Every child can flourish — let's make learning the fun part of the day.

Experience and approach

Over the last 15 years, my career has been dedicated to assisting children and young people aged 5 to 18 who face challenges in learning. This includes support in areas like communication, memory, phonics, reading, spelling, and foundational skills in literacy and numeracy, across subjects such as English, Mathematics, Science, among others when applicable.

My professional journey includes teaching and observing in both elementary and high school environments, providing education to students with special educational needs (SEN) in diverse settings, including mainstream schools and specialised institutions. My expertise is grounded in specialised training for addressing specific learning disorders such as dyslexia, dyspraxia, dyscalculia, ADHD, and speech and language issues. This expertise is complemented by my extensive collaboration with educational psychologists, occupational therapists, speech and language therapists, and various school-based professionals.

A key aspect of my approach is maintaining open communication with parents, ensuring that every decision made is a collaborative effort marked by shared understanding and support. My teaching methods have consistently been recognised as either good or outstanding in various evaluations and inspections, both internal and external.

Dyslexia Specialism:

My primary area of expertise lies in dyslexia. I have extensive experience working in both public and private educational settings, focusing on supporting students with dyslexia. Effective support for children with dyslexia begins with a comprehensive assessment. Following this, individualised plans are created that are multisensory, systematically structured, and build upon each other. My approach involves crafting well-considered programmes with specific, child-focused goals to ensure that learning is retained over the long term. Another critical element is my proficiency in utilising assistive technology to aid learning. I also prioritise making lessons relevant and engaging by aligning them with each student's interests, thereby maximising their effectiveness.

Addressing Writing Resistance:

For many students, particularly those with conditions like dyslexia, dyspraxia, autism, or challenges in executive functioning, writing can be a significant obstacle. This is compounded by the predominance of written examinations. Students with approved access arrangements might use a scribe or speech-to-text software during exams. For others, discussing potential accommodations with a SENCO is advisable.

Starting with structured practice using specific software or a scribe can be beneficial. In situations where such accommodations aren't available, collaborative writing, where the student contributes ideas and the teacher transcribes, can be an effective starting point. Gradually, the student can take on more writing responsibilities, supported by structured frameworks and timed writing exercises. Celebrating successes, maintaining consistency, and fostering student ownership are crucial.

To boost motivation, it's essential to engage students in topics that resonate with their interests. For example, a student fascinated by science might watch a short documentary on a recent discovery, leading to a discussion and then writing a relevant article, letter, or competition entry, which could be submitted to an appropriate organisation.

Practical support for secondary students

In my experience working with dyspraxic students in secondary education, I've found several strategies particularly effective:

• Assistive Technology: Utilising tools such as speech-to-text software (like Dragon), allowing the use of laptops for written assessments, and providing scribe assistance.
• Structured Support for Writing: Helping students effectively translate their thoughts into written form.
• Simplified and Structured Instructions: Breaking down instructions into more manageable segments, gradually increasing task complexity, and using visual aids like pictures and symbols. Reiterating instructions is also crucial.
• Time Management: Allowing additional time for task completion and providing partially completed work to ease the process.
• Self-Correction Encouragement: Motivating students to independently revise their work and modify their behaviours as needed.
• Use of Visual Aids for Orientation: Implementing colour-coding techniques to differentiate between left and right.
• Sensory and Ergonomic Support: Providing tools like wobble stools or cushions for sensory comfort and adapted stationery like specialised pens, pencils, and paper.
• Organisational Tools: Encouraging the use of electronic planners to enhance organisation skills and assisting in arranging a conducive study space.
• Visual Learning Aids: Promoting the use of spider diagrams and mind maps, including electronic versions, especially for revision purposes.
• Scheduled Rest Breaks: Ensuring students have regular intervals to rest and rejuvenate.

These strategies are tailored to cater to the unique challenges faced by dyspraxic students, aiming to enhance their learning experience and academic performance.

Dyscalculia Specialism:

Dyscalculia is often described as "dyslexia with numbers". It can affect several different aspects of mathematics, including number sense, calculation and problem-solving, and it seldom arrives on its own — by the time a student reaches me, they have often spent years believing they are simply bad at maths.

