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Tutors in SW postcode

Gold Viv Victoria & Dorking, SW1
Rebecca Felton London, SW4
Gold Tabitha Suzuma Chelsea, London, SW10
Silver Sarah Francis Putney, SW15
Gold Stuart Riddle Southwest London, SW15
Silver Laura Turner Streatham, SW16
Maria Tsoumaki South West London, SW17
Silver Trish Almlof Wimbledon, SW20

Tutors travelling to SW

Silver Milly Herner Teddington, KT8
Gold Rhys Merriman Muswell Hill, N10
Gold Joe Atkinson Borough, SE1
Silver Jane Emma London, WC1A

Online Tutors

Gold Pete Goodland Sheffield SYorks, S4
Gold Sue Perkins Camberley, Surrey, GU46
Janito Stockport, SK6
Loren Reeve Ludlow, SY7
Gold Hellen Frost Canterbury, Kent, CT6
Gold Master Learning UK Diss, Norfolk, IP22
Gold Natalie Jeffers Brighton, BN1
Emily Forster East London, E3
Gold Pass Psychology Stockport, SK2
Gold Janette Sedgebeer London, SE26
Gold Doug Thames Ditton, KT7
Janet Eifridt Redhill Reigate, RH1
Susannah Groome Bournemouth, BH4
Gold David Evans Kenley, Croydon, CR8
Silver Jacqueline Anderson Birmingham, B42
Gabrielle Robinson Worthing, BN11
Lucy Arrowsmith Aberdeen, AB15
Gold Silvina83 Faversham, Kent, ME13
Sara Sewell Rugby, CV22
Gold Jim Cooney Swansea, SA2
Gold Michelle C Perry Wolverhampton, WV6
Gold Serena Wolverhampton, WV4
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Tabitha Suzuma 11+ exam Tutor (South West London)

Tabitha Suzuma Gold Member

Contact Me View My Full Profile
Personal Message
Highly successful school teacher with 20 years experience, offering tutoring for children aged 5-12. Specialises in all exams up to 11+ and 13+. Excellent record for getting pupils into top schools. Internationally acclaimed author of six novels.
Which subject(s) do you teach?
7+, 8+, 9+, 11+ and 13+ entrance exams: reading comprehension, essay writing, verbal reasoning and exam technique.
Reading, writing, handwriting, phonics, spelling, vocabulary, grammar, composition, reading comprehension and creative writing.
English as a Foreign Language.
English for dyslexics and children with other special educational needs.
Tell me about your qualifications.
B.A. Hons in French Literature from King's College London.
PGCE specialising in primary English from The University of Hertfordshire.
Teaching English as a Foreign Language (CELTA) from International House, London.
Certificate in teaching children with Dyslexia.
Certificate in Child Psychology.
British Sign Language, Level One.
First Aid for children and babies.
What kind of experience do you have?
Twenty years of experience as a class teacher in schools and colleges in both the state and independent sectors.
Over a decade of tutoring English for school entrance exams, general English tuition, SEN tuition and EFL tuition.
Eight years (2006-Present) as a published author of teenage novels at Random House. My books are translated and sold in over ten different countries and have won awards both here and internationally. More details can be found on my website:

I have worked as:
SEN support teacher specialising primarily in dyslexia at Laytmer Upper School in Hammersmith, London.
Year One class teacher at a high-achieving Prep School.
Class teacher in a special school for teenagers with severe learning difficulties.
Teacher of EFL and ESOL classes.
Assistant teacher in a school for teenagers with profound and multiple learning difficulties.
Assistant teacher in a school for non-verbal children with cerebral palsy.
How much do you charge?
I currently charge £40 an hour for all lessons.
Where do you teach?
I teach from my home based in Chelsea, Central London, by the junction between Fulham Road and Redcliffe Gardens, and very close to the Brompton Cemetery, Chelsea Football Club and the Chelsea & Westminster Hospital.

Nearest tubes: South Kensignton, Earl's Court, Gloucester Road, Fulham Broadway, West Brompton (also mainline)
Buses: 141 (Fulham Road) and 328 (Redcliffe Gardens)
Some parking available on metres round the block. Parking always available at the Chelsea & Westminster Hospital, just 5 minutes walk away.
Free parking on Sundays.
When are you available?
I am currently available to teach between 2pm and 7pm every day, including weekends.
Which ages and levels do you teach?
Ages 5 - 12.
All levels.
Which qualifications do you prepare your students for?
SATs 7+ 8+ 9+ 11+ and 13+ and any other exams falling within that age group.
Do you have an up-to-date DBS (Disclosure & Barring Service, formerly CRB) Certificate?
Yes. I have an enhanced DBS for working with children and vulnerable people.
Do you belong to any professional organisations?
The Association of Teachers
The Society of Authors
Where and with whom did you train?
BA Hons. French Literature - King's College London, 1997
Teaching English as a Foreign Language (TEFL - CELTA) - International House, 1997
Post Graduate Certificate in Education (PGCE) - University of Hertfordshire, 2000
Certificate in Child Psychology - Metropolitan University, 2004
Certificate in Dyslexia - The Dyslexia Institute, 2005
Tell me about some of your current students.
I have tutored many children for Common Entrance. They have gained entry to schools such as St Paul's, Westminster, Latymer Upper, Godolphin & Latymer, Dulwich, Harrow etc.


