Sarah

I have supported SEN students to academic success in a range of settings in the following English qualifications: GCSE English Language, GCSE English Literature, Step Up to English Gold and Silver Awards, Functional Skills Levels 1 and 2 and Entry Levels 1, 2 and 3.

I have also supported secondary age pupils to improve their basic reading skills, which they have required support with due to learning needs or significant absence from school. I have experience of teaching phonics and Ruth Miskin Fresh Start, a programme designed to engage older readers who have primary level reading ability.

I have lived experience of ASC, as my 11-year-old son is diagnosed as autistic through CAMHS. My experience as a parent of an autistic son has profoundly shaped my approach to working with children with special educational needs. It has provided me with invaluable insights and understanding that enhance my effectiveness as a tutor and have contributed to my empathy, patience and communication.

My experience of working with SEN students in both mainstream and SEMH settings has been extremely rewarding. While working as a mainstream teacher, I found myself most fulfilled when I was able to adapt lessons to meet the diverse needs of my students, especially those with special needs, and witness their growth and success in an inclusive environment.

Although I have diverse experience of working with students with specific diagnoses including ADHD, ODD, Autism, anxiety, depression and more, my tutoring methods are not defined by labels; I tailor my approach to cater for the specific needs of each learner, whether academic, social or emotional. My focus is on understanding the whole child, building a trusting relationship, and creating a safe, supportive environment where they feel comfortable to explore, learn, and grow. I use a variety of strategies and tools, from multi-sensory learning techniques to positive reinforcement, to ensure that each session is engaging and effective. My ultimate goal is to help each student overcome challenges, build on their strengths and achieve their personal best.

I have learned that developing trusting and meaningful relationships is the foundation of effective teaching and support. I prioritise patience and empathy to truly understand each student’s individual needs and strengths. By creating a safe, non-judgmental space where they feel valued and heard, I build trust that allows them to engage in activities and learning.

I aim to boost confidence and self-esteem, by highlighting young people’s strengths and celebrating their progress, no matter how small. I create a supportive environment where they feel safe to take risks and learn from mistakes without fear of judgment. By setting achievable goals and offering consistent positive reinforcement, I help them recognize their capabilities and build a sense of accomplishment. I also encourage self-reflection and help them develop a growth mindset, empowering them to approach challenges with confidence and resilience.

 I am inspired by the unique strengths and perspectives each young person possesses and I am committed to creating an environment where they can thrive, learn and reach their full potential.