SEN Maths Tutor - Year 10

Location:

Chatham, Medway (ME5)

Hours:

3-4 hours per week

Schedule:

Day and time TBC – flexible

Start Date:

ASAP

Delivery:
Face-to‑face, 1:1 home tuition

Subject:
Maths – Functional Maths / KS3‑KS4 depending on baseline

Needs:
Autism, severe Dyslexia, inattentive ADHD and sensory processing needs

Tutor:
No gender preference

Study Mind is seeking a patient and experienced SEN Maths Tutor to provide 1:1 tuition for a Year 10 student with an EHCP and diagnoses of Autism, severe Dyslexia and ADHD with a predominantly inattentive presentation.

The student has been electively home educated since Year 5 and has therefore spent several years outside a traditional classroom environment. Maths is one of her interests, providing an excellent foundation for rebuilding engagement with structured learning.

There is currently no recent formal academic baseline. The successful tutor will gradually establish her current level before developing an appropriate Functional Maths or KS3/KS4 pathway.

Tuition will be personalised around the student's starting point and may include:

• Core numeracy and number skills
• Functional and real‑world Maths, including money and budgeting
• Measurement, shape and practical numeracy
• Problem‑solving and mathematical reasoning
• Working‑memory and retention strategies
• Gradually developing independent working
• Identifying an appropriate longer‑term Maths pathway

The tutor should be comfortable adapting the level of learning once a clearer baseline has been established.

The student experiences difficulties with attention, auditory processing, phonological memory, working memory and retaining verbal information.

She benefits from visual examples, written prompts, worked examples and tasks broken into small stages. Instructions should be clear and concise, with additional processing time and regular opportunities for repetition.

The family has particularly highlighted the importance of patience. The tutor should check that the student has genuinely understood a concept and be willing to repeat, rephrase or demonstrate information in a different way when required.

Severe Dyslexia can create additional barriers when accessing Maths, particularly where questions contain significant written information.

The tutor should therefore be comfortable with:

• Using diagrams, visual representations and worked examples
• Reading or simplifying written Maths questions where appropriate
• Reducing unnecessary handwriting and written demands
• Using verbal responses, typing or scribing where appropriate
• Separating literacy difficulties from the mathematical skill being assessed

Fine‑motor difficulties can also make extended handwriting challenging. The emphasis should be on allowing the student to demonstrate mathematical understanding rather than requiring large amounts of written work.

Having spent approximately five years outside traditional structured education, the student will require a sensitive and gradual approach to adult‑led learning.

Early sessions should prioritise rapport, achievable successes and confidence. Expectations can then gradually increase as the student becomes more comfortable with the tutor and session structure.

If she becomes restless, withdrawn or begins to shut down, the tutor should be comfortable reducing demands, providing a sensory or movement break and returning to learning when appropriate.

The student has sensory processing needs alongside inattentive ADHD. Sessions should be calm, predictable and broken into manageable periods of focused learning.

A successful structure may involve a settled opening, short Maths activity, movement or sensory break, further learning and a clear closing…