Anonymous

Details

Skills

I have strong behaviour management skills, grounded in empathy, consistency, and clear boundaries. Working with young people who have been excluded from mainstream education, I focus on building trust, de-escalating challenging situations, and creating a safe, structured environment. My approach is trauma-informed and restorative, aiming to understand the underlying needs behind behaviour while promoting accountability and personal growth. I m highly adaptable in my approach, especially when supporting young people with special educational needs. I understand that every individual has unique challenges and strengths, so I tailor my communication, expectations, and strategies to meet their specific needs. Whether it s adjusting my teaching style, using alternative methods to engage, or responding flexibly in unpredictable situations, I remain calm, resourceful, and focused on what works best for each individual. I have a strong ability to engage learners who are often hard to reach. I take the time to understand their interests, backgrounds, and barriers to learning, and use that insight to build meaningful connections and create a sense of trust. I m creative and persistent in finding ways to spark interest whether through personalised activities, hands-on learning, or real-world relevance. I celebrate small wins and stay patient and consistent, always aiming to re-ignite a sense of purpose and self-belief in every individual I work with.

About

I am a dedicated and empathetic Literacy and Numeracy Specialist with experience across Further Education and Alternative Provision settings, including 2025 ETC Group - OFSTED Outstanding. My expertise lies in delivering highly personalised English, literacy, and tutorial sessions to young people aged 14 18, many of whom present with SEND, SEMH needs, EHCPs, or who are permanently excluded (PEX), Electively Home Educated (EHE), or Children in Our Care (CIOC). I am passionate about inclusive, trauma-informed pedagogy that builds resilience, life skills, and confidence. I bring a strong working knowledge of behaviour support, safeguarding, and engagement techniques, and I take pride in supporting young people to re-engage with learning and prepare for adulthood and employment. My teaching style is adaptive, digitally enhanced, and learner-centred, underpinned by a values-driven commitment to educational equity. With a background in both curriculum delivery and youth support, I have contributed meaningfully to cross-functional teams and collaborated effectively with families, external professionals, and safeguarding leads. I hold strong experience in lesson planning, target-setting, enrichment, and pastoral tutorial and have recently taken on the delivery of formal qualifications, such as Functional Skills Employability as part of a broader personal development offer. I am now completing a Certificate in Education with a specialist in Literacy and Numeracy, with a view to progressing into more formal teaching roles within AP and post-16 education. I am calm under pressure, driven by purpose, resilient and adaptable and committed to creating nurturing learning spaces for some of the most vulnerable and high-potential learners in our communities.