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Listen first
I begin by understanding what the learner enjoys, what feels difficult and what support has or has not helped before.
About Charlotte
Professional expertise with room for the whole child.
Qualified teaching, current SEND-school experience and lived neurodivergent understanding—brought together with warmth, flexibility and respect.
My background
I understand education from more than one perspective.
I am Charlotte, the founder of Little Steps Big Strides. I hold Qualified Teacher Status, have an enhanced DBS and currently work in a SEND school.
I support primary-aged children, as well as older learners working at a primary curriculum level, across English, maths and the wider primary curriculum.
I am also AuDHD. I share this because lived experience can be a meaningful part of my professional perspective—not because I assume every neurodivergent person is the same, but because I understand how damaging it can feel when a learner's needs are misunderstood.
A child does not have to become easier to teach in order to deserve good teaching.
Professional foundations
- Qualified Teacher Status
- Enhanced DBS
- Current experience in a SEND school
- All primary subjects
- Online GCSE maths offered on a limited basis
What guides my approach
- Safety before pressure
- Connection before compliance
- Strengths as a starting point
- Flexible, neurodiversity-affirming teaching
- Progress defined with the learner and family
Why Little Steps Big Strides?
Because progress is not always loud or linear.
A little step may be joining the call, opening the book, attempting one question, asking for a break, returning after a difficult week or feeling proud of something that once felt impossible.
The “big stride” is not a demand to move faster. It is the longer-term confidence, resilience and growth that can emerge when those smaller steps are recognised and supported.
- Confidence
- Resilience
- Growth
- Curiosity
- Belonging
A calm, collaborative process
What families can expect.
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Plan flexibly
Sessions are prepared with clear aims, while leaving room to respond to capacity, regulation and communication on the day.
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Review together
Parents and carers receive practical updates, and support can be adjusted as needs, confidence and priorities change.
Wondering whether I may be the right fit?
Start with an informal conversation.
Tell me about your child and the support you are looking for. There is no obligation to continue.