident, independent learners is fulfilling and exciting
Getting to know the learner – I will introduce myself to the student, discussing my work in education as well as hobbies and interest. I then give students a chance to introduce themselves as a person including their interest, dreams and aspirations.
Learning – I then teach students about the learning processing using the CAMR system which I devised. Each stage of learning is identified and broken down so that they understand what happens when they are learning effectively.
Identify learning styles – All students complete an online assessment process which identifies their main learning styles. We then discuss the most effective strategies that work for them and identify practical ways they can use these in the classroom.
Personal learning plan (PLP) – All students complete an online science assessment that allows me to identify their level and standard which is then used to construct a PLP which incorporates SMART targets. Students are regularly assessed and their progress compared with the targets, adjustments can then be made to the learning programme if targets are not being met. When writing an PLP, I ensure that the language is precise and accessible. I include detailed observations, measurable goals, and specific strategies that teachers and parents can implement. Additionally, I provide a summary for parents, ensuring they fully understand the plan and can reinforce it at home.
