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I am a qualified SENCo with vast experience working in mainstream and independent schools across Hampshire and Portsmouth Local Authorities. I am a qualified Specialist Dyslexia Teacher with a number of qualifications in teaching pupils with dyscalculia and numeracy difficulties. Currently, I am studying for a Level 7 qualification in Dyscalculia assessing and teaching, this will consolidate the years of teaching pupils with dyscalculia and dyslexia in a specialist department. My special needs experience extends to the opening of an Autism and Mental Health provision alongside the managing of a dyslexia and dyscalculia provision. I have worked closely with the Local Authorities to support families through the Education Health and Care Plan application process with much success.
Originally, I started out as a music teacher within primary settings until my passion for supporting pupils with additional needs rose up and inspired me to take my initial SEN qualification through training in recognising and teaching Dyslexia and literacy difficulties. From this there was no looking back! I went on to work as a Special Needs Coordinator in three schools across Hampshire and Portsmouth supporting all age groups from 2-16 achieving the National SENCo qualification; later working on my passion for the lesser known Specific Learning Difficulties of Dyscalculia.
My greatest joy and education has come from the adoption of my three children where I have taken extensive training in attachment and trauma informed practice, NVR, therapeutic parenting and the use of PACE. I have first hand knowledge and experience of living and working with autistic individuals and celebrating Neurodiversity in her family life. Anne knows first hand the difficulties of navigating the school SEN systems as a parent and this experience can never be measured but leads to a greater understanding and providing advocacy for parents and pupils alike.
/ Dr Sushant S.
As a dedicated and experienced researcher with over 8 years of academic R&D experience, I have specialized in the synthesis of multifunctional carbon nanomaterials and scaffolds, as well as the development of multifunctional polymer nanocomposites and fibe
Hi, I'm Zoe!
I've been a primary school teacher for 14 years and a Special Educational Needs Coordinator for the past 8. My passion is in helping children learn and grow in which ever way they do best. I'd love to help in any way I can to support your children in reaching their full potenetial with confidence. My speicalism is identifying what the barriers to their learning may be and finding fun, interactive and inventive ways of helping them break those barriers down. Best of all, let's make learning exciting and teach children to be proud of themselves and of all of their achievements however little they may be x
I qualified to teach mathematics and physics in Sheffield then taught in the schools in Sheffield, Bournemouth, London and Hong Kong. In Hong Kong I also tutored maths physics chemistry biology and science.
Maths lessons in Southampton, UK.
Maths lessons in Southampton, UK.
English, Maths, Science, and Social Sciences lessons in Southampton, UK.
Maths lessons in Winchester, UK.
Masters in maths education. Former A level examiner. Online lessons available.
Feel free to text me with your enquiry on tel: ***
Maths and English lessons in Southampton, UK.
Hi there! I am a fully qualified Secondary Mathematics teacher with 5 years experience working in a Secondary comprehensive and able to offer bespoke KS2/3 and GCSE tutoring.
I have taught in a range of contexts - from focused Y11 exam revision workshops on a 1:1 basis all the way up to delivering sequential curriculum to hundreds of students - and no matter the situation, seeing the `lightbulb` go off is what I live for.
I aim to always provide a safe and stimulating classroom environment, where students feel comfortable enough to make mistakes and learn while also pushing themselves to achieve their best.
One of my greatest strengths in a classroom is my ability to develop strong rapport with students and help them to see Maths in a new and more positive light. Going from a position of `I can`t do this` to `I can do this` is a challenge, but together we `can`!
I have been a primary school teacher for 7 years now teaching across all years and covering the entire Primary curriculum. I have also tutored many children alongside this, supporting them both academically and also with their confidence.
I am currently in in my 5th year of teaching. I specialise in English at my current school, and I have previously held the role of English lead. I have had experience teaching from years 3 -6 and I am happy to carry out SATs focused tutoring or prep school examination tutoring, if required. I am well informed around the current requirements in primary education. This could be beneficial towards ensuring your child has all tiers of learning appropriately covered. I have many resources for learning and the ability access to many more, appropriate to Maths and English learning. Currently being an active teacher will inform accurate curriculum learning within my tutoring sessions. I am a friendly and approachable person, with children’s learning interests at heart. I will be delighted to bring a professional learning environment to the comfort of your own home. You can be assured of full professional conduct and outstanding tutoring to benefit your child’s needs. I am happy to tutor twilight session on specific weekdays and I am available on weekends also. Please refer to my availability.
