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Information About Liam - Spennymoor tutor -


This is how 2 referees rated Liam:





Subjects Taught


Hourly Rate
Primary £12.00


Hourly Rate
Primary £12.00


Hourly Rate
Primary £12.00


Hourly Rate
Primary £12.00

Special Needs

Hourly Rate
Primary £15.00
Secondary £15.00
GCSE £15.00


Hourly Rate
Primary £20.00
Secondary £20.00
GCSE £20.00
A-Level £20.00

Map Location

Map for Liam

Personal Description:

I am a Learning Mentor in an SEBD school in County Durham, which is equivalent to a HLTA position. During holiday times I also deliver the National Citizens Service through Catch 22. I am not a qualified teacher, but have spent 3 fantastic and enjoyable years in the education support role. I love my job, and feel compelled towards the support role. I have provided classroom support in the mainstream school setting, and have been able to adapt an empathetic, child centered approach to my teaching. I have tutored privately for 1 1/2 years now and have seen excellent results from my students. Aswel as my degree, I have benefited from specialist training in dyslexia and dyscalculia support and safeguarding level 2. I also hold enhanced CRB, business insurance and First Aid training.

Tutoring Experience:

Previous Position

I am a Learning Mentor at PACC (Personal, Alternative Curriculum Centre) in Ferryhill. This is a satellite centre of Windlestone SEBD school in Chilton, County Durham. My role involves teaching, supporting literacy and maths sessions, supporting behavior and developing activities.

In my current employment I deliver NCFE Sports and fitness to young people with Social, Emotional and Behavioural Difficulties, and support their learning in GCSE Maths and Humanities.

At PACC, I support the learning extremely vulnerable and high risk young people in Key Stage 4 who can display very challenging behaviors. All the young people I work with have SEN/AEN statements, and suffer societal drawbacks, impulsive and invective behaviors.

The nature of my work at PACC is mostly confidential, due to the nature of the young people I work with. Because of this I have received specific continual professional development in working with teenagers and young people with SEBD.

Full Time Position

* In my previous employment I was supporting learning in classrooms across a wide curriculum area. I often worked on a 1-1 basis with vulnerable children who have varying disabilities and/or learning difficulties at St.Bede's Catholic School and Sixth Form Centre, Lanchester. These children are identified as requiring special classroom provision by law.

* As well as my classroom support role, I also monitored the development of a small group of learners who are have a statement of special needs (SA), or are receiving support from external organizations (SA+).

* I also provided a reading intervention for a small group of learners who have a reading age of 8. I prepared my own materials for this intervention which are screened to ensure they are of the appropriate reading age for the learners.

* In this employment I honed the skills and experience I gained from Sedgefield Community College in my previous year, and fulfilled my duties to the children in my care to an outstanding standard. During this employment I was part of the teaching team which received an 'Outstanding' report from OFSTeD

Full Time Position
September 2011 to Present, Sedgefield Community College, Sedgefield, County Durham
• During this employment I am responsible for the correct implementation of the schools behavioral policy through intervention, excellent rapport and inclusive practice. I am responsible for the wellbeing of a large group of learners who have been described as requiring Special Educational Needs, and/or who are described as needing educational support.
• As well as my classroom support role, I also deliver a number of modules and classes, including a KS3 ASDAN Recording module and a KS4 PSHE module on financial planning and money sense, as well as a number of performance-based enrichment activities- including the music department ‘Rock School’ and dramatic school productions.
• This employment has allowed me to approach teaching and learning from a more panoramic viewpoint, and has provided for me a more holistic and impartial classroom experience. This has, in my opinion, allowed me to adapt my teaching to provide effective differented, inclusive and learner-based-learning.

University Placement
February-April 2011, Castle View Enterprise Academy, Sunderland, Tyne and Wear
 During this placement I was responsible for working on a one to one tutorial basis with a small group of struggling learners for one full day a week. These learners were often in need of one to one instrumental, theoretic and compositional sessions to help catch up with their peers. These learners were sometimes distracted and disconnecting, which required a considerable degree of understanding and support.
 As well as the tutorial role, this placement required me to operate in a supporting position for the main specialist music teacher. For this, I took on the role of teaching assistant. My responsibilities in this role included one to one encouragement, ICT support, general educational provision (Numeracy and Literacy), **Contact Detail Removed** and intensive theoretic and instrumental support. During this role, I was asked to focus my efforts on the learners which had been receiving tutorial sessions, to further inspire them to succeed and focus in the classroom setting.
 In addition to my weekly placements, I was asked to cover GCSE and Key stage 3 sessions for the head of department during his absence. This required me to attend the school for a further 3 days a week, delivering 4 sessions a day with learners from age 11 to 16. I continuously developed my lesson plans and found unique teaching materials, to be delivered within the framework of the National Curriculum and Edexcel GCSE programme. These lessons were described by my colleagues as ‘extremely engaging, interactive lessons on musical genre‘.

University Placement
April- July 2010, Heworth Grange School, Heworth, Tyne and Wear
 This placement required me to support a team of specialist music teachers in a teaching assistant role. Throughout this placement, I gained extremely valuable experience in providing a compulsory education to learners who needed behavioural support. These learners required a more personally structured approach, and often required behavioural support plans. I was asked to focus my time and attention to these learners, where I was described as displaying ‘exceptional promise and understanding’ towards the needs of learners with behavioural difficulties.
 As well as working with learners aged 11-16, I also gained experience in working alongside younger learners in this placement. These weekly sessions were delivered to local Key Stage 2 children in the Heworth Grange City Learning Centre (CLC). This programme operates a primary school ICT innovation project for local primary schools, staffed by teachers from Heworth Grange School. I was involved in this project in a teaching assistant and ICT support role and thoroughly enjoyed the challenge of working with highly creative and inquisitive young minds.
 During this placement I also worked closely with learners who were non-English speaking, or whose first language was not English. Throughout this process, it was imperative for me to deploy communicative techniques such as gestural body language and non vocal communication to keep these learners focused, on task and productive within the group setting.

University Placement
January- April 2009, The Bunker, Sunderland, Tyne and Wear
 This was my community based project, where I worked closely with disengaged young people in a workshop setting, who are described by the DfES as being NEET (Not in Education, Employment or Training) and who were known to, or referred from, the Tyne and Wear Youth Offending Service. These young people were identified as either being at risk of offending, or were previous offenders. This programme helped to occupy these young people, and gain arts based qualifications whilst experiencing art therapy. My role within this programme was as counsellor and supervisor to groups of disengaged young people.
 This placement gave me valuable experience in working with young people between the age of 12 to 18 who displayed behavioural and emotional issues which were partly responsible for their current situation. It was during this placement that I began to display a flare for communicating with and counselling learners who are at risk of becoming involved in criminal and anti social behaviours, which informed and positively effected my pedagogy within the classroom setting.

Tutoring Approach:

My approach to tuition is both inclusive and progressive. I do not print off reams of worksheets and tests, instead I refer to the CGP Key Stage materials books, and focus specifically on filling in any gaps in knowledge built around the childs' interests and abilities. When working with children I adopt an approachable, jovial supporting role while still delivering a professional and effective service.

Native Language: English (British)
Availability: Weekends / Weekdays (evenings)
References Available: Yes (✔ On File)


  • University of Sunderland (2011) - Education and Music (HONS) (Bachelors) (✘ Not On File)

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