Meet Andrew

I’ve spent most of my career working with students who have a range of special educational needs, both in mainstream and specialist settings. Over the years I’ve supported learners with autism, ADHD, anxiety, SEMH needs, school refusal and those who simply haven’t fitted well into a traditional classroom. A lot of my work has been one‑to‑one or in small groups, often with young people who’ve had negative experiences of school and need a calm, steady approach to help them re‑engage.

In previous roles I’ve worked closely with pastoral teams, SENDCOs and families to put together practical support plans that actually work for the student, not just on paper. I’m used to adapting lessons on the spot, breaking things down, reducing pressure and building confidence gradually. My focus is always on creating a safe, predictable environment where the student feels understood and can make progress at their own pace.

I’ve worked well over 5,000 hours one‑to‑one with SEN learners, and over time it’s become the part of my job I enjoy the most. I’m also a parent to a 15‑year‑old with ADHD, and although I’ve never been formally diagnosed myself, I recognise a lot of the same traits in me. That personal experience has shaped the way I work: I understand the fast brain, the intensity, the creativity, and the moments where the world feels a bit too loud.

I’ve always been drawn to the kids who are slightly different — the ones who think sideways, ask unexpected questions, or process things in their own way. I don’t see those traits as problems to “fix”. I genuinely believe they’re strengths when they’re understood and supported properly. My son, for example, can work out complex problems faster than most adults I know; his brain just runs at a different speed. I try to bring that same mindset into my tutoring: helping young people see what they’re good at, not just what they struggle with.

My approach is to meet each young person exactly where they are. Most of the students I work with need calm, steady support and someone who understands how their brain works, so I keep sessions low‑pressure, structured and predictable. I break things down clearly, adapt on the spot if something isn’t landing, and build confidence gradually rather than pushing too hard too soon.

For many of my learners, trust comes before progress, so I focus on building a relationship first. Once they feel safe and understood, the academic side follows. I also try to highlight their strengths — the fast thinking, creativity or different way of seeing problems — so they start to recognise what they can do, not just what they struggle with.