Bridge Mentoring CIC

Amanda has dedicated over thirty years to supporting the autistic community, witnessing significant changes in understanding and approaches to autism. She began her career at the RNIB before spending seventeen years at a specialist autistic school, where she earned her degree and P.G.C.E. After her sons went to university, she launched her own creative business, broadening her work with neurodiverse and neurotypical learners of all ages.

Since 2017, she has specialised in mentoring and study skills support, becoming a qualified dyslexia tutor in higher education in 2019. More recently, Amanda completed a PGCE in Autism Adults – Inclusion, further strengthening her expertise in inclusive support.

She has a strong interest in inclusive employment and in improving communication between the neurotypical and neurodivergent world. Passionate about empowering students, Amanda tailors her support to individual needs, helping them navigate university life with confidence. She continuously expands her expertise through ongoing professional development, fostering a positive and holistic learning environment where students can thrive

Archie supports learners of all ages, specialising in EOTAS and Transition Mentoring to help students grow in both school and social environments. He also provides English mentoring, supported by his TEFL certification, guiding learners in developing clear communication and stronger language skills.

With a varied background across education and the wider workforce, Archie brings practical insight and real-world understanding to his mentoring style. His experience allows him to connect especially well with neurodivergent individuals, offering strategies that help them navigate challenges with confidence.

Archie is passionate about making a positive and meaningful impact. He focuses on empowering students, strengthening their resilience, and giving them a head start in managing everyday situations. His goal is to create a calm, supportive space where every learner can develop their strengths and move forward with greater independence and self-belief.

With over 12 years' experience as Executive Head of an independent special school, I am now transitioning into a more focused role that allows me to dedicate my time to the areas of education I am most passionate about. I currently serve as the Senior Leadership Team Lead for Training and Staff Development at Pollyteach Portland College, and also work freelance with a range of educational organisations. 

My professional interests lie at the intersection of science education, special educational needs (SEN), and safeguarding. I am a qualified Science Teacher (PGCE/QTLS), a STEM Ambassador, and lead Night School at the Sherwood Observatory and Planetarium. As a member of the Institute of Physics, I regularly deliver engaging science sessions to learners of all ages, with a particular passion for teaching Physics at KS3–5 and exploring the mathematical foundations of scientific understanding. A qualified SENCO, I am in the final year of a Master’s degree in SEN Management.

I have led initiatives in sensory and experiential learning, forest school and therapeutic interventions, as well as developing more effective assessment practices and training in emotional literacy, occupational therapy, and trauma-informed approaches.

Safeguarding has been a lifelong professional commitment. I am a qualified Social Worker with over 30 years’ experience, including as a child protection investigator, team manager for children in care, and for the past 12 years, as a Designated Safeguarding Lead in education. I have also served as a school governor and trustee for nearly three decades, with a particular focus on safeguarding governance.

Outside of work, I enjoy archery, motorcycling on my Triumph T120 Bonneville, and stargazing. My wife and I are currently planning a campervan journey along Scotland’s NC500 in our van, Tiberiu

As part of Bridge Mentoring’s person‑centred and neuroaffirming approach, I offer flexible, strength‑based tutoring in Polish, Spanish, and French. My sessions are shaped around each young person’s pace, interests, and communication style, creating a supportive environment where learning feels accessible, enjoyable, and meaningful.

I use a relational, confidence‑building approach that helps young people explore language through:

• real‑world conversation

• creative activities

• interest‑led topics

• gentle structure and clear scaffolding

• sensory‑aware, low‑pressure learning

Whether a young person is reconnecting with education, building foundational skills, or exploring languages as a special interest, I tailor every session to their unique needs. My goal is to help them feel safe, capable, and proud of their progress — in whichever language they choose to learn.

I'm an autistic writer, mentor and educator with five years of classroom experience and 14 years as a personal tutor. 

My specialisms are in English, EFL, MFL and the humanities, especially for neurodivergent and disabled students. I have taught KS2-KS5, including GCSE, A-level and University. 

As an English language teacher, I have multiple years' experience from A0 to C2, including 3 years of Pre-sessional EAP teaching. 

University of Exeter teaching associate with degrees from Cambridge, SOAS and Exeter, and ten years' professional experience in international development. I teach undergraduates in politics and humanities at Exeter. My values as a teacher are formed from my experience with neurodiversity, as one of my children is autistic with a PDA profile and I myself identify as an AuDHD-er. I am therefore a teacher who prioritises a learning environment of mutual respect, trust, and discovering together. I also work to the particular strengths and needs of each individual student, their own learning styles and preferences, and focus on listening and really understanding their struggles. My positive feedback from Exeter students has proven that these values are reflected in my teaching