I work with primary school children and those transitioning to senior school (Year 7/8).

It is never too late to support a child; however, it may take slightly longer to gain their trust and belief in the process. I believe that the earlier intervention can be put in place, the better. Children start putting up barriers to learning after a certain amount of setbacks and if intervention is available to them at an early age we may be able to prevent this.

I can work in parallel with another tutor; however, it is best if we collaborate. Some parents like to slowly phase out the previous tutor, so the child transitions smoothly.

I trained with Helen Arkell Dyslexia Centre – Level 5 and Level 7 (distinction in both) Level 7 provided me with the skills to not only teach children with learning difficulties but to diagnose dyslexia.

I have worked in a variety of schools in London, and I am still linked to St James Junior and Senior Girls’ school in Olympia

I helped set up a tutoring company called The Fulham Study and worked there for many years. I trained teachers and other professionals to become specialist teachers and assessors for Helen Arkell Dyslexia Charity for 7 years on both Level 5 and Level 7 diplomas. I still assess for Helen Arkell and conduct a variety of private assessments each year. I have mentored assessors through their first few assessments after receiving their qualifications.

You will be invoiced each month and you can pay via bank transfer.

We will organise a termly check-in for questions and feedback.

PATOSS – the professional association of teachers and students with specific learning