A safe, understanding environment for every learner

Many of the pupils I work with have additional learning needs, including ADHD, autism spectrum conditions, dyslexia, and dyscalculia. I have undertaken extensive training in special educational needs and use research-informed approaches to adapt every lesson to the individual.

A pupil with dyslexia, for example, may benefit from multi-sensory reading strategies and structured phonics programmes rather than a purely text-based approach. A pupil with ADHD may need shorter task cycles, frequent changes of activity, and clear visual structure. A pupil on the autism spectrum may require explicit instruction in inferential language or more time to process new concepts. In each case, the lesson is shaped around what the pupil needs, not around a fixed template.

My priority is to provide a calm, patient, and encouraging space in which pupils feel safe to ask questions, make mistakes, and work at their own pace. Resources are adapted to suit each learner, whether that means adjusted fonts and layouts for a pupil with visual processing difficulties, manipulatives and concrete models for dyscalculia, or structured frameworks and visual timetables for pupils who benefit from predictability.

If your child has an EHCP, diagnosis, or suspected additional need, I am happy to discuss how I can support them. I work closely with parents and, where appropriate, with schools and other professionals to ensure consistency across a pupil's learning.

Adapted Resources

Materials are tailored to each pupil's processing style, including modified layouts, visual aids, and multi-sensory tools.

Research-Informed Methods

Approaches grounded in current understanding of neurodiversity, drawing on evidence-based strategies for ADHD, autism, dyslexia, and dyscalculia.

Patient, Structured Sessions

Lessons are paced to the individual. Task lengths, transitions, and expectations are adjusted to reduce anxiety and sustain focus.

Extensive SEN Training

Dedicated professional development in supporting learners with a range of additional needs, built on over 14 years of classroom and one-to-one experience.

Adapting Online Lessons

How online classes can be adapted
for children with additional needs

Online tuition offers unique advantages for pupils with additional learning needs. The home environment can reduce sensory overload, and digital tools allow for flexible, creative approaches to each session.

Structured Visual Timetables

Each session begins with a clear, shared visual timetable displayed on screen. This gives the pupil a predictable structure, reducing anxiety about what comes next. Transitions between tasks are signposted in advance, and the timetable can be adjusted in real time if the pupil needs more time on a particular activity.

Reduced Sensory Input

The online environment allows careful control over sensory stimuli. Screen layouts can be simplified, backgrounds kept neutral, and audio levels managed. For pupils who find busy classrooms overwhelming, the one-to-one online setting provides a calmer space in which to focus and learn.

Flexible Task Design

Tasks can be broken into shorter segments with built-in pauses. For a pupil with ADHD, this might mean alternating between a written exercise and a brief verbal discussion every few minutes. For a pupil with processing difficulties, it might mean presenting information in smaller, more manageable portions with time to absorb each one before moving on.

Multi-Sensory Digital Tools

Interactive whiteboards, colour-coded annotations, drag-and-drop exercises, and audio playback allow lessons to engage multiple senses at once. For dyslexic learners, text can be displayed in specialist fonts with adjusted spacing. For pupils with dyscalculia, virtual manipulatives bring abstract number concepts into a concrete, visual form.

Recorded Lessons for Reinforcement

Sessions can be recorded so that pupils can revisit explanations at their own pace. This is particularly helpful for children who need more processing time or who benefit from hearing an explanation more than once. Parents can also watch recordings to support learning between sessions.

Close Collaboration with Parents

I maintain open and regular communication with parents about what is working, what needs adjustment, and how progress is developing. Where appropriate, I also liaise with schools and other professionals involved in the child's support to ensure that tuition is consistent with their wider learning plan.

Additional Learning Needs