People who take time to understand

“For me, the person always comes first.”

Teaching has always been something I have loved. After gaining my degree and training as a TEFL teacher, I began teaching overseas, working with learners aged 6–60 in Indonesia, Thailand, Italy and the UK.

After returning to the UK, I gained a PGCE and a Postgraduate Diploma in Advanced Special Needs. I have specialist qualifications in dyslexia and literacy assessment and teaching, including AMBDA qualifications, and hold an SpLD Assessment Practising Certificate.

Looking beyond a diagnosis

My experience includes primary and secondary schools, including specialist dyslexia units at Millfield and Kingsley School. I have worked as a SENCO, specialist teacher and assessor, helping pupils understand their strengths and find ways through the things they find more difficult.

The young people I have worked with have taught me about resilience and the importance of looking beyond a diagnosis to see the individual.

A personal understanding

Dyslexia is also part of my own family life. Both my son and daughter have dyslexia, and my son also has ADHD. This has given me a personal understanding of the ups and downs of learning differently, and the importance of patience, encouragement and practical strategies at home and in everyday life.

A relaxed, supportive approach

An assessment can feel daunting. I aim to make the process relaxed, friendly and supportive, giving people time and space to ask questions and feel heard. Dyslexia is not simply about difficulties: everyone has their own strengths.

I take time to get to know the individual and tailor my approach to their needs. Learning should be enjoyable, creative and encouraging, with practical strategies that help in life, learning and work.

I also have experience supporting individuals with ADHD, autism, dyspraxia, auditory processing difficulties, and visual and hearing difficulties.

I trained as a primary teacher in Australia and later taught in the UK in schools, language schools, a pupil referral unit and further and higher education. My interest in language and literacy led me to study as a Specialist SpLD Assessor and Teacher; my work with Dyslexiam is specialist teaching only. My APC is not current, and I do not provide diagnostic reports or exam-access arrangements assessments.

I have managed the Dyslexia Department at Newham College of FE and worked with Dyslexia Action, Culford School and Kingsley School in Bideford.

I work collaboratively with learners, inviting their views and explaining the purpose of tasks. I aim to make lessons relaxed, purposeful and fun, building rapport, confidence and self-esteem alongside practical strategies for independent learning.

For younger learners, I use carefully structured multisensory literacy work, with explicit steps and opportunities to practise and revisit learning. With older students, I support study skills, organisation, time management and revision, including GCSE English Language and Literature preparation where appropriate. Assistive technology such as voice-to-text and Read Aloud can help learners use their strengths and work more independently.

I am a qualified teacher, dyslexia specialist and diagnostic assessor with over 15 years’ experience working with children and young people in the UK and internationally. I began my teaching career in Hong Kong, where I worked across primary and secondary education, before returning to the UK and continuing to work in mainstream, specialist and alternative education settings.

Throughout my career, I have worked with learners with a wide range of strengths and needs, including dyslexia, literacy difficulties, ADHD, autism and SEMH needs. My experience as both a teacher and an assessor means that I am able to look beyond an individual difficulty and consider the wider learning profile, including the factors that may be affecting a learner’s confidence, progress and ability to demonstrate what they know.

I am a qualified specialist dyslexia teacher and hold a current Assessment Practising Certificate (APC), enabling me to carry out diagnostic assessments for dyslexia. I am also qualified to assess for examination access arrangements and have extensive experience carrying out assessments and advising schools, colleges, young people and families about appropriate support.

Alongside assessment work, I provide specialist 1:1 tuition. I particularly enjoy working individually with learners because it allows me to understand how they learn and to adapt teaching to suit them. My approach is structured and evidence-informed, but also practical and encouraging. With younger learners, this may include multisensory literacy teaching and carefully sequenced work on reading and spelling; with older students, support may also include study skills, organisation, written work and strategies for managing the demands of secondary school and examinations.

For me, assessment or tuition should ultimately help a learner understand themselves better. I want the young people I work with to recognise their strengths, understand why some aspects of learning may be more difficult, and leave with practical strategies that they can genuinely use. Just as importantly, I aim to make sessions relaxed and supportive so that learners feel comfortable, listened to and able to succeed.