P, aged 9. London state primary school.
Below average in English, average in maths.
Receiving tuition in reading comprehension, essay writing, verbal reasoning, 11+ practice and exam strategy.
Goal: 11+ admission to St Paul's Boys, Westminster, Latymer Upper or Dulwich College.

A, aged 7. London prep school.
High achiever in maths and science. Was struggling at school with reading comprehension and creative writing.
Receiving tuition in reading comprehension, essay writing, 8+ practice and exam strategy.
Goal: To pass the 8+ exam for admission to Colet Court and Westminster Underschool.


T is aged 7 years and 2 months, in Year 2 at a London prep school. Before starting lessons with me six months ago, T was struggling considerably with reading, comprehension, spelling and creative writing. English is T's second language, although she has been speaking it since nursery school. French is her first language and French is the only language spoken at home.

In her reading, T demonstrates a wide range of cueing strategies. She is now able to sound out most 1,2 & 3 – syllable words independently. She frequently uses top-down processing of text to anticipate words, especially when reading familiar stories. She uses prediction through the global context, relying on the story’s familiarity as well as the illustrations for difficult words such as ‘necessary’. She is also able to predict, bringing a knowledge of semantic, syntactic and grapho-phonic expectations to the text. She is able to confirm the accuracy of her predictions through attention to the meaning and the orthography and if inaccurate, to self-correct by re-reading the word. T reads with expression when reading a very familiar text, raising and lowering her voice when appropriate. However, she has more difficulty with expression when reading unfamiliar text or text which requires greater decoding and bottom-up processing on her part. This is due to her energy being used up in her efforts to decode and due to the thinking time required between each uttered word, thus breaking up the flow of the sentence and hindering meaning. She may read several pages fairly accurately but with a lot of effort spent on decoding, so much so that when she has finished she will have remembered comparatively little of the actual story itself. In short, her expression, fluency and comprehension all depend on the level of orthographic difficulty of the text; when her decoding efforts are kept to a minimum, her expression, fluency and comprehension are all sound.

T is using the letter phonics to attempt to spell unfamiliar words and can spell all the high-frequency used words for Reception level (from the NLS). We are now working on the list of high-frequency words from Years 1 & 2 (from the NLS). Her handwriting is improving and I have introduced her to cursive script which she is beginning to use in her free writing. She is able to use full stops and capital letters but is not yet confident in the use of other forms of punctuation. T’s compositional skills are strong but when engaging in story-writing, she needs the opportunities to first vocalise her ideas in order to make sense of them and to help construct a cohesive structure in her mind. In her story-writing, T usually needs help in expanding her writing beyond the first few lines by prompts from myself in the form of ‘So what happened next?’ and ‘What did you do then?’ T uses her phonological awareness to encode unfamiliar words. She is not afraid to ‘have a go’ and does not constantly seek help with spelling.

Over the last six months T has managed to successfully catch up with her peers in both spelling and reading. She has made great progress with her creative writing too. She is nearly there with her fluency and comprehension but these still need a little more work. When we started out together, her difficulties in class were affecting her confidence and she tended to isolate herself in the school playground. Over the last few months, however, her self-confidence has increased exponentially and she is now blossoming socially as well as in class.
Do you have a personal message for students?
I am fortunate enough to have been a very popular teacher throughout my adult life. I am extremely passionate about teaching, but just as interested in my pupils and in devising personalised teaching methods to suit each individual's needs and personality. I believe that a warm, trusting and fun relationship between teacher and child is of paramount importance to boost pupils' learning. I focus on ways of creating the most stimulating and fun lessons possible for each individual, which is why I spend as much time preparing each lesson as I do teaching it! I have always loved teaching, have always been told by pupils and parents alike how good I am at it - but I especially enjoy working with children. I've been a published author of teenage fiction at Random House for eight years now. I've had six books published which have won awards both here and abroad and have been translated and sold in over ten different countries. I am currently working on my seventh. I have always maintained that however successful my books might become, I would never want to give up teaching as I thrive on this career and am still in touch with pupils I taught nearly twenty years ago! I insist that every new pupil begins with a trial lesson as I strongly believe that it is of vital importance that a child feels comfortable and gets on with their teacher in order to maximise their learning potential. I have a Certificate in Child Psychology and also like to work on the psychological aspect of learning - by focusing on trust, self-confidence, a 'give it a go' attitude and strong self-motivation. I have been very fortunate to have a wonderful relationship with every one of my pupils so far in my career and I have a large box of Thank You cards and letters that I treasure.

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