Mathematics lessons in Southampton, UK.
Maths lessons in Southampton, UK.
Thanks for taking the time to read my profile!
Is your child struggling at school and needs a confidence boost? Are they falling behind? Have they had to miss a lot of time from school and have some gaps that need filling in? Are they a really talented and capable individual and you want to push them as much as possible? In any of these situations (and more!) I can help you! My maths and English tutoring sessions are catered to your child's individual strengths and challenges, so that we can work on pre-agreed targets to help them be the best that they can be.
I have been a teacher for the last year in a Year 3 class, an LSA before that, and a tutor alongside both of these roles!
Education is fun, powerful and engaging - so ever since I've been in primary school myself I knew this was the career path I wanted to take.
Please reach out so I can answer any questions at all, with no obligation to take up the sessions if they aren't right for you. I can't wait to hear from you.
Are you worried about your child falling behind in maths? Are they concerned about not being able to reach their target grade? Do you want them to get off to a flying start come September? Then 1:1 tutoring is the answer.
Being involved in education for 10+ years, I have supported many students (children and adults), make tremendous progress in their studies and even exceed their target grade.
I am conversant with both AQA and Edexcel boards, and remote teaching via zoom and MS Teams.
No minimum sessions required and for your peace of mind, the first session is always free!
Limited slots are now available. For more info, drop me a message.
Thank you for taking the time to read my profile!
Is your child struggling at school and needs a confidence boost? Are they falling behind? Have they had to miss a lot of time from school and have some gaps that need filling in? Are they a really talented and capable individual and you want to push them as much as possible? In any of these situations (and more!) I can help you! My maths and English tutoring sessions are catered to your child's individual strengths and challenges, so that we can work on pre-agreed targets to help them be the best that they can be.
Education is fun, powerful and engaging - so ever since I've been in primary school myself I knew this was the career path I wanted to take.
Please reach out so I can answer any questions at all, with no obligation to take up the sessions if they aren't right for you. I can't wait to hear from you.
I offer online/f2f learner tutoring and support in GCSE/A level Maths, Computing, Business, Economics, Sociology, and Psychology. I am also an accredited performance coach
My approach to tutoring students is to engage and guide empathetically. By encouraging learners to think critically and navigate problem solving as an interactive, supported and mentored activity, they can build confidence, step up, and reach their full potential
My approach:
The foundations of my teaching focus are based on the simple approach that every child is unique. I offer a flexible approach to tutoring and cater for personalisation of an individual's own understanding and ideas to inform planning of tutor-class content rather than purely teacher-directed activities. I take time to understand each individual learner and present an engaging teaching content with correctly differentiated levels of challenge, consistently setting and adapting high yet achievable expectations. My philosophy is that a good teacher motivates, inspires, nurtures, listens and challenges and this should also be translated into the field of tutoring, where the tutor acts as a facilitator to help children reach their full individual potential across all www.*** proven track record in 1:1 private tuition includes: 100% success rates with entrance exams, KS1/2/3 curriculum support to address misconceptions, secure concepts and boost progress, KS1-5 MFL teaching and learning. Across all of these areas, I have successfully reignited a love of learning, discovered hidden talents, restored confidence and boosted self-esteem. I have many clients who would be happy to act as referees for the work I have done, if necessary.
My core expertise lies in the ares of:
Exam Preparation Classes:
Year 6 SATS, 11+. 13+ and IESB Entrance Exams
National Curriculum across KS1 and KS2
KS1-5 Spanish and French
KS3 English and Maths
I provide extra support, confidence building, intervention and consolidation of school learnt concepts ias well as provision of additional stretch and challenge activiites to move learning forward as well as tutoring for exam preparation purposes www.*** SATS practice and techniques, entrance exam preparation and KS3/4 Spanish and French.
