Olu A. - Tutor in London
| Subject | Age/level and price |
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Primary Age - price upon request
Secondary Age - price upon request
KS2 - price upon request
KS3 - price upon request
KS4 - price upon request
GCSE - price upon request
Adult Learner - price upon request
Adult Education - price upon request
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Primary Age - price upon request
Secondary Age - price upon request
KS2 - price upon request
KS3 - price upon request
KS4 - price upon request
GCSE - price upon request
Adult Learner - price upon request
Adult Education - price upon request
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| Institution | Town | Speciality | Degree | Class |
|---|---|---|---|---|
| University of Liverpool | Liverpool | MA Finance and Accounting | Master | 2013 |
| University of Plymouth | PGCE Maths | - | 2015 | |
| University of Jos | Nigeria | Accounting | Bachelor | 1994 |
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As an educator with a passion for empowering students with diverse needs, I am deeply committed to creating inclusive learning environments that enable every child to thrive, regardless of their abilities or challenges. My journey as a Special Education Needs (SEN) teacher has been driven by a belief that all students, given the right support and encouragement, have the potential to achieve remarkable success both academically and personally.
From an early stage in my teaching career, I was drawn to working with students who face learning difficulties and disabilities. My experience ranges from working with students with autism, ADHD, dyslexia, and SEMH to those with behavioral challenges. Each student I have worked with has reinforced my understanding of the importance of tailored, individualized learning strategies that recognize and build on their unique strengths and needs.
I pride myself on being patient, empathetic, and adaptable. In my classroom, I strive to create a safe, nurturing space where students feel valued and understood. I approach each student holistically, considering their cognitive, emotional, and social development, and work collaboratively with parents, caregivers, and other professionals to design personalized educational plans that reflect each student's specific goals and challenges. QUALIFICATIONS: I hold a professional qualification for qualified teacher status – specialising in secondary mathematics, ensuring that I possess the necessary pedagogical knowledge and skills to provide quality instruction to students. Furthermore, I am committed to ongoing professional development and have completed several trainings including: Tutoring and Teaching in Small Groups, Designated Safeguarding Lead, Profound and Multiple Learning Difficulties, SEN Teaching Advanced, Special Education Needs Advanced and Advanced Diploma in Special Education Needs. My dedication to continuous improvement and professional growth ensures that I am always seeking opportunities to enhance my skills and knowledge to better support students with special educational needs and disabilities.
KNOWLEDGE: My high level of expertise and understanding of a wide range of learning abilities and complex SEN issues equips me to address the unique challenges faced by students with and without special educational needs. In my previous role as the maths lead, I was privileged to take up some inclusion responsibilities where I collaborated closely with my school’s SENCO and some external specialists, such as educational psychologists, to develop tailored interventions and accommodations for students with specific learning disabilities. By implementing individualized education plans (IEPs) and employing evidence-based strategies, I effectively supported their academic progress and promoted their social and emotional well-being.
In addition to my expertise in SEN, I have specific knowledge and experience in supporting students with English as an Additional Language (EAL). Through my collaboration with EAL specialists and the implementation of targeted language acquisition strategies, I have facilitated the integration and academic progress of EAL students. By creating a culturally inclusive and language-rich learning environment, I have fostered a sense of belonging and provided equitable opportunities for all learners.
I am proficient in utilizing ICT tools to support teaching and learning, leveraging technology to engage and enhance students’ educational experiences. For example, I have utilized educational software, interactive whiteboards, and online platforms to deliver interactive lessons and provide multimedia resources that cater to diverse learning styles.
Additionally, my comprehensive understanding of the SEN Code of Practice and relevant legislation ensures that I uphold the rights and entitlements of students with special educational needs and disabilities. I am well-versed in the legal requirements surrounding assessments, access arrangements and individualized support plans. This knowledge has allowed me to effectively advocate for students, working closely with parents, teachers, and external agencies to ensure that their needs are met in compliance with the law.
