Get to Know Corryn SEN Tutor

I have 3 years of experience tutoring children with brain injuries. I consider the challenges that children with brain injuries may face such as memory, attention, processing speed, and emotional regulation. I use strategies that help them to retain information and have a patient and personalised approach, working with them at their own pace, focusing on their individual needs and strengths. I work on executive functioning skills by breaking tasks down, using routines and structure, visuals and focusing on organisation. 

I have worked with a number of children with autism in different settings and recognise that all children are unique. I aim to create a calm and predictable environment that meets their sensory needs and preferences. I use visuals such as now and next boards, visual timetables, choice cards, social stories and sand timers to create structure and also enhance a child’s understanding. 

When supporting a child with ADHD, I tailor education to suit their individual needs, strengths, and learning style. I break tasks into manageable steps, use visual aids, and incorporate movement and regular breaks to help with focus and regulation. Sessions are flexible and often involve hands-on, engaging activities that tap into the child’s interests, helping to maintain attention and motivation. I create calm, consistent routines while allowing for choice and autonomy, which helps build trust and reduce anxiety. Above all, I approach each session with patience and understanding, creating a supportive space where the child can thrive and feel successful in their learning.

I have supported many children who were disengaged from learning, reluctant to take part in education at home, or unable to attend school due to a range of needs or trauma. To gently reintroduce them to learning, I start by building trust and offering activities that reflect their interests and strengths. Often, learning is woven into hands-on, enjoyable tasks, sometimes without the child even realising they’re learning. I take a creative, child-led approach, tailoring each session to their hobbies and preferred ways of engaging. My focus is on learning through doing, making activities meaningful and relevant.

Positive reinforcement and regular praise are central to my approach, helping to build confidence, boost self-esteem, and create a space where children begin to believe in themselves again.

I have worked with a number of children with the focus on developing their emotional intelligence. This included recognising their own and others emotions, emotional regulation and coping strategies. I have used a range of tools and concepts such as making sensory items, zones of regulation, feeling thermometers, anger volcanoes and coping strategy boxes. I have worked with children to create communication passports that help build a deeper understanding of who they are. Together, we explore their likes, dislikes, interests, preferred strategies, and support needs. This process not only helps the child reflect on what works for them, but also provides valuable insights that can be shared with other professionals to ensure consistent, person-centred support across settings.

I have supported older children in residential care as they prepared to leave care and transition to independent living. This involved building essential life skills such as money management, self-care, travelling independently, and learning to drive. My approach focuses on equipping young people with the knowledge, tools, and confidence they need and then gradually stepping back as their independence grows.

While working with a 17-year-old, I supported her in developing the skills to plan meals, budget, shop, and cook for herself. We created structured plans together, using checklists and visual prompts to break tasks into manageable steps. As her confidence increased, I gradually reduced my support while remaining responsive to her needs.

This experience taught me how important it is to provide the right level of support, knowing when to step in and when to step back and to recognise that independence doesn’t always follow a straight path, especially for young people with additional needs.
Through tutoring, I have worked with children on money management, self-care, puberty, cooking and life admin (filling in forms, making phonecalls, sending emails). I believe an important part of education is preparing children for life and being independent.  

I have taught across a range of year groups, from lower Key Stage 1 to upper Key Stage 2, and have a strong understanding of the national curriculum and learning outcomes. I’ve worked with many children who were reluctant to read or write, and I take a creative, individualised approach to re-engaging them with literacy. This often involves tailoring activities to their interests – whether that’s reading a favourite magazine or writing a fact file about a musician they love.

I use a wide range of tools and resources to support the development of reading and writing skills, including different materials for writing and educational apps that make learning interactive and enjoyable. For one child who struggled with reading and writing, I created a personalised recipe using photos from a cooking activity, enabling them to follow the steps independently and build confidence through real-life learning.

I am also phonics trained and experienced in supporting children who are just beginning their reading and writing journey, offering patient, structured support to help them build foundational skills at their own pace.