Throughout my teaching career to date, I have assumed full responsibility for independent lesson planning, execution and assessment which includes implementation of a wide variety of teaching and learning strategies such as keeping young learners active at all times, adapting materials to suit different learner styles and interests, providing a meaningful and fun learning context, making sure that all activities are achievable yet offer some degree of challenge and implementing varied strategies to support weaker learners. Whilst working in Spain, I gained a sound knowledge and awareness of principal EFL methodologies and theories of language acquisition. This knowledge has been instrumental in ensuring a positive transfer of these to classroom practice in England in provision for EAL children as well as teaching French and Spanish to English mother tongue children.
My background:
I have a wealth of teaching and leadership experience gained across both mainstream primary and independent all-through schools. Additionally, I have spent time teaching in Spain in international schools and privately owned English language academies where I worked for several years teaching English and curriculum to children, teenagers and adults. After several years in Spain, I moved back to England to pursue a career in the primary education sector where I have been working on a full-time basis ever since. Many of the vast and varied skills I acquired in a business career previous to teaching have been both relevant and invaluable to aid a successful transition into the profession, both as a class teacher, modern foreign language specialist and private tutor.
My experience:
I have been working as a class teacher in the primary sector in England for over 10 years now. Accountable for the teaching and learning across various primary year groups, I am responsible for individually and collectively planning and assessing all national curriculum subjects in accordance with school policies, with the ultimate aim of ensuring the highest possible standards of pupil achievement, progress, personal development and well-being. In addition to my day to day class teacher duties, I am also Assessment/HPL/Curriculum and MFL (French and Spanish) Coordinator for whole of school, these additional key school-wide responsibilities require that I keep myself abreast and up to date with all relevant requirements and/or changes. Currently, I am working within the state sector as Year 6 Class Teacher. Having previously worked in an all-through school from nursery to sixth form, I also have experience in teaching Spanish and French at KS3/4 level.
Whilst working previously in Spain as an EFL Teacher with a private English Language Academy, I was responsible for teaching various levels of English to adults, teenagers and Young Learners (YL, from 6 years old). The YL syllabus covered grammatical structures, vocabulary and phonology. As part of the YL courses, I also prepared children for the Young Learners Cambridge examinations. I was also responsible for teaching teenagers and adults of varying levels, including Cambridge English examination preparation classes (FCE, CAE and Proficiency).
The most powerful tool of advocating, protecting, supporting and educating children is to continuously have an affirmative impact on children’s lives. I believe education is something which everyone, despite cultural, societal or religious barriers, have the right to obtain whilst offered equal life chances and outcomes. Every single individual has the right to the freedom which education allows; teaching facilitates me to empower, support and be an ambassador for all children to reach their full potential. Through teaching I hope to facilitate children to be agents of change, positively shaping their future by equipping them with life-long tools aiding emotional, mental and physical www.*** want to provide children with sound foundations through giving them the building blocks of education to allow them to flourish in their personal and educational development. Similarly, applying my learning from a wide variety of teaching opportunities and placements, I want to further develop children’s thirst for knowledge and set their educational compass in the right direction. I am passionate and committed to providing accessible and equal opportunities for all children focussing on and celebrating every child as an individual. I strongly believe in educating children about the wider world to encourage compassion, empathy, inclusivity and a sense of belonging. It is this enthusiasm and passion to inspire, empower and support all children through education.
I have a clear vision for the type of school and classroom I would like to create and below I have outlined the most integral elements of this.
