I have been teaching English and Languages (31 years’ experience), to include secondary Mathematics over 10 years ago, working in mainstream and special educational schools since 1993. Since 2016 I have specialised in teaching primary and basic skills mathematics up to KS3. My career has placed emphasis on supporting, nurturing and reinvigorating individuals with the joy to mathematics. Where I felt there was a skills gap or information barrier that was a challenge to parents, students and individuals accessing the specific support, and/or study skills needed, I have embraced upgrading my own learning in order to provide a platform for them to have a voice that is heard.

Working alongside individuals in schools, University and as an independent Dyscalculia teacher and assessor, centres around the bespoke and cumulative approach that reinforces, builds and places an emphasis upon building self-esteem. Each individual is seen, heard and their experiences given a platform where their maths anxiety, maths learning difficulties and/or dyscalculia needs are supported. The multi-sensory approach seeks to collaboratively find solutions where all individuals are able to develop and hone their knowledge and skills.

I assess all ages from 8 years up to and 18 years. I am able to do this as I am an experienced teacher and assessor. I am currently completing a Masters in Dyscalculia Research and Practice. I firmly believe upgrading my skills and qualifications keeps me relevant and accountable to those individuals with whom I am working allowing me to state that I am consistently and continually striving to ensure my teaching and assessments develop inclusive classrooms that champion all learners with a SpLD in mathematics and/or dyscalculia.

Specialist teaching and assessment embraces a targeted programme of learning that are sequential, cumulative, and multisensory in nature. Games reinforce and develop new and positive experiences within mathematics. They offer a relaxed and qualitative-rich opportunity to inform learning, teaching and assessment practice that affords all individuals a positive environment, whilst reducing pressure. The use of concrete materials allows individuals the opportunity to thrive.