• 🎓 Qualifications
• • Will be undertaking training for the Helen Arkell Level 7 Diploma in Teaching and Assessing Learners with Dyslexia/SpLDs (September 2025 – June 2026) — a qualification leading to Assessment Practising Certificate (APC) eligibility
• • Helen Arkell Level 5 Diploma in Teaching Learners with Dyslexia/Specific Learning Difficulties (2021–2022)
• • MSc Psychology (Merit) – University of Westminster (2013–2014)
• • BA (Hons) Psychology & Philosophy (2:2) – Heythrop College, University of London (2010–2013)
• • Graduate Basis for Chartered Membership (GBC) – British Psychological Society (MBPsS)
• • Youth Mental Health First Aider – MHFA England (2023)
• 🌟 Achievements
• • Presented MSc Dyslexia research at the British Dyslexia Association’s Annual Conference (Oxford, 2016) and the European Dyslexia Association’s Conference (Modena, Italy, 2016)
• • Collaborated with the Head of Psychology at the University of Westminster to develop postgraduate research
• • Spoke at the University of Westminster’s Teaching and Learning Conference (2015)
• • Assisted with the development of a new SEND department in a British international school in France
• • Designed and delivered targeted interventions in literacy and maths for learners with complex bilingual neurodevelopmental profiles.

• With over 12 years experience in education, I’ve worked across a diverse range of settings — including high-performing prep schools, selective private schools, state schools, international British school in Europe, and a specialist school in London supporting learners with specific learning difficulties. My roles have included specialist literacy and maths teaching , SEND department advise/assistance, EAL teaching, co-teaching in Years 2, 4 and 5 , form teaching in year 4 and providing bespoke provision tailored to complex neurodevelopmental profiles and individual learning needs.
• I’ve taught in bilingual French-English environment, supporting multilingual learners through inclusive, language-rich teaching. I’ve also contributed to SEND department assistance, helping shape inclusive systems and learner-centred practices — including the foundations of a new SEND department within a British international school. Much of my recent work has focused as well as Primary learners on early KS3 learners, with particular emphasis on supporting transition from Year 6 to Year 7. I’ve had a wide range of experience designing and delivering personalised targeted interventions — both one-to-one and in small groups — using multi-sensory strategies to close learning gaps and build learner confidence.
• My teaching encourages metacognitive development, helping students understand how they learn and take ownership of their progress. I’ve worked closely with educational psychologists, speech and language therapists, Occupational therapists and other SEND professionals to ensure provision is holistic, evidence-informed, and responsive to each child’s evolving needs.
• Specialist teaching, to me, is about clarity, connection, and growth — helping each learner feel confident, capable, and curious about their own thinking.

• I like colour in everything — from my outfits to my lesson planning. I’m loyal to good tomatoes — especially the ones that taste like sunshine. Citrus and flowers always lift my mood. I collect Italian recipes , and I have a soft spot for joyful art that doesn’t mind a bit of mess. I used to do ballet, and still find rhythm in odd places — typing, walking, even tidying. I’m the kind of listener who remembers your favourite biscuit, and I love bringing people together. Specialist teaching, to me, feels like hosting with heart — calm, curious, and creative, with metaphors flying, pens matching, and just enough magic to keep things memorable.

Surrey

West Sussex

Hampshire