EXPERIENCE: I have a proven track record of classroom teaching to a good or outstanding level, providing high-quality instruction that meets the diverse needs of students. Throughout my teaching career, I have gained valuable experience in leading provision for SEN and vulnerable groups, implementing effective strategies and interventions to support their progress and well-being. My experience in conducting data analysis has been instrumental in informing instructional decision-making and monitoring student progress. I am adept at utilizing data to identify areas of improvement, set targets, and implement targeted interventions that address individual needs. Furthermore, my curriculum leadership and assessment experience in Key stages three, four and 16 – 18 years have equipped me with the skills to develop and deliver comprehensive learning experiences aligned with curriculum objectives. I have successfully initiated and collaborated with outside agencies to provide holistic support to students with special educational needs. By working in close partnership, I ensure that students receive the necessary resources, interventions, and services to thrive academically, socially, and emotionally. Additionally, my experience in leading and managing teams has enabled me to foster collaboration, build capacity, and create a supportive environment where everyone can contribute their best. I have a strong background in leading training for staff and introducing SEN initiatives, sharing my expertise and best practices to enhance inclusive practices across the school. Moreover, I am skilled in target setting and have a systematic approach to monitoring, evaluating, and recording progress. I recognize the importance of setting clear and achievable targets that drive student success, and I have a proven ability to monitor progress effectively, utilizing a range of assessment methods and tools to track student performance and identify areas for improvement.
SKILLS: As a lead practitioner, I have consistently demonstrated my ability to deliver quality first teaching that meets the diverse needs of students. In my previous role as numeracy lead, I implemented a range of differentiated instructional strategies to accommodate various learning styles and abilities within the classroom. For instance, I designed and implemented small group activities that allowed for personalized instruction, enabling each student to make progress according to their individual needs. Through careful planning and ongoing assessment, I ensured that every student received the necessary support and challenge to maximize their learning potential. Creating inclusive learning environments where all students can thrive has been a cornerstone of my practice. For example, I established a classroom culture that celebrated diversity and encouraged mutual respect and understanding among students. I implemented collaborative learning structures, such as group projects and peer tutoring, to foster a sense of belonging and create opportunities for students to learn from one another. By promoting an inclusive mindset, I empowered students to embrace differences and appreciate the unique strengths and perspectives each individual brings to the learning community.
My strong communication skills have been instrumental in building positive relationships with students, parents, and colleagues. In my interactions with students, I have utilized clear and concise language, incorporating visual aids and demonstrations to enhance understanding. Through regular communication with parents and guardians, I have provided updates on their child’s progress, discussed strategies for supporting their learning at home, and addressed any concerns or questions. Additionally, I have collaborated effectively with colleagues, sharing best practices, coordinating resources, and engaging in professional dialogue to improve teaching and learning outcomes. Efficient time management and organizational skills have been crucial to my success in meeting the demands of a dynamic educational setting. For instance, I have developed detailed long-term and short-term lesson plans, ensuring that all necessary resources and materials are prepared well in advance. By establishing clear routines and procedures, I have optimized instructional time and minimized disruptions.
One of my key teaching strategies is breaking down complex concepts into manageable steps while using multi-sensory techniques to ensure that learning is accessible. I integrate visual aids, hands-on activities, technology, and positive reinforcement to engage students and make learning an enjoyable experience. I also focus on developing their self-esteem and independence, fostering skills that help them overcome barriers not only in the classroom but in life beyond school.
Working in SEN has taught me the value of flexibility and resilience. The progress of students with special needs is often gradual and non-linear, and it requires constant adjustments in teaching approaches and expectations. However, the joy of witnessing a student grasp a new concept, overcome a challenge, or simply express newfound confidence in themselves is immensely rewarding. It reminds me why I chose this career in the first place.
Furthermore, I am committed to my own professional development. I continuously seek opportunities to expand my knowledge of new techniques, interventions, and educational technologies that can support my students. Whether through workshops, peer collaboration, or research, I ensure that I am equipped to meet the evolving needs of the children I teach.
Ultimately, I see my role as not just a teacher but an advocate for students with special educational needs. I am dedicated to ensuring that they have the opportunities, support, and encouragement they need to reach their full potential. I take pride in being part of their journey, guiding them toward both academic achievement and personal growth.
Through my experience, I have learned that teaching students with special needs is as much about inspiring confidence, fostering emotional well-being, and building life skills as it is about academic instruction. I am excited to continue this journey, working alongside families, colleagues, and the wider community to create environments where every student feels empowered to succeed. |
