Professional Profile
My expertise lies in developing and implementing curriculum strategies that prioritize inclusivity, engagement, and meaningful learning. A notable example of this dedication is my creation of a tailored PSHE curriculum, designed to enhance emotional regulation, self-confidence, and personal growth. I have worked extensively with children with ASD, ADHD, dyslexia, SEMH, and anxiety, cultivating a structured and supportive environment that empowers students to achieve their full potential.
Moreover, my leadership has fostered a culture of trust and collaboration among staff, students, and families, ensuring a holistic approach to education. My hands-on methodology, attention to individual needs, and passion for nurturing resilience and self-belief in every child underline my commitment to creating a thriving, inclusive learning community where each student feels valued and supported.
My specialist experience teaching children with anxiety: I have a number of years experience working with children suffering from anxiety in and out of school. I worked closely with a female Year 9 student who suffered anxiety and needed alot of support in organising her home learning, I was a listening ear and a great source of stability to help her with her learning outside of school. We built up such a good relationship and I got to know her so well and she had a toolkit of resources to help her when she was feeling anxious.
My specialist experience teaching children with selective mutism: I have worked closely with a number of children who had diagnosed selective mutism and un-diagnosed selective mutism. I was able to understand how the child was feeling and came up with a number of strategies to help support communication and language skills. There are a number of opportunities to build up trust with a child with selective mutism and with my specialist experience I can unpick the best way to to unable me to do this.
My specialist experience teaching children with dyslexia: Over the years, I have had the privilege of teaching numerous children with either suspected or diagnosed dyslexia, a learning difference that can often present significant challenges for young learners. Recognizing the frustration that dyslexia can evoke, I design sessions that not only address the development of essential skills in reading, writing, and spelling but also prioritize building self-confidence and fostering a positive learning experience. My approach incorporates evidence-based strategies, such as the use of highlighters to emphasize key information, personalized spelling cards with visual cues, mnemonic techniques for memory retention, audio recording for information processing, and mind mapping for structured planning. These tools are carefully selected to align with each child’s unique learning profile, ensuring an individualized and supportive educational experience. Dyslexic children often possess remarkable creativity and imagination, enabling them to approach tasks in innovative and unconventional ways. By recognizing and refining these distinctive methods, I help them unlock their potential, facilitating not just academic progress but also a sense of achievement and self-assurance in their capabilities.
My specialist experience teaching autistic children: I have recently completed specialized training in autism awareness, further deepening my longstanding interest in supporting children and young people with autism. My experience includes the implementation of evidence-based tools such as PECS (Picture Exchange Communication System), ALD boards, colorful semantics, and the TEACCH approach to promote structured, individualized learning for non-verbal students. Additionally, I have utilized social stories as a tool to develop social understanding and adaptive behaviors. Recognizing the uniqueness of every individual, I invest time in understanding each child’s motivations, preferences, and needs. This personalized approach enables me to design engaging activities and meaningful rewards that foster both learning and enjoyment. My sessions are meticulously structured with clear timetables—either written or pictorial—to alleviate anxiety and provide predictability. Depending on the student’s needs, I incorporate tools such as ‘now and next’ boards and visual timers to support comprehension and focus. Understanding the importance of kinesthetic supports for many autistic children, I integrate sensory activities to enhance concentration and engagement. My extensive experience working closely with autistic learners has solidified my passion for teaching and learning, inspiring me to create inclusive, supportive, and stimulating environments where every child can thrive and reach their full potential.
My experience supporting children with OT programmes and sensory processing disorders (SPD): I have worked extensively with children on specialized occupational therapy (OT) programs developed by skilled therapists, focusing on enhancing sensory integration as well as gross and fine motor skills. Additionally, I bring substantial experience in supporting children with Down syndrome, adapting my methods to address their unique needs and foster their overall development. I understand the importance of working closely with parents and professionals.
