My Story...
As a child at school I loved all things creative. I enjoyed listening to stories and had a passion for drawing and painting. Maths, science and art were my strongest subjects, but I was convinced I was no good at English. I found spelling difficult and my biggest fear was being asked to read aloud to the class. I was a slow reader, and the words would often get muddled when I was under pressure.
Fast-forward to when I became a young, enthusiastic primary school teacher ready to share my love of learning with the children I taught. I saw so many children that were like I was, keen and creative but convinced they weren’t good enough at reading or writing. I found myself constantly striving to find the best ways to support these children.
After a few years out of teaching to be a full-time mum, I spent some time writing books for children. I discovered a love of reading and creative writing that I never knew I had! Then in September 2020 I returned to work in a school as a post-Covid catch-up teaching assistant. Once again, I saw children struggling to develop their literacy skills. It was at this point that I knew exactly which direction I wanted my career to go in, and I signed up with the British Dyslexia Association (BDA) to train as a literacy and dyslexia specialist.
My aim as a tutor...
... is to plan sessions using the following principles outlined by the British Dyslexia Association.
Phonic skills and literacy concepts are introduced in a structured order to ensure there are no gaps in the learner’s knowledge and skills.
Elements of learning are taught from simpler to more complex concepts. Previous learning is continuously reviewed and built upon.
A combination of at least two senses (visual, auditory, kinesthetic, and tactile) are engaged in each activity at any one time. By doing this, learners build strong neural pathways during their learning.
Each element taught is regularly revisited to ensure it is secure.
By following these principles, by tailoring sessions to each child’s strengths and interests, and by using movement activities and games, I ensure children develop their knowledge and skills at a pace that is right for them.
Experience & Qualifications
Postgraduate Certificate in Education (PGCE Primary) Middlesex University
Qualified Teacher Status with over 9 years’ experience working as a teacher or teaching assistant from Early Years Foundation Stage to Key Stage 1 & 2.
Accredited Teacher Status (ATS) of the British Dyslexia Association following completion of their Level 5 course in Teaching Learners with Specific Learning Difficulties (Dyslexia)
PATOSS Professional Member Professional Association of Teachers of Students with Specific Learning Difficulties
All certificates and documentation can be viewed at the Initial Consultation.
