I am a dedicated SEN teacher specialising in Mathematics tuition, with experience supporting students of varying abilities and learning styles. My lessons follow a spiral curriculum, where each topic builds upon previous learning. I believe that revisiting concepts is essential for developing confidence and long-term understanding, especially when a student has gaps in prior knowledge.
My classr...
I am a dedicated SEN teacher specialising in Mathematics tuition, with experience supporting students of varying abilities and learning styles. My lessons follow a spiral curriculum, where each topic builds upon previous learning. I believe that revisiting concepts is essential for developing confidence and long-term understanding, especially when a student has gaps in prior knowledge.
My classroom experience has equipped me with the skills to adapt teaching approaches to meet individual needs. “No child left behind” is at the heart of my teaching philosophy, and I believe that giving students the right level of support, patience, and time can significantly improve both understanding and achievement.
Rather than focusing solely on what students are currently learning in school, I aim to develop a relational understanding of Mathematics. This means helping students understand not only how mathematical rules work, but also why they work and how to apply them confidently in different contexts. By building deeper mathematical understanding, students become more adaptable and independent problem-solvers.
My lessons are concise, engaging, and student-led. I encourage students to guide sessions by identifying areas they find challenging, allowing us to focus on what they need most. I also regularly encourage students to “teach back” concepts to me, as this is a powerful way to reinforce understanding and build confidence.
Whether your child needs support catching up, building confidence, or strengthening their mathematical reasoning, I provide a supportive and structured learning environment tailored to their individual needs.
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