Our Approach
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The process...
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Our lessons are child centred and fully bespoke, and we take every care to match your son / daughter with the right tutor. Our tutors will meet your child where they are at in order to help them connect the dots, and cultivate a lifelong love of learning.
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After each lesson you will receive a lesson report detailing what the tutor has covered so that you are always in the loop.
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Through face to face, one-to-one tuition, we see pupils flourish and thrive in all aspects of their education.
Our approach to the frequency of lessons...
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We recommend a minimum of one hour a week, (at Secondary age, this is per subject). This is to ensure your investment pays off, as it allows us to keep momentum and avoid lengthy recaps.
Our approach to homework...
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Reading and times-table practise are the only things we recommend for homework (with the exception being for exam revision).
We cannot stress more highly the importance of reading. According to one of the biggest ever studies of its kind, there is a significant connection between reading ability and success in all GCSE subjects. Perhaps most surprisingly, the link between good reading and good grades is actually higher in maths than in some arts subjects like English Literature and History. Investing time in reading is going to be much more beneficial than any worksheet.
Primary approach:
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As children move through the Primary Key Stages, they will be more and more able to read independently; however, parents should continue to read to their children daily throughout Primary school and for as long as they will let you! Daily times-tables practise is also essential, take a multi-media approach and try to make it fun where possible. Hint: it doesn't have to be sat at a table.
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Secondary approach:
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At Secondary school age, students should read a range of texts, independently. Brushing up on times-tables regularly will also really help enormously. Don't let this skill go cold.
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The exception to this is for exam focused lessons, like the SATs, 11+ or GCSEs, where all of the above apply, plus past papers or sections of past papers may be set between sessions. Feedback will be given as the papers are explored with the tutor and students given the opportunity to ask questions.
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In addition, quality time with adults who are speaking using grown-up lexicon, and plenty of time in nature are the best keys to success.
Our approach to assessments...
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We passionate believe that children’s homes are their safe space, and we respect that, therefore, we don’t do stressful testing.
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"Reducing children to a test score is the worst form of identity theft we can commit”. Covey.
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However, not all assessments are equal. We favour formative assessment in our practise, over summative assessments.
Summative assessments, also known as 'assessment of learning', such as end of year tests, are usually grade / score focused.
We can utilise existing summative data from school reports, end of year / unit tests, EHCPs and Educational Psychologists reports. This will form part of a bigger picture as we get to know students individually.
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Formative assessments, also known as 'assessment for learning', is where a tutor or teacher will be making observations about how a student is responding to their studies. This in turn, informs their next steps and determines the level of support or challenge they give in the lesson and future lessons.
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