Abby H.

About

I’m an experienced and passionate English teacher and tutor with a strong track record of supporting students with a wide range of abilities, needs and educational experiences. My specialism is GCSE English Language/Literature, though I have extensive experience teaching Key Stage 3 and Functional Skills - across all levels. I have particular experience working with students with SEN and those who have faced barriers to education, including through alternative provision. I understand that every student learns differently, and I adapt my teaching to meet the individual in front of me — whether they need help to rebuild confidence, re-engage with learning and develop essential skills, or are looking for greater challenge and stretch. Building positive relationships with students is at the heart of my teaching. I want students to feel understood, supported and capable, while also making learning engaging and purposeful. I take pride in helping students recognise their strengths, make meaningful progress and develop the confidence to achieve their potential.

Qualifications

PGCE Secondary English (with Drama and Media) - London Metropolitan University | BA Hons Theatre Arts - Leeds University.

14 years of teaching experience

Subjects & Levels

SEN/SEND support

Abby H. has experience supporting learners with special educational needs.

I have five years’ experience as English Lead in an alternative provision setting, supporting students with a wide range of SEN and additional needs. I build strong, trusting relationships with learners and adapt my teaching to their individual needs, strengths and interests. I break tasks into manageable steps, provide clear modelling and scaffolding, use varied approaches and resources, and allow flexibility around pace and concentration. I focus on building confidence alongside academic progress, helping students recognise their strengths and experience success. My experience in alternative provision has given me particular insight into supporting students who may have struggled with traditional educational settings or developed negative attitudes towards learning.

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