I have worked with many dyscalculic students, and my experience points to two findings above all others. The first is that working through concrete, then visual, then abstract representations matters regardless of a student's age; skipping the concrete stage because a learner seems too old for it tends to slow progress rather than speed it up. The second is that enabling a positive experience of maths is what empowers dyscalculic learners to achieve academic success.

Building Number Confidence:

Lessons are built around concrete and multisensory tools, with well-paced, scaffolded tasks that let a student see immediate progress rather than waiting for it. Structured, cumulative teaching matters here just as much as it does in literacy, because it is what supports long-term retention of number facts and procedures.

Alongside the maths itself, I pay close attention to the anxiety that so often surrounds it. Short, achievable steps, self-reflection summaries and genuine recognition of progress all help a student rebuild the belief that mathematics is something they can do.

Attention, routines and motivation

Throughout my specialist training, I acquired extensive knowledge and practical skills to support students with attention difficulties, hyperactivity, and impulsivity, commonly associated with ADHD.

My practical experience has shown that, in addition to foundational strategies for ADHD support, such as creating a clear and calm workspace, using cues to capture attention, simplifying tasks to prevent overload, implementing 'brain breaks', using timers, accommodating comfortable seating positions with appropriate fidget tools, offering calming activities, and encouraging students to paraphrase instructions, a few additional approaches are crucial. These include:

• Staying Calm and Consistent: Maintaining a calm demeanor and ensuring that rules are clear and consistently enforced.
• Utilising Self-Check Lists: Implementing checklists to prevent hasty and inaccurate work.
• Incorporating Reward Systems: Establishing relevant rewards as incentives for completing tasks.

For online teaching scenarios, it's essential to observe the student's workflow and employ activities that allow real-time monitoring of their progress. This can be achieved through shared Google Docs, interactive online games, quizzes, and other activities accessible via screen sharing. Regular communication with parents can also significantly boost motivation, either through positive reinforcement or by setting up a structured reward system at home.

Individualised autism support

My involvement with students with autism has been a significant part of my role in educational settings. As the interim Lead of the only Autism Specialised Base in a secondary state school in Camden, I had the unique opportunity to tailor the curriculum to each student's needs. This customisation was aimed at fostering their progress and engagement, employing recognised strategies such as The Incredible 5-Point Scale, ABC, Zones of Regulation, Social Stories, sensory profiling, and ELKLAN communication support for verbal ASD students in secondary education, focusing on receptive and expressive language. For younger students, methods like PECS, Makaton, and Colourful Semantics were implemented. Additionally, a variety of literacy and numeracy games, often facilitated by assistive technology like WordShark and NumberShark, were used. Part of my role also involved training other staff members in these methodologies.

I have developed and taught an ASD-differentiated curriculum for core subjects like English and Maths for secondary-age students. This curriculum received an outstanding rating during the Ofsted inspection in 2018. For a more in-depth understanding, you can refer to my experiences with students like Jawad and Saptieu. Given that most exams emphasise quality writing, high-functioning autistic students often require specific support in various writing styles, emphasising the need for supportive practice and constructive feedback.

Key strategies include making learning meaningful, employing assistive technology, using visual aids and writing frames, and teaching explicitly with instructional sentences, structured frameworks, and ample repetition.

I believe that early provision of knowledge about their learning identity and strategies to address their needs is crucial for autistic students to reach their intellectual potential.

In my experience, establishing a positive rapport and adopting an individualised approach are paramount in making a significant difference in the lives of autistic students, who often possess unique and specific strengths. Longitudinal studies from UCLH have shown the high value autistic individuals place on relationships, underscoring the importance of careful consideration, and sometimes reevaluation, of the tutor-student match.

Anxiety Management:

Anxiety, characterised by feelings like worry or fear, varies in severity and requires careful handling. Identifying the root cause of anxiety is crucial for devising a step-by-step plan to address it. The process often starts with acknowledging these feelings and then witnessing small, incremental successes related to the anxiety trigger. For instance, in the case of exam-related anxiety, structured preparation and successful completion of past papers under exam conditions, followed by navigating through the initial exam, can significantly reduce anxiety levels.

