Due to the nature of her parents’ work, Mary had attended 3 schools within her first four years of education, many of which had been in her second language.
Her family was adamant that she should not have to face another move, but there were concerns over her maintaining the pace of work in her class. Working in tandem with the school, Mary received 3 specialist support lessons each week, to allow her the opportunity to retrace some of the basic foundations of literacy and help her to fill gaps in her early learning.
She was able to remain in class with her friends, and caught up sufficiently to make a valuable contribution in class. The resulting growth in her confidence was visible to all and delightful to see.
Robert’s school had suggested that he might benefit from some specialist teaching as, whilst he was performing well in maths and science, he was struggling with aspects of his reading and spelling.
More importantly, Robert was losing confidence and was becoming less participative in class. His parents chose to have one learning support lesson weekly, to take place within his school day, rather than create the additional burden of after school activity.
Robert enjoyed the lessons and benefitted from a sense of additional support alongside that of his class teacher. Goals addressed elements of his vocabulary, spelling and writing planning to enable him to approach his secondary school pre-testing without stress and confident in his own abilities. Robert secured places at all of his selected schools, and has been able to approach the final two years of his prep school life with enjoyment, and a new and relaxed self-confidence.
Alice was a happy and enthusiastic child, who loved school life and worked hard, but found maths extremely difficult.
Following formal assessment she was found her to be dyscalculic, and recommended that a series of one-to-one lessons with a specialist teacher would help her explore ways to make maths more accessible to her. Alice found that she was a very visual learner, and that when numbers were presented in particular colours and shapes she was able to grasp concepts more easily.
Similarly, helping her to learn number facts by layering her learning, using interactive devices, songs and patterns, the basic foundations of maths came easily to her.
From here, Alice’s natural ability and diligence took over, and she started to actually enjoy maths classes. Finding an alternative route to numbers had unlocked her natural potential.
What parents are saying
“Thank you so much for XX’s report, it is very clear, helpful, and captures exactly where he is, with a balanced consideration of his strengths and difficulties.”
“Thank you so much so much for everything you have done for us.”
“We feel so much more positive now that we have a clear way forward for XX.”
“XX has said that she feels having the lessons in school is more beneficial than having them at home because she is in the correct frame of mind for tuition and it doesn’t eat in to her time out of school and interrupt her non-academic activities. Practically from my point of view it is preferable to be in school because it doesn’t impact on our family time and is much more convenient.”
“XX has found the lessons incredibly useful and I think her progress has demonstrated this. You have made everything fun, enjoyable and accessible for her giving her practical tools that she can easily apply to her work in both lesson and examination situations.”
“XX has really enjoyed her time with you and got a lot out of it. Thank you for being such a wonderful teacher!”
“Thanks for your email – XX is so happy, he just found out today that he got 20 out of 25 for his English exam – most improved pupil! And that was comprehension and creative writing! So, thank you very much!”
“XX is so happy. She says you make maths easy to understand.”
“I had a meeting with XX’s teacher this morning and she was very pleased with the detail contained in the formal assessment on her son. It was really thorough and really reflected the essence of him, so thank you for that.”