I was born and raised in Northern France, in a bilingual and bicultural environment. This instilled in me a keen interest in cross-cultural communication. My desire to travel and parents’ lifelong commitment to teaching encouraged me to pursue tuition at an early stage. In this remit, I supported a range of students in their foreign language acquisition. My experience of tutoring abroad inspired me to volunteer at a Specialist Inclusive Learning Centre as a support assistant alongside students with varying educational needs including ASD, MLD, PMLD, VI, HI, SpLD, ODD, AS, SEMH and PD. This showed me that relationships form the core of education and that students must benefit from personalised support to reach their physical, emotional and educational maturity. It allowed me to familiarise myself with students’ Personal Profiles and Learning Plans to identify their needs, establish their targets, and develop their pride and achievement. As an LSA, I helped students make progress in groups and whole class where the teacher was absent. I contributed to short, medium and long term planning and the preparation of lessons and complementary learning. I helped to monitor, assess and record pupils’ progress as directed to me. I contributed to behaviour management in accordance with our policy of restorative practice and positive behaviour. My role inspired me later to complete a PGCE at Leeds Trinity University, where I gained knowledge of current instructional theories and an appreciation of the types of provision available to students with SEND. In Stage one of my PGCE, I completed research on how to maintain inclusivity in the Languages classroom for students with Speech, Language and further Communications Needs. In Stage Two, I focused on multi-sensory and meta-linguistic language pedagogy and the use of Shape Coding and MetaTaal to develop SEN pupils’ grammar in English and foreign languages.
Following my PGCE, I acted as a Mentor and Transition Lead for a Year 6 student with GDD. I served as a key point of contact between her school and agencies to establish a graduated approach for her progression. It made me realise the importance of partnerships to define integrated approaches to academic and vocational learning. Over time, I developed strong communication with the partners, enabling me to establish a strategic vision for my student, redefining functions of services to support her and criteria to embed her performance management. As her TL, I collated evidence for her ECHP reviews, and oversaw her transition into secondary.

Since completing my PGCE, I have worked as a Lead Education Consultant for a Tutoring Company. In this role, I have gained renewed appreciation of problems and needs of teachers and learners. I have advised families on studies, examinations and progress in consultation and produced specifications, standards and guidelines for tutors to coordinate their teaching, learning and assessment. I have managed the recruitment, selection and induction of tutors, liaising with them on the design of qualifications and associated learning resources. I have ensured tutors and families are aware of their progress through clear, active and purposeful feedback. I keep abreast of educational news, which I present to my team to facilitate their understanding, discussion and decision-making. A prime example of this has been my efforts to benefit from the national tutoring program to support schools to address the impacts of their closures during Covid-19.

As your Tutor, I would provide you with an accepting, positive and welcoming environment, through inspirational care, and conduct academic responsibilities commensurate with my role.