The right support, with the right tutor.

Our tuition supports children, young people and adults who find traditional education challenging, including learners with a wide range of additional learning needs.

Tuition is mainly online, so it’s accessible wherever you are. Face-to-face tuition may be available where there’s a suitable local tutor.

Our tutors have experience supporting learners with autism, ADHD, dyslexia, dyscalculia, speech and language difficulties, SEMH, and literacy and numeracy difficulties, as well as a wide range of other SEN/ALN needs.

Yes. Before tuition begins, we can provide a free initial Maths and English assessment. It helps us find strengths, gaps in knowledge and the right starting point.

We take time to understand the learner: their strengths, additional needs, confidence and motivation, personality, learning style and goals. Then we match them with a tutor whose experience, skills and approach suit them.

English, reading and comprehension; Maths and numeracy; Entry Level English and Maths; Functional Skills Levels 1 and 2; GCSE English and Maths; schoolwork and revision; and study skills and exam preparation. Support in other subjects may also be available, depending on the learner’s needs and the tutor’s experience.

Sessions are typically an hour.

No. A diagnosis isn’t required. We teach the child, not the diagnosis.

Payment is by bank transfer, 24 hours before the lesson.

Yes.

Try:

• Give one instruction at a time
• Keep your language clear and simple
• Break bigger tasks into smaller steps
• Check understanding before moving on

Why it helps: Breaking things down can reduce overwhelm and make a task feel much more achievable.

Remember: Needing instructions broken down doesn’t mean a learner can’t do the work.

Try:

• Ask the question
• Pause
• Give them time
• Avoid answering for them

Why it helps: A few extra seconds can be the difference between “I don’t know” and a great answer.

Remember: Silence doesn’t always mean they don’t know. Sometimes they’re thinking.

Try:

• “Tell me what you’re going to do first.”
• “Show me how you’d start.”

Why it helps: You’re checking understanding rather than simply getting a yes or no.

Remember: Show me, don’t just tell me.

Try:

• Notice whether the learner is taking in the information
• Allow looking away, doodling or fidgeting if it helps them focus

Why it helps: For some learners, eye contact makes concentration harder.

Remember: Listening can look different for every learner.

Try:

• Swap “Complete the task independently using appropriate strategies” for “Complete this on your own.”

Why it helps: Simple language removes unnecessary barriers.

Remember: Make the task challenging, not the wording. Clear doesn’t mean childish.

Try:

• Typing
• Writing
• Visuals and gestures
• Technology
• Speech

Why it helps: The goal of communication is being understood, not simply speaking.

Remember: Different doesn’t mean wrong.

Try:

• Checklists
• Visual timetables
• Written instructions
• Pictures or symbols
• Step-by-step prompts

Why it helps: Visual information reduces the amount a learner has to hold in their working memory. “Get ready to leave” can involve lots of separate steps.

Remember: Sometimes the best support is simply making the next step clear.

Try:

• Explain what is different and what will happen first, then next
• Give warnings: “Five minutes left”, “Two minutes left”
• Say what comes after: “When we finish, we’re going to…”

Why it helps: Knowing what’s coming reduces uncertainty and anxiety.

Remember: A little preparation can make a big difference.

Try:

• Welcome
• Warm-up
• Main activity
• Short break
• Review
• Finish

Why it helps: When a routine becomes familiar, the learner can put more energy into learning.

Remember: Predictability doesn’t mean boring. It can mean reassuring.

Try:

• Questions 1 to 5
• Quick check
• Questions 6 to 10
• Short break
• Continue

Why it helps: Imagine being handed a worksheet with 30 questions. Smaller chunks make a big task manageable.

Remember: You don’t have to climb the whole mountain at once. Focus on the next step.

Try:

• “You kept trying even when that question was difficult.”
• “You checked your answer without me reminding you.”
• “You asked for help when you got stuck.”

Why it helps: Specific praise tells the learner exactly what they did well.

Remember: Praise the effort, strategy and independence, not just the final answer.

Try:

• Attempting the task
• Asking for help
• Staying focused for longer
• Completing one more question
• Trying again after getting it wrong

Why it helps: Small improvements can lead to significant progress.

Remember: Don’t overlook the little wins. They’re often the biggest steps forward.

Try:

• Start with something familiar
• Build confidence
• Introduce the challenge
• Celebrate progress

Why it helps: Early success creates the confidence needed to tackle something harder.

Remember: Build confidence before you build difficulty.

Try:

• A prompt
• A clue
• A worked example
• A question
• A little encouragement, then let them try again

Why it helps: Too much support can accidentally create dependence.

Remember: The goal isn’t to make the task easy. It’s to help the learner become more independent.

Try:

• “I don’t understand.”
• “Can you explain that again?”
• “I need more time.”
• “I need a break.”

Why it helps: Knowing how to communicate their needs builds confidence and independence.

Remember: Asking for help isn’t failure. It’s a skill.

Try:

• “Let’s see what happened.”
• “What could we try differently?”
• “Which part do you understand?”

Why it helps: Learners are more likely to try again when mistakes don’t feel shameful.

Remember: Mistakes are part of learning.

Try:

• Is the work too difficult?
• Are they anxious or tired?
• Is the environment overwhelming?
• Do they know what’s expected?

Why it helps: Behaviour can be a way of communicating an unmet need.

Remember: Before asking “How do I stop this?”, ask “What is this behaviour telling me?”

Try:

• Reduce the demand
• Give them some space
• Use calm communication
• Return to learning when they’re ready

Why it helps: A learner who is anxious, frustrated, exhausted or overstimulated may not be ready to learn.

Remember: You can’t always teach effectively when someone is overwhelmed.

Try:

• Noise
• Lighting
• Seating and clothing
• Crowds and smells
• Visual distractions

Why it helps: Sometimes the environment is creating the barrier, not the learning itself.

Remember: Changing the environment can be more effective than asking the learner to change.

Try:

• Reading: their favourite footballer
• Maths: football scores
• Writing: their favourite game
• Money: buying something they want

Why it helps: Interest is a powerful motivator.

Remember: Sometimes the best way into learning is through something they already love.

Try:

• Real money
• Objects and diagrams
• Practical examples
• Real-life situations

Why it helps: Concrete examples make abstract ideas easier to understand.

Remember: Sometimes learners need to see it or do it before they fully understand it.

Try:

• Open the document
• Write your name
• Read the question
• Highlight key words
• Write your first sentence

Why it helps: Getting started can be the biggest barrier.

Remember: Sometimes learners don’t need the answer. They need the first step.

Try:

• Make notes
• Use retrieval questions: “What can you remember?”
• Revisit topics
• Practise questions
• Use flashcards

Why it helps: Revision is a skill many learners need to be taught.

Remember: Don’t just tell them to revise. Teach them how.

Try:

• Verbal answers
• Typing
• Diagrams
• Recorded responses
• Practical demonstrations

Why it helps: Sometimes the barrier is the method, not the knowledge.

Remember: Make sure you’re assessing the skill, not an unnecessary barrier.

Try:

• Ask parents and carers what works and what doesn’t
• Ask the learner: “What helps you concentrate?”

Why it helps: Families and learners often know best what helps. Working together gives a more complete picture.

Remember: Parents are an important part of the team. See the learner first, the need second.