Skip to content

Staff Spotlight: Meet our Specialist Tutors 

17 January 2025
We caught up with Jenny and Lindsay to find out how they can support learners with additional needs.

Our Inclusive Learning team do a fantastic job to support students during their time at College. As a vital part of the team, our Specialist Tutors have unique roles, supporting students with additional needs including Dyslexia, Dyscalculia, Autism and Mental Health needs.  

The support work they are doing is so important, we felt it was about time we caught up with them to find out more about their careers, what led them to where they are today and their favourite thing about supporting our learners. Here’s what they had to say: 

Can you tell us a little more about your role? 

Jenny:

Hello, my name is Jenny. As the Specialist Tutor for Dyslexia I work with students who may need additional support and access arrangements for lessons and exams. During the first couple of terms, I’m usually busy completing assessments for students who may need access arrangements. In addition, I assess learners for coloured overlays and provide training for learners who would like to use Reader Pens or assistive technology for support with reading. For learners who feel they might be dyslexic or dyscalculic, I can screen them to identify possible traits.

From January onwards my main focus is supporting learners by providing additional support sessions or learning strategy advice. I also go into lessons to observe whether strategies are working or need adapting and ensure staff are fully equipped to support students effectively. Part of my role also entails leading EHCP annual reviews for students, as well supporting students with Maths and English too! I’m always keeping busy – there’s always something to do, or a student to support!

Lindsay:

I’m Lindsay, Specialist Tutor for Autism and SEMH. I provide support for learners with Autism, in addition to learners who may be experiencing Social, Emotional, and Mental Health challenges.  

Autism is a neurodevelopmental condition that can impact a person’s social interactions, communication, behaviour, interests and sensory experiences; it presents differently in individuals, and experiences and challenges may vary for each person.  

Learners with SEMH needs may experience difficulties with emotional regulation, social interactions, communication and may have mental health issues. They may experience anxiety, stress or trauma and may have difficulty forming relationships.

In addition to supporting learners, I provide support for members of the teaching staff and wider college community, with tools and strategies to help with communication, remove potential barriers and build successful learning experiences.

I spend time working with learners in 1:1 settings to support learning and communication, the understanding of expectations, and routines in addition to supporting individualised areas of need. I work collaboratively with tutors to differentiate and adapt learning experiences and to implement individualised support strategies within classroom settings.  

So, tell us about your background. What has led to you working within these roles? 

Jenny:

I am dyslexic and when I was at school minimal support was available at that time. I did not enjoy my time in education, so I left as soon as I was able and my career began in the world of photography.I went on to  qualify fully and I worked in the fields of wedding photography, portraiture and military. I particularly enjoyed black and white photography.

It wasn’t until later in life that I decided I wanted to have a career in education.  I wanted to help learners, particularly those who had significant challenges, to achieve their goals and aspirations. To achieve my goal, I worked extremely hard and completed a college Access course prior to studying a BA (Hons) in English and a Masters in English Literature at university. My next goal was to achieve Qualified Teacher Status and then to become a Specialist Tutor for Dyslexia.

Lindsay:

After graduating from University, I trained to teach English as a foreign language (TEFL) which initially took me to Tokyo, Japan. I travelled extensively teaching English to foreign leaners before returning to UK and moving into a learning support role.  Following this I trained and qualified as teacher of English (QTS) and I worked in Secondary School for a number of years.   

I have always had a strong connection with ‘struggling’ students, young people who find it difficult to engage in a meaningful way. I guess that originates from my early teaching days, breaking down the barriers of language for learners. My interest in learners with differences led me to studying for a diploma and later a post graduate certificate in Autism. I worked at an International School in Sauda Arabia for 10 years within learning support. Within this role, I ran an Inclusive learning program for students with complex learning needs, the majority of whom had a diagnosis of autism. Additionally, whilst in Saudi Arabia, I studied a yearlong online graduate program and qualified as a Trauma therapist.

I have found the best connections I have, are with students with additional learning needs. I struggled in school myself, so I understand challenges with communication and the importance of creating inclusive learning environments that welcome learners of all abilities. I enjoy working to support individual needs and to help to find different ways of engaging young people. Education is different for all of us, and my aim is that we work collaboratively to make the journey enjoyable and accessible.

