What People Say
I am incredibly grateful to the families, schools and professionals who take the time to share their experiences. Their feedback means so much to me and is a wonderful reflection of the relationships I build with the children, young people and families I support. I hope these testimonials give you a sense of my approach and the positive difference specialist, personalised support can make.
All testimonials on this page have been kindly provided by parents, schools and professionals who have experienced my services. They are shared with permission and reflect genuine feedback about their experience of working with me.
Testimonial from Oliver
Mrs Taylor made me feel like I stood a chance.
Because I was no good at it, because I was a kid, sometimes people said I was too immature or just a bit slow. No one really knew what was wrong as I struggled with my phonics or couldn’t sit still in class. Everyone else guessed… ADHD, a tic, or autism. They were only guessing. Then Mrs Taylor worked it out, it’s like she knew me, understood me, was on my wave length.
She never treated me any differently once she understood. She just put the right things in place so I could stand on equal ground with everyone else and built the steps. She didn’t try to change anything about me, she changed the world around me but the only difference left was that I sometimes had to work a bit harder on the boring or tedious bits.
She did her own research, she watched how I thought and learned, she tried different things in her own way to see where I struggled and where I thrived. From that she reached her own conclusions about my dyslexia and sensory processing disorder. And then she didn’t just help me, she helped me make sense of it all.
That is what makes her so amazing, unique and I will be forever grateful.
If I was finding things hard — normal things, mental things, physical things — she would put support in place so I could stand on my own two feet and say, “I’m proud of who I am and I can work just as well as the rest of you.” Even when people were misdiagnosing me, she stayed steady. She kept going down the path she knew was right. She introduced my parents to an EHCP which I didn’t understand, I just understood that it would help me, which I felt confident she would. When they turned it down, she fought it — and she won, she won for me, she fought for me.
Mrs Taylor introduced Toe by Toe, extra work at home, I wasn’t thrilled at first, but I loved it, it made me remember things in my own way. She taught me the acronyms that still help me today; “Big Elephants Can Always Understand Small Elephants.” She showed me tricks like left-thumb-up and right-thumb-up trick for b’s and d’s, secretly I still use this today.
Mrs Taylor didn’t just teach me. She helped me truly understand myself and be myself, because of her, I could finally stand level with everyone else and feel proud of who I am. The continued support an EHCP provides me with has helped me throughout my GCSE’s, is continuing in my A levels currently and will carry on at University with scribes, additional time in exams and lots more.
Having dyslexia is like having a superpower, Mrs Taylor use to say, but Mrs Taylor is the true hero here, she is one in a million and I truly can’t thank her enough for everything she has done for me since year 2 at primary school to leaving high school. Who would of thought I would get a 7 in English Language and English Literature, she did because she believed I could.
Thank you, Mrs Taylor.
Oliver
Mr & Mrs Cooper (parents of Oliver Cooper, 16)
What can we say, a literal life saver is what we would call Mrs Taylor and we can’t thank her enough for what she has done for Oliver.
Oliver struggled and no one really knew what was wrong, we were initially told he was just immature. Then as he went up a class, just naughty, can’t sit still, reluctant to learn, talkative, disruptive to others…. the list went on, but they just didn’t understand Oliver the way he thought or learned. People guessed because no one is a specialist. Mrs Taylor however is a specialist, however she was his year 2 teacher at the time.
She took the time to analyse and understand and pick apart what wasn’t actually diagnosed as dyslexia and sensory processing disorder, specialists were called into school who again scratched their heads at the root cause but Mrs Taylor was always compassionate, calm and listened, not only to Oliver but to us. Mrs Taylor then with confidence got Oliver assessed, at the time this was an external independent assessment, but she was confident of the diagnosis. The reports came back, dyslexia and sensory processing. Now onto the action plan, the sensory diet, this is where we started to see a difference in Oliver’s learning, she recommended what we could do with him at home, Toe by Toe was a life saver, he loved doing it and we enjoyed doing it with him so we could understand through his eyes what he sees and understands.
We were told we couldn’t get an EHCP report, this is to give him his support beyond Primary School, through to University. We can’t believe we are saying University, looking back we never thought he would ever be able to read and write. Mrs Taylor took on the authorities and continued to push back until she won, because she knew Oliver, she knew his needs, she understood him when no one else did. Being different is hard, not being the brightest in the class, understanding basic reading and writing, those obstacles but equally Mrs Taylor said Oliver has a ‘super power’, we didn’t really understand this until the support was put in place and wow, we definitely saw this the day we got his GCSE results.
Oliver is now a A* student , achieved 7 in English (actually 2 points off an 8) which for a dyslexic is outstanding, all of this stemmed from Mrs Taylor and her formative support.
We cannot recommend using Mrs Taylor enough, she is such a wonderful person, she’s kind, caring, informative and understanding, not only to the child but also the parent, Mrs Taylor gave us the knowledge and tools to enable us to continue that support for Oliver into Secondary School. Investing into your child’s education is paramount. Everyone who struggles deserves a Mrs Taylor, someone who sees beyond the struggles, believes in their potential and helps turn those challenges into strengths.
We have been extremely pleased with the support and encouragement provided by Mrs Taylor. Mrs Taylor has built a wonderful rapport with our child, creating a positive and relaxed environment where learning feels enjoyable rather than intimidating.
Her patience, kindness, and ability to connect with our child helped build confidence and enthusiasm for each session. She took the time to understand our child's individual needs and strengths, and her encouraging approach made a real difference in our child's willingness to engage with reading and learning activities.
What stood out most was the genuine care and interest she showed in our child's progress and wellbeing. Our child always looks forward to their sessions and spoke very positively about their interactions together.
We are grateful for the support, understanding, and dedication shown throughout, and would happily recommend Mrs Taylor to other families seeking a skilled and compassionate dyslexia tutor.
“Pictured left: providing personalised specialist tuition in the pupil’s own home. Testimonial kindly provided by the pupil’s parent.”
Through her work with SEND Hub North West, Paula supports schools and families by providing specialist assessment, advice, and targeted strategies to improve outcomes in reading and literacy. Her approach is practical, personalised, and rooted in what works in real classroom and home settings.
Paula also offers support and specialist tuition for schools and parents through her private practice. Alongside her teaching, she draws on her experience in Drawing and Talking Therapy to support children’s emotional wellbeing, helping them feel safe, understood, and ready to learn.
She is passionate about helping children recognise and develop their unique strengths and talents. Paula takes a calm, nurturing, and highly individualised approach, creating a supportive environment where pupils can build confidence, resilience, and a positive sense of themselves as learners.