It's vital to acknowledge and celebrate each success, finding effective strategies for accomplishing anxiety-inducing tasks. In cases of severe anxiety, particularly around exams, special access arrangements might be necessary, and for very high levels of anxiety, seeking assistance from a specialist could be imperative. For more insights, you might find Jill’s review at the bottom of the page informative.

Building Confidence and Self-Esteem:

I believe that low self-esteem in a school setting often stems from a gap between expectations and reality. Providing students with a clear, achievable plan of progress and demonstrating its effectiveness is key.

Academically, I see my role as both an enabler and a coach, guiding students in metacognition – the process of reflecting on their learning journey. By exploring empowering questions such as What do I already know?, What do I want to improve?, What am I already doing to help myself and how can I improve further?, or even Why am I doing this?, students become central to and in control of their learning process.

This approach leads to meticulous planning, with the student actively involved in decision-making (under tutor guidance), and regularly evaluating their progress. Students learn the power of "yet", transitioning from "I don't know this yet" to "I know this already. Let’s do more!" While establishing an effective reward system may sometimes be necessary, for students who have struggled with a subject for an extended period, recognising their own progress can be a substantial reward in itself.

Executive Functioning Skills Support:

In my extensive work with students with Special Educational Needs (SEN), particularly those with ADHD, ADD, and ASD, I have gained a deep understanding of the various challenges associated with executive functioning skills. These challenges can include difficulties in initiating or completing tasks, prioritising effectively, retaining information from oral or written sources, following directions or sequences, adapting to changes in rules or routines, shifting focus between tasks, managing intense emotions and fixations, organising thoughts, managing time, and keeping track of personal belongings.

For more detailed insights into my experiences and strategies, please refer to the earlier sections discussing ADHD and autism, as well as the part on supporting concentration skills. Below are example profiles (names changed for privacy):

• Jacob - GCSE Maths: Jacob, an autistic student, faced challenges in understanding several maths concepts. We focused on addressing his knowledge gaps and the more difficult topics, using a multi-sensory, engaging, and interactive approach tailored to his ASD profile. This method enabled him to improve from a borderline grade 5/6 to a grade 7.
• Sandra - GCSE English Language: Sandra, on the autism spectrum, had difficulty expressing herself in writing, particularly in structuring her text and creating coherent storylines. We worked on enhancing her planning skills, vocabulary, and sentence structure. She also learned techniques for effectively analyzing texts and incorporating them into PEE (Point, Evidence, Explanation) paragraphs.

Zak: Struggling with ADHD, Zak had issues with concentration and focusing in class. I assisted him in organising his work, homework, and incomplete classwork. Lessons were made highly interactive but followed a clear routine, including breaks, to foster his confidence and engagement.

Focus and Concentration Skills Enhancement:

I firmly believe that engaging, personalised, and relevant teaching from the outset can significantly boost students' focus on learning. This view is supported by the strategies outlined in the sections on motivation, creating enjoyable lessons, managing anxiety, addressing writing resistance, and fostering confidence.

To further enhance students’ concentration, I utilise a variety of sensory and mindfulness tools. These include short, well-structured tasks, active or mindful rest breaks, and various props. Developing a sensory profile for each student is key to identifying the most beneficial tools for them.

Working with Partially Visually Impaired Students:

In my experience with partially visually impaired students, as detailed in Nadezda’s review, the primary focus has been on establishing a strong rapport and customising learning to prioritise the most critical subjects in a manner that resonates with the student. This approach encompasses several key aspects:

• Effective Communication: Starting with ensuring clear, appropriate communication tailored to the student's needs.
• Resource Adaptation: Adjusting learning materials to make them accessible. This includes ensuring the student wears their glasses, using technology and enlarged fonts, screen magnification, and customising the colour and texture of materials. Personalising the organisation of work and the learning space to suit their specific needs is also vital.
• Addressing Anxiety: Recognising and addressing any anxieties the student may have, which is often a significant component of their learning experience.
• Emphasis on Oral Work and Presentations: Focusing on strengths such as oral work and presentations, and incorporating technology wherever possible, like touch-typing and text-to-speech software.
• Building Confidence and Social Skills: Partially visually impaired students may face challenges with confidence and forming friendships. Thus, sensitive and skillful communication is essential. Including them in decision-making processes and ensuring they feel integrated and equal to their peers is crucial for their social and emotional development.
• Collaboration with Schools: Whenever possible, coordinating with the school's resources and staff can greatly enhance the support provided to visually impaired students.