Building Enriching Experiences
I believe it is extremely important for children to have enriching experiences whilst learning. I think very carefully about the lessons and topics I have planned to create moments of interest and ensure learning is fun as well as rigorous. An example of this is the medium term planning of the Stone Age Topic I implemented. I enjoyed this as I could practically apply knowledge from my degree. Planning and implementation of the topic was covered through a cross-curricular approach to secure the children’s learning process in a multi-faceted way. I have also made use of carousels within all Creative Me Topics and taken a ‘child as teacher’ approach within these. Through this, children were engaged in their learning and developed their skills as independent learners. One significant example the children seemed to enjoy the most was an afternoon to introduce the topic (a WOW day), I placed the learning motivation on the children by encouraging them to teach me and detailing how I had not taught them anything, they taught themselves through facilitating an accessible carousel of activities for all. These encompassed creating a fact file; finding 5 facts in fact books; caveman experience (drawing under the table of what potentially could be found in a cave); reading ‘The Stone Age Boy’ and observing tools, rocks and fossils from this era. This was a great hook into the topic and a fundamental means to ensure a learning experience with lasting impact. In observations and reviews a strength of mine is to build experiences such as these, which intuitively engage children and achieve fulfilment of potential. The curriculum pathway needs to be designed to be motivational and I believe that I can ensure this is continuously built and incorporated into your school.
Ensuring Impact, Pupil Progress and Recognising Individual Needs
During teaching I utilise AfL to continually adapt planning as needed to inform proceeding lessons, to address misconceptions and support learning. It is particularly interesting to note the vital need to root a topic in all subjects and see the greater progress children make and the ‘sticky knowledge’ concept at play. From teaching, studies and various opportunities of placements, my significant awareness of individual children’s metacognition needs and my capability to always strive and deliver inclusive and child-centred lessons was noted. I have been lucky enough to have a wide range of diverse teaching opportunities in both specialist and mainstream provision. In all settings I was aware of safeguarding and followed school guidelines. I have experience of pupil premium, SEN and SEMH needs and children with EAL, high achieving students and a mixed age class. While teaching in specialist provision I worked with students with PMLD and SLD needs; I planned and implemented tasks through a small steps approach, to create inclusive learning and holistic measures to meets their needs. I was then able to transfer these skills to a mainstream classroom practice, to incorporate various stimuli: creative and sensory-driven activities which are visually, auditory and kinaesthetically stimulating to actively engage each individual child. My colleagues have recognised my ability to adapt to individual needs and my analytical approach as a strength.
My degree has reinforced my knowledge and awareness of a holistic approach towards children’s education, when teaching the ability to adapt, plan, and deliver the curriculum as far as possible to the child’s individual needs and abilities is essential. Through appropriate deployment of support staff and differentiation in resourcing and approach, this allows me to anticipate potential barriers to learning, but also to challenge and advance the higher attaining pupils. I recognise it is essential for all children to be appropriately challenged and accomplish maximum progress. I consistently make use of assessment to advance progress. During teaching I observe and employ questioning, live-marking, written feedback and peer assessment as strategies to address a child’s understanding of a method or concept. I utilise specific positive and constructive oral feedback throughout all of my lessons, this offers in-the-moment feedback which provides the chance to address misconceptions that may inhibit learning. It has been observed that I consistently deploy a range of AfL strategies such as the use of highly effective open-ended questions to enable and promote a high proportion of pupil talk to assess and address knowledge, understanding and misconceptions during input to ensure misconception are minimised prior to task completion. Employing the use of AfL I have implemented various provisions, support strategies and various medium-term plans to accommodate the needs of students who struggle with reading comprehension, and maths. Here I recognised the essential need to adapt planned content, even if this means taking a step back, to simplify and embed subject knowledge in a small-step-by-step approach. During teaching I recognise that Enhancement is a crucial tool to utilise to maximise learning potential for all, whether it be to address previous misconceptions, or provide an enhancement of knowledge prior to lesson to be able to deploy cutaway groups to ensure optimum progress is consistently facilitated.
Through effective assessment/planning, it was imperative to ensure a student-voice and child-led approach was prevalent to encourage participation. For example, peer-learning, where understanding can be increased. I consistently instil a collaborative approach between me as the practitioner and the child/children where all voices and ideas are equal. I am aware of the need for Pace within a lesson that is appropriate to children’s needs to ensure consistent engagement.