My specialist experience supporting children with anxiety, their emotional regulation, boosting confidence and self-esteem: To thrive and succeed, children must first feel happy, secure, and safe. Supporting children’s well being has always been a passion of mine and remains a fundamental priority for any dedicated teacher. In my roles as a school leader, Safeguarding Lead, and SENCO, I have had the privilege of crafting the Personal, Social, Health, and Economic (PSHE) curriculum, ensuring it aligns with these core values.I firmly believe that effective learning can only take place when individuals feel emotionally regulated and secure within their environment. In my experience, young people grappling with anxiety often struggle to find their voice. It is essential to provide alternative means of communication, such as written notes or comic strip conversations, to help them express themselves on their own terms. I take pride in offering children the time and support they need to build trusting relationships and have been commended for my dedication and going above and beyond to foster these connections. Over the years, I have found tools such as the Zones of Regulation instrumental for helping children develop emotional awareness and self-regulation skills. Additionally, I have a deep interest in Play Therapy, which led me to complete a two-day Play Therapy course in Bangkok. My love for picture books further enhances my teaching practice; I maintain an extensive collection that I frequently use as engaging stimuli for learning.
My specialist experience working with students with SEN to develop trusting and meaningful relationships: Trust is the cornerstone of a positive and effective working relationship between tutor and student. I place great emphasis on building strong, supportive connections with every child I work with. Children need to feel secure, valued, and truly listened to; when they are happy and confident, they naturally engage more deeply with their learning. Developing trust begins with creating a safe, non-judgmental environment where children feel comfortable expressing themselves. Active listening plays a crucial role—I make a point of showing genuine interest in their thoughts, concerns, and experiences, ensuring they know their voice matters. Consistency and reliability are equally important, as children feel more secure when they can depend on their tutor to be calm, supportive, and present. I also tailor my approach to each child’s individual needs, getting to know their interests, strengths, and challenges. By incorporating elements they enjoy into our sessions, I foster a sense of familiarity and engagement, helping them see learning as a collaborative and rewarding experience. Celebrating their achievements, no matter how small, further reinforces their confidence and strengthens our bond. My experience across a wide range of schools, encompassing diverse socio-economic backgrounds, has equipped me with the knowledge, skills, and sensitivity to connect with children from all walks of life. These meaningful relationships are not one-sided; they thrive when both teacher and student feel comfortable and secure, creating the foundation for real progress and personal growth.
My specialist experience teaching English including phonics, reading, spelling, handwriting and writing: As a Senior Leader, I have successfully led English and Phonics across an entire school. English is my passion, and reading is both a cherished hobby and a keen professional focus for me. With extensive experience as a primary school teacher, I deeply understand the importance of modelling strong interaction skills and demonstrating a love for reading and writing in everyday practice. I strive to be a consistent and inspiring role model for my students.The development of phonological skills is fundamental to early reading, spelling, and communication. I teach phonics using a structured, systematic approach, ensuring that writing is seamlessly integrated with phonics instruction. I have found great success in using mnemonics to teach tricky and common exception words, as children not only retain them effectively but also enjoy creating their own, turning learning into an engaging, collaborative process.High-quality reading materials, including picture books, are central to my teaching philosophy, as they naturally complement and enhance phonics instruction. A strong foundation in phonics not only supports spelling but also lays the groundwork for confident and creative writing, empowering children to become skilled and expressive communicators. Handwriting is an essential complement to spelling, and I find immense satisfaction in watching children make progress with focused, individualized support.
My specialist experience teaching Maths and children with dyscalculia: A solid understanding of numerical concepts and a firm foundation in key mathematical facts are essential prerequisites for mastering more advanced operations and the manipulation of numbers and shapes. To achieve this, I begin by assessing each child’s confidence and proficiency with foundational skills such as place value, counting, and number bonds. This diagnostic approach ensures that subsequent sessions are tailored to the child’s specific starting point. My planning incorporates a variety of engaging activities, including interactive games, specialized maths manipulatives, and concrete resources, all of which are designed to deepen understanding and sustain interest. I adhere to a mastery-based approach, integrating fluency, reasoning, and problem-solving tasks to provide a comprehensive and well-rounded learning experience. For children with dyscalculia, confidence-building is paramount. These learners benefit greatly from repeated exposure to concepts through varied and engaging methods, alongside the use of tactile, kinaesthetic manipulatives. As fluency often requires additional time and focus for these children, I employ creative strategies to revisit themes through diverse activities, ensuring engagement and preventing frustration. My expertise enables me to adapt these strategies to meet individual needs effectively. Incorporating methodologies from Singapore Maths and White Rose Maths, I utilize these schemes as frameworks to align with the National Curriculum. However, I personalize all my lessons to address the unique needs of each child, ensuring that mathematical learning is both accessible and meaningful.
