Jason Clothier

I bring over 25 years of teaching experience working with children and young people from Year 2 through to Year 11, alongside experience tutoring GCSE Maths and English. Over the course of my career, I have taught in a wide range of settings, including multi-ethnic inner-city schools, rural county schools, alternative provision, and mainstream primary and secondary education. I have also mentored trainee teachers, NQTs and ECTs, particularly in behaviour management and classroom practice, which has given me a deep understanding of how children learn, how confidence develops, and how to create environments where young people feel secure enough to make real progress.

My lessons are calm, structured and highly personalised. Whether I am supporting a child academically, developmentally or through coaching, I tailor each session to the individual needs, age, confidence level and learning style of the student in front of me. I know that no two children are the same, so I adapt my pace, language and methods carefully to help each learner feel comfortable, understood and capable. My aim is always to create a lesson environment that is positive, respectful and encouraging, while also maintaining clear structure, purpose and high expectations.

In my coaching sessions, I generally work one-to-one using a structured format that helps children settle quickly and know what to expect. Sessions usually begin with a gentle check-in, where I help the child reflect on how they are feeling, what has gone well since the previous session, and what they may need support with that day. From there, I introduce one key focus area and guide the child through activities that are designed to be engaging, practical and developmentally appropriate. Depending on the child, this might include discussion, role play, drawing, movement-based tasks, reflective prompts, visual tools, worksheets or simple goal-setting exercises. I always aim to make sessions feel interactive and achievable rather than overly formal or pressured.

The content of my lessons is built around the life skills that help children thrive both in and beyond education. This can include confidence-building, emotional awareness, self-regulation, communication, routines, resilience, friendships, problem-solving, decision-making and positive self-talk. I use a strengths-based approach, which means I help children recognise what they are already good at and build from there, rather than focusing only on difficulties. I have found that when children feel seen for their strengths and supported with practical tools, they become far more willing to engage, reflect and grow.

My teaching background also means that I am very experienced in breaking learning down into manageable steps. I know how to balance challenge with reassurance, and I am skilled at explaining things in ways that are clear, accessible and suited to the learner’s stage of development. My work in alternative provision and with children who have diagnosed and undiagnosed ASD and ADHD has further strengthened my ability to personalise content, adjust expectations appropriately and respond with patience, flexibility and understanding.

I also place great value on the relationship between home and learning. In my coaching model, I often include a short parent recap so that families understand what we have been working on and how they can reinforce progress between sessions in a calm and supportive way. I believe children make the best progress when parents feel informed, included and equipped with practical language and strategies they can use at home. This creates consistency for the child and helps any progress made in sessions become more meaningful in everyday life.

Alongside my teaching experience, I also hold a TQUK Level 2 Counsellor qualification, which strengthens my ability to listen carefully, build trust and support children with empathy and sensitivity. My broader professional background in leadership roles across Maths, RE, PSHE, Science and mentoring has given me a well-rounded understanding of both academic development and personal growth. I bring that combined perspective into my lessons, helping students not only improve performance, but also build confidence, resilience and self-belief.

Ultimately, my lessons are designed to help children and young people feel safe, motivated and capable. I combine extensive classroom experience with a nurturing coaching approach, so that each session is purposeful, encouraging and tailored to the individual. Whether a student needs academic support, greater confidence, improved emotional regulation, or help developing better habits and routines, I work to ensure that they leave each lesson feeling more confident, more equipped and more able to succeed.