Creating a Positive Culture with High Expectations and Outstanding Relationships
I consistently model and encourage the positive attitudes, choices and values expected from the children. My compassionate, empathetic and encouraging character ensues a learning environment where children are equal, have a voice and feel safe and supported in both aspects of educational and wellbeing development. This enables achievement of positive learning outcomes and growth socially, emotionally and academically. An in-depth understanding of the whole child is crucial. A knowledge of the child’s educational, social, emotional and mental health need and their family life is fundamental to minimise behavioural challenges. My responsibility is to consistently maintain a proactive approach that strives always to build and maintain a positive and inclusive environment, which takes into consideration the reasons for a child’s behaviour. I work to build respectful, positive and meaningful relationships with the children and their families. My belief is that behaviour management should be a restorative process, of moral reasoning and conflict resolution, and not a blanket approach. It is imperative that a child should be treated as an individual and teaching and behaviour strategies should, as far as possible, be flexible to ensure a positive outcome is achieved for each child. For example, I have written and implemented numerous EHCP's, individual behaviour management plans and strategies to support children who are struggling with certain aspects of the school environment. Emphasising my belief to take measures to reduce the possibility of challenging behaviour through establishing a stimulating, engaging, participatory, fun, and creative learning environment that encompasses all learning styles. Encouraging positive behaviour through praise and reward which will promote a growth mindset and a positive atmosphere.
Inclusion
Inclusion is of utmost importance and something I employ in my practice every day to ensure all are supported and have an understanding of the wider world. Practice, research and literature has emphasised the broad definition of inclusion and the need for it to be a person-centred approach and what may be acceptable and inclusive for one human may not be for another. Ergo communication, positive relationships is crucial to the overwhelming notion that the child is at the centre. Inclusion appears to be the social transformation of education and practice. The view and vision of the ideal concept of inclusion is to recognise the salient active-involvement to pursue common-place values. Ergo the trajectory for responsible inclusion is to recognise the multidiscipline of needs, whilst seated in practice, pedagogy, curriculum and access. Thus in practice I endeavour to recreate societal norms and educational commodification and pressures. Thereafter, identifying if strategies are feasible, funding is implemented, and necessary resources provided to accommodate all needs, regardless of disability, placement and provision. For example implementing emotional regulatory provisions with an Occupational Therapist and emotional support worker. Conducting a weekly social skills group and a safe space to converse and share problems through a variety of methods has also proved to promote inclusion in my classroom.
A specific example would be the diverse needs of children in my class who require different types of inclusion through differentiation of need, emotionally, academically and physically. Whether this be through seating, reward system, chill-time, voice utilised, mannerisms around the class and work given. For example I have two children in my class who have Autism with and EHCP and their needs are starkly different therefore I alter my approach with each of them through understanding their likes and dislikes, to ensure they make rapid academic progress.
Inclusion happens in my every day practice as a teacher not just with children but also parents. Dependent on parents background, language needs, and personality my approach differs to ensure they feel their voice is heard and that I have a strong understanding of their backgrounds. Refuting stereotypes is significant also therefore every day I promote to all my children they are capable of anything and everything in this world. I do this by educating them on Women's rights, Black History, and current affairs through watching the news and having regular open conversations. Alike the children within my class are from a variety of backgrounds therefore we do regular presentations, festival celebrations and show and tell to promote a further learning of diversity. Inclusion and diversity is of utmost importance to ensure we learn, share and enhance our knowledge of all people in the world.
In the education profession, I want children to receive a well-rounded education. By volunteering I developed personal attributes such as patience, enhanced knowledge of children’s needs, diligence and a positive conscientious attitude. I understood the huge impact a child’s background has on their development in all broad areas of need; therefore, the necessity to develop strong and trusting relationships with the children and be sensitive to their individual needs. Throughout volunteering experience and teaching opportunities, I have been complimented on my interaction and rapport with all children many of whom had a high level of additional needs and my ability to engage hard to reach children through appropriate implementation of strategies and support.
Thank you for considering my application. I would value the opportunity to share more with you at an interview about how I can contribute towards educational visions and ethos to create a positive, happy, welcoming and inclusive learning environment.
Maths, Accounts, Hindi, Urdu, and Arabic lessons in Southampton, UK.