What is your favourite thing about your role?

Jenny:

For me, it has to be those moments when you see a real difference in students. It’s when you see their confidence and self-belief grow. So many learners who are dyslexic have low self-esteem. I enjoy working with learners, providing them with the strategies and the skills to be able become independent learners. Whether it’s reading, writing or spelling support, organising or structuring their workload, managing time, or giving research tips, it’s that side of the job I really enjoy. Essentially, I am just aiming to make learning easier.

We’ve got a great team here; everyone is really supportive. This College has a really close, family feel and it’s just so friendly. I love coming to work because the staff and students are great to work with. 

Lindsay:

I love seeing students, young people grow and overcome challenges.

It is so rewarding when, what was at one time, inaccessible, becomes accessible.

I’ve only been at the College since August, so I’m very much still learning the role, but I can already see glimmers of growth with some of our students.

I also have to say that one of the things I really enjoy and appreciate about my job here at EKC Folkestone College is the support of my colleagues – they’re very inclusive, collaborative and likeminded.

What would you say is the most important thing about working in a support role?

Jenny:

I’d say the most important thing is having excellent communication amongst staff and ensuring any students who disclose an additional need receives the support they deserve. It’s crucial that all staff teams are on the same page – that all information is passed on to us and in return we’ve provided effective support strategies. It’s also important that we’re communicating with students and check in on them regularly.

Lindsay:

I agree with Jenny. It’s all about communication. Making sure that we all understand each other and have a shared success orientated vision, so we can all provide that wraparound, person centred support for the student.

It’s also important to understand that what works for one learner isn’t necessarily going to work for another learner with Autism. And what might work for a short period time, might not work forever. So, we must keep being innovative with our strategies and make sure we build a strong connection with the learner. It’s all about building the relationship and trust in order to move forward and help our young people feel a sense of belonging within the learning community.

Thinking back over your career, have you had any standout moments or career highlights?

Jenny:

Yes – I worked with an adult learner who had little confidence, she was highly Dyslexic and felt she was useless. I supported her during her time at College, watching her confidence gradually blossom. She ended up thriving and went on to win a student award. She’s now working within the Early Years sector. It’s success stories like hers that are so lovely to see.

Lindsay:

I would say generally,working with students with such complex learning profiles seeing the difference we can make, and noticing the ‘ah ha moments’ standout frequently.  I often think about the first young lad I supported when I began my career in learning support, remembering him was the start of my journey with autism.

Opening my eyes to the possibilities of learning more, the connection and support role got me to where I am now.

I think it’s the people that stand out to me – the people I’ve supported, the people they’ve grown into, and the person I’ve grown into because of the connections with them. 

What advice would you give to students?

Jenny:

It may seem cliché, but I would say believe in yourself. There are so many learners who have quite a negative view of themselves or have had negative experiences in Education in the past. If you just believe in yourself and have a go, you’ll probably prove yourself wrong and realise you’re far more capable that you think you are.

There’s a common misconception that if you have Dyslexia, you’re not very intelligent and that’s not the case. It’s just a different way of accessing information and learning. Actually, Dyslexic individuals have an awful lot of strengths, for example they can be  highly creative, innovative or have the ability to think outside the box. There are many successful people with Dyslexia – Richard Branson is a great example.

In many ways it’s a gift and you shouldn’t let any learning need hold you back. You should embrace it and just learn the strategies that help you. If you have those strategies, there’s no limit.

Lindsay:

I’d like to remind students that you’re not alone. We’re all different and that’s OK, because being different means you bring something unique. Don’t be afraid of your differences, because they’re always welcome.

Let’s finish the interview with something fun. Can you tell us a random fact about yourself?

Jenny:

I’m terrified of Sharks but I want to face my fear so I’m hoping to snorkel around a reef with reef sharks, which are usually not dangerous (let’s not run before I can walk).

Lindsay:

Whilst I was on maternity leave, living in France, I set up a curry take out business from my French farmhouse.

We named it ‘Pondicherry’ with reference to the part of India that was previously colonised by the French, close to where we had previously lived. We made some delicious curries; my favourite was always the dahl!

Read out more about support available at EKC Folkestone College, or visit our next Open Day to speak to one of the team.