Nyalima

I am currently studying for a masters in counselling & psychotherapy for children adolescents & families.
I work part-time as a tutor for students with SEN who have been unable to successfully engage in education as a result of external factors, fear around learning or their social and emotional health needs. My job is to provide students with a suitable learning experience that meets their needs and prepares them to become learning ready.

I have been tutoring in basic skills throughout all Key Stages. I have a fun, flexible and calm approach to learning. As an `ambassador` of critical thinking, I aim to develop these skills as a tool of understanding. I am also a chess coach for all ages. Chess is one critical thinking activity that improves concentration and teaches planning and foresight.

Availability: 3pm to 8pm (Mon, Tues, Wed)
10am to 2pm (Weekends)

Willing to travel: 5 miles

Experience: I am passionate about my work and engagement in SEN. I am committed to the young people and maintain a strong desire to bring about change towards approaches surrounding inclusion and behaviour. As a behaviour consultant, I have had the privilege of working in many different educational environments. I have ten years of experience working in pupil referral units, special schools and mainstream settings. I thoroughly enjoy working in alternative education and wish to further my practice in student centred strategies.
Previous experience includes, working as a behaviour manager, intervention team lead, safeguarding lead and instructor which I was graded ‘good’ by Ofsted. The role of consultant involved being called upon to establish and develop a special school based in Devon for a Multi Academies Trust. This school consisted of children with social, emotional and mental health needs who urgently needed to be in education. I successfully completed this task and was rewarded for my hard work by having our success story published in the local paper. However, the ultimate reward was the opportunity to support parents and carers and provide young people with a new therapeutic learning environment.