My specialist experience teaching Science, History and Geography: I have significant experience in planning and delivering the full range of subjects taught in primary schools and have also taken on the role of Science Leader. My teaching approach focuses on setting clear learning objectives and using a variety of engaging and interactive activities. I especially enjoy incorporating ‘hands-on’ experiences and outdoor learning to make lessons meaningful and memorable. When teaching Foundation subjects, I aim to balance the development of knowledge and skills. Encouraging children to ask their own key questions for investigation helps maintain focus and fosters a sense of curiosity. I have a genuine passion for teaching History, as it brings the past to life, while Geography inspires children to explore and connect with the world around them. Science, being so versatile, integrates seamlessly into other subjects like English and Maths, creating a well-rounded and enriched learning experience.
My specialist experience providing fun sessions to help children engage in learning: I am passionate about creating fun, engaging, and stimulating lessons that capture children’s imaginations and foster a love of learning. By tailoring sessions to the interests of each child, I ensure that every lesson feels relevant, exciting, and enjoyable. Whether in the classroom or during 1:1 tutoring, I design activities that spark curiosity and encourage active participation.To keep lessons dynamic, I use a wide variety of tools and strategies, including lively songs, captivating video clips, and interactive games—both online and traditional board games. I incorporate kinaesthetic activities, hands-on manipulatives, and high-quality literature, such as picture books, to enrich the learning experience. My lessons are purpose-driven, combining fun with meaningful outcomes, and I always include moments of joy and discovery to keep children engaged. I also understand the importance of pacing and energy in learning. By weaving in well-timed ‘brain breaks,’ I help children refresh their focus, ensuring they stay motivated and attentive throughout. My ultimate goal is to create a positive, stimulating environment where children feel inspired and eager to learn.
My experience preparing children for 7+ and 11+ examinations, including verbal and non-verbal reasoning: My experience as a teacher in the independent sector, coupled with my work preparing children for 7+ and 11+ examinations, has provided me with a deep understanding of the rigorous expectations schools have for prospective students. I am adept at supporting children in developing effective strategies for tackling both verbal and non-verbal reasoning papers, as well as ensuring they are thoroughly prepared for the English and Maths components of these examinations. Success in the 7+ and 11+ examinations requires more than subject knowledge; it demands that children cultivate a personalized toolkit of skills. These skills include structuring responses, employing advanced vocabulary, and writing with clarity and creativity. Equally important are confidence and stamina, as the examination process challenges not only their intellectual abilities but also their resilience. My tailored approach equips children with the tools and mindset needed to perform at their best and approach these assessments with self-assurance.
My skills and experience supporting children to develop their independence: Fostering independence has been a cornerstone of my approach as an educator, and I firmly believe that the foundation for these essential skills should be laid in the Early Years. Developing independence requires intentional strategies that empower children to take ownership of their actions and learning. To support this, I utilize a range of techniques, including non-verbal cues, structured timetables, sequenced instructions, and consistent, meaningful praise. Regrettably, many children may not have had the opportunity to cultivate independence before entering the classroom. As an educator, it is my responsibility to equip children with these skills, regardless of their age or starting point. Building independence is not merely about teaching practical skills but also about fostering a sense of trust and self-belief. For children to grow as independent learners, they must feel confident in their abilities and secure in the support of the adults around them. My aim is to create an environment where children are empowered to explore, make decisions, and take pride in their progress.
My experience teaching life skills: For individuals to thrive as happy, independent members of society, the development of essential social and life skills is paramount. These competencies not only facilitate meaningful interpersonal interactions but also equip individuals to navigate the complexities of daily life with confidence and autonomy. My professional experience includes organizing and leading community-based outings specifically designed to foster both practical abilities and social confidence in children. These outings are meticulously planned to provide hands-on opportunities for skill development. For example, visits to local supermarkets allow children to practice money management, enhance their communication skills, and apply problem-solving strategies while purchasing ingredients for cooking activities. Similarly, excursions to museums and theaters serve to cultivate cultural literacy, encourage curiosity, and reinforce appropriate social behaviours in diverse public settings. Each outing is tailored to align with the unique needs and developmental goals of the children involved, ensuring an individualized and meaningful learning experience. By embedding learning in real-world contexts, these activities not only support the acquisition of practical skills but also promote self-assurance, independence, and a deeper sense of belonging within their communities. Such experiential learning is integral to preparing children to engage confidently and competently in a wide range of social environments. I am keen to receive training for any children that I teach to ensure that my learning is personable and relevant to get the best out of our sessions together.