Overall, the approach is holistic, addressing not only the academic but also the emotional and social needs of partially visually impaired students, thereby fostering an inclusive and supportive learning environment.

Supporting Students with Social Communication Challenges:

Many students, particularly those on the autism spectrum or those dealing with anxiety and other mental health issues, face challenges with social communication. The 'theory of mind' concept helps in understanding one aspect of these challenges in the context of ASD.

In addressing these challenges, while classic ASD techniques like social stories and comic strip conversations are beneficial, it's crucial to recognise the uniqueness of each child. Advanced communication techniques, such as communication cards, visuals, Makaton, and PECS, can be effective, but the key is to tailor the approach to the individual child's needs. This might involve rehearsing anticipated social scenarios or analyzing and reworking scenarios that have previously posed difficulties. Enhancing a child's speech fluency and vocabulary development is often a part of this tailored approach.

In cases where mental health difficulties are present, consultation with a qualified psychologist might be necessary. Mediating in any communication difficulties is important, and this should be done sensitively and, when required, confidentially. Additionally, recognising and rewarding each step of progress is crucial in maintaining the consistency of the child’s efforts and encouraging their development in social communication skills.

Understanding and addressing the diverse and specific needs of each student with social communication challenges is essential for their successful interaction and integration in various social contexts.

Supporting Students with Processing Difficulties:

In my teaching career, I've encountered numerous students who experience processing difficulties. To boost their confidence, it's crucial to align teaching with their interests and learning styles, honoring their natural ways of learning while strengthening areas that require improvement. My approach includes well-paced, scaffolded tasks, supplemented by visual aids, 3D props, mindful breaks, and self-reflection summaries. This methodology encourages students to actively engage in their learning, reflect on it, and witness immediate progress. Structured, cumulative teaching is also essential for enhancing long-term memory retention.

Building Focus in Wider Study:

I believe that engaging, personalised, and relevant teaching significantly improves students' focus from the outset (refer to sections on motivation, fun lessons, managing anxiety, writing resistance, and confidence improvement). To further boost concentration, sensory and mindfulness tools are employed, including short, structured tasks, active or mindful rest breaks, and various props. Creating a sensory profile for each student aids in identifying the most effective tools for them.

Developing Independence:

Metacognition plays a vital role in the learning process, fostering motivation and leading to growing independence. Through regular, methodical self-evaluation, students gradually take ownership of their learning. This process may include winning quizzes with rewards and setting specific goals. Long-term independence involves students making conscious decisions about their learning, facilitated by the tutor who first needs to establish trust. Understanding students' passions, dreams, strengths, and challenges is key to creating a unique and engaging learning experience.

Social Interaction and Friendship Skills:

Longitudinal studies at UCLH show the high importance of relationships for young people with autism. They often find it easier to connect with peers who are also autistic. Many schools and councils offer support and friendship groups for students with ASD, ODA, anxiety, and their families.

My approach to enhancing interaction and friendship skills includes tailoring support to each student's preferences and educational context. Techniques like Comic Strips, Zones of Regulations, The Incredible 5- Point Scale, sensory profiling, Social Stories, Theory of Mind, Circle of Friends, and ELKLAN communication strategies are integral to this process.

Study Skills Development:

Study skills encompass a broad range of abilities, from planning and organisation to effective reading, writing, and revision techniques. I use a study skills checklist to identify areas of focus, liaising with school teachers for a comprehensive understanding of each student. Techniques employed include active reading strategies, structured writing approaches, exam skills development, and various revision methods. Metacognition is also emphasised to enhance academic success.

Subject-Specific Support:

In Maths, I employ a multisensory, structured, and cumulative teaching approach, adapting to each student's learning style. This involves breaking down targeted areas, using concrete and multisensory tools, and ensuring that each lesson builds upon the previous one.

For 11+ Maths and English (SEN), I have successfully guided students like Jasmine and Conrad through entry examinations, addressing specific challenges such as dyscalculia and dyslexia.

In GCSE English and Mathematics (SEN), I have experience with various exam boards and have helped many students improve their grades significantly, focusing on content understanding and application.