Consultation

This provides the opportunity to discuss your child’s tutoring requirements. Including subject, duration and frequency of lessons, concerns and goals.

Assessment

Initial assessment (online/face to face) to determine strengths and weaknesses in subject/s. Results will determine necessary steps required to accelerate learning

Learning Plan

Based on assessment results, a personalised learning programme is provied in line with National Curriculum to support learning, including parental guidance

Learn

Online or face to face session. Minimum of one hour weekly session. Homework issued to support learning (worksheets and activities through specialised apps).

Progress

Benefits will begin to appear around the 4-6 week mark. This is dependant on effort demonstrated during session, completion of homework and parental support.

Assessment

Every six weeks to monitor progress and to identify areas where further support is required. This also provides opportunities to regularly practice exam-questions

How can I help your child?

I have been tutoring for a number of years, and through that I have gained an in depth understanding of the primary and secondary curriculum. I have been fortunate enough to work with Early Years and the vital skills needed at this stage to help children progress into year 1 and beyond.

Is private tutoring necessary?

In short, yes. Whether that is at a tuition centre, or through a private tutor in a standard mainstream class size of about 30 children, do you really a teacher will be able to support each child and tailor the curriculum and support needed for every individual? No. Unfortunately, it is impossible. Even the best, most experienced and qualified teachers would not be able to help absolutely everyone. Through no fault of their own, there are many constraints. Time, resources, individual needs, teaching assistants, the list is endless.​

Finding a private tutor for your child, or sending them to a reputable, trustworthy tuition centre will help them gain the additional support they need, to either help them catch up or push them further. You as a parent or guardian will know your child’s potential and ability. If you think they would benefit from extra help, don’t delay, get them the support sooner rather than later. There is never a right time to start private tutoring, but in my experience, the moment you decide on extra help, go for it.

Teaching style

For me, the children I work with, be it at one of my tuition centres or as a private student, they are an individual. There is no “one size fits all”. Once I have carried out an assessment, observation and conversation (this is key! A student is more than a test result) it gives me a great sense of how best to support that learner. We are all different, we all learn in different ways, that could be through doing, through listening, through reading, the list is endless. My multisensory approach ensures my students do not become bored, are engaged and enthusiastic about learning, and most importantly are having fun! This is paramount for me. I also need to have fun when I am teaching.

Reading, spelling, writing, handwriting, arithmetic, reasoning, it can all be fun. There are endless ways to teach. With patience, great communication and understanding, my students tell me, they enjoy working with me in the comfortable environment I create for them. My method of teaching is not just focusing on academic skills, but soft skills. This includes being able to have interactive conversations, learning to communicate effectively through writing and understanding the purpose of what is being learnt and how and when it becomes useful in real life!

The curriculum

I follow the primary and secondary curriculum for English and mathematics. I am fully experienced in helping students prepare for SATs in Year 2 and 6 and 11+ entrance examinations. I have a sound understanding and knowledge of the National Curriculum and I am familiar with various exam boards and syllabuses including AQA, Edexcel and OCR, along with the revised GCSE (9-1) grading system.

All my teaching is based on working with students in the classroom, within schools, colleges, and university along with supporting young people in extracurricular activities including as the Duke of Edinburgh Award, Jack Petchey, NCS the Challenge and much more. I am experienced in setting up volunteer programmes for young people, along with helping them to apply for apprenticeships, university and job interviews. All of this wonderful experience along with my own personal adventures from working alongside some of the most amazing people, traveling to volunteering abroad give me an all-round encompassing understanding of what children need to get the best out of their education and seek opportunities beyond academia to become successful in their goals from becoming successful professionals, entrepreneurs or travelers. We all have dreams. My purpose is to be a part of that journey and make a difference.

Preparing for examinations

SATS

SATs (Standard Assessment Tests) are national tests that children take at the end of Key Stage 1 (KS1) in Year 2, and at the end of Key Stage 2 (KS2) in Year 6.

​Year 2 SATs – reading, maths and teacher assessments which include speaking and listening, writing and science.

​Year 6 SATs – these compulsory tests include, English reading, English grammar, punctuation and spelling, and maths. Other subjects, such as writing, speaking and listening and science, are teacher assessed.

My advice: For me, SATs are primarily memory tests, like all exams. They are designed to establish what a child has retained based on what they have learnt in the classroom. In my personal opinion and experience, the skills in tackling questions,reading to understand questions, techniques to help remember how to recall methods to answer questions is what is important. I focus on building these skills from an early age, as further down the educational journey through to GCSEs and beyond knowing how to answer examination questions and understanding examiners expectations is key in achieving a pass or even obtaining the highest marks.

GCSES

GCSE (General Certificate of Secondary Education). GCSE examinations are taken at the end of year 11. So how important are GCSEs?

​Depending on grade, they can determine which sixth form you go to​ and what you decide to study there. That in turn will impact which university you go to and what you study at Higher Education. Universities will often look at specific GCSE subjects with certain grades. It’s a good idea to keep that in mind, certainly for the main ones, English and maths (depending on degree, science too). ​Finally, ​your GCSEs can also have a tremendous affect on your career pathway and what you end up doing.

​My advice: Like pretty much everything concerning school, for many teenagers, GCSEs are boring and a pain for most students. If they are becoming increasingly challenging. My advice – work hard now, once and for all and pass first time, don’t need to resit (many further education courses and apprenticeships will require students to obtain at least a pass in English, maths and IT).

The fear of resitting for most students is enough to make them think twice about the time they have left before their exams. Whilst it’s possible to go up about two grades from where you are in year 10 (if for example you’re a grade 3 (or D) it will take a lot of hard work, dedication and commitment.

I have had the privilege to teach and tutor students that demonstrate exceptional abilities very early on, privately, for those, I start teaching the skills needed for GCSE at year 6 or even year 4.

​Bottom line, in my experience, the key to achieving the best grades at GCSE is to start preparing early. Most of what students learn in year 5 and 6 makes a comeback during GCSEs, especially in English. So it’s important to start taking things seriously, sooner rather than later.

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ADDITIONAL SPECIAL NEEDS

The greatest gift of teaching has always been to work with children who have additional needs and finding ways to supports them in accessing the curriculum. Not only is it extremely rewarding working with these children, they have taught me so many skills. From learning to be exceptionally patient to finding new ways to adapt my teaching, breaking things down into a fun, and easy-to-understand method. I have learned every child is different, not everyone learns the same way, working with people with additional needs has continued to ensure I am constantly developing new and fun ways for all my students to learn.