🔍 Specializations:
Mathematics: I demystify math, making it a delightful and comprehensible subject for all, nurturing a profound understanding and love for it. Programming: I specialize in Python, HTML, CSS, and SQL, delivering practical lessons to prepare you for the dynamic tech world.
🎓 Qualifications:
Bachelors Degree in Electronic/Electrical Engineering
🌐 Teaching Philosophy:
Personalized Approach: Customized lessons to meet individual learning styles and requirements, ensuring maximum knowledge retention. Interactive Learning: Promoting active involvement through discussions, hands-on exercises, and applicable examples. Continuous Support: Offering additional resources, constructive feedback, and continual guidance to enable students to excel.
🏆 Why Choose Me?
Expert Knowledge: Profound understanding of math theories and programming languages, guaranteeing precise and thorough lessons. Passion for Teaching: A sincere devotion to education and a dedication to fostering a positive and inclusive learning atmosphere. Flexible Schedule: Availability tailored to your needs, with lessons offered during weekdays, weekends, and evenings.
📚 Courses Offered:
Basic to Advanced Mathematics Python Programming SQL for Data Management Data Science Machine Learning Data Analysis
💬 Let's Connect! I'm eager to join you on this educational journey! Whether you're a novice desiring a solid foundation or an advanced learner wishing to broaden your knowledge, I'm here to assist you every step of the way. Don’t hesitate to message me to discuss your learning goals and preferences.
🎉 More About Me: I possess a distinctive teaching approach, making learning effortless and enjoyable through practical examples and relatable experiences. With over 5 years of tutoring and a 5-star rating on my tutoring profile in the UAE, my effective teaching methods ensure students achieve outstanding grades in their exams and assessments.
Let’s transform learning into a pleasurable and rewarding adventure together! Excited to meet you soon!
With over 10 years experience of working within Key stage One, I am currently Year two teacher in a small village school. Prior to that, I was year lead of a large three-form infants school managing a team of 6 teaching staff. During my teaching career I have experienced working within the curriculums of the EYFS and Key Stage One. I have taught a wide range of children with a varying degree of additional needs and have seen them succeed in their educational journey.
Rising to the challenge of the pandemic, I successfully transitioned a team to online learning where I oversaw the provision of engaging lessons that allowed the children to continue to excel at home. As an individual I have always been celebrated for my hardworking, conscientious and professional attitude towards my role, both as a teacher and as a leader. During my teaching career I have dedicated myself to being fully embedded within the school community where I acted as a School Governor and have trained many student teachers. Combined, these experiences have strengthened my organisational skills and have helped me become a patient and approachable practitioner. My passion for teaching and learning is deep rooted and I have always strived to ensure that I deliver inspiring and creative lessons, which allow all children to succeed regardless of educational needs.
With confidentiality in mind, I have excellent communication skills, and I am able to convey relevant information to both children and adults. Working closely with the school SENDco and ELSAs, I have held many honest meetings with parents conversing on a wide range of issues. In close conjunction to this I monitor and record any and all safeguarding issues. It is my responsibility to provide equal opportunities to all learners, including those with neurodiversity, to ensure all learners can reach their full potential. As part of my role as Maths Coordinator, I have led, coached and mentored many members of staff through workshops, initiatives and classroom strategies. On a weekly basis I work collaboratively with my team to plan engaging, high quality lessons which reflect the interests and needs of the children within the cohort. With differentiation and individual needs in mind, I have assisted many colleagues with the planning and implementing of personalised plans that are tailored to individual needs. Using my creativity as an Art Coordinator and through my strong links with the community, I have overseen many art projects which have been displayed to the public. Through my subject leadership and Year Leader roles, I have been responsible for the tracking of the children’s attainment and plugging gaps when identified, as well as supporting all teaching staff. Working within Senior Leadership it has been my responsibility to mentor trainee teachers and to oversee their planning, teaching and learning. During their placement I would also complete end of week reviews, end of placement reports all while acting as the link between the school and their College or University. As part of my continuous professional development, I have attended many professional training courses, undertaken my own research and completed annual Prevent and Safeguarding training. With these accumulated skills, I am able to provide a safe learning environment, in which all children have a person to trust and are free to express themselves and grow as individuals.
