Laura Masson

I have worked with children of every age across 22+ years in education — from the earliest years and primary classrooms (where I taught every subject of the National Curriculum and held two substantive headships), through current secondary governance work, and into adult learning through my coaching practice. That breadth genuinely shapes how I teach online. The way I pace, structure, question and respond is completely different for an eight-year-old building their reading confidence than for a fifteen-year-old preparing for GCSE — and I am at home with both.

I have also spent many years leading mainstream classrooms and schools where children with a wide range of SEND needs were part of every cohort: autism, ADHD, dyslexia and other specific learning differences, sensory processing differences, working memory difficulties, and social and emotional needs. None of these is a single thing. Each child is a person first, and the work of teaching them well is the work of finding out who they are, where they are, what works, and what to try next.

That is exactly what I bring online. My first lesson is always diagnostic — listening, watching, asking, getting a feel for how each child thinks and where the obstacles are. From there I adapt the format: shorter chunks for younger learners, more visual scaffolding for some, longer focused work and more open discussion for others. The technology is the same; the lesson never is.
Above all, I see every student as the individual they are. That is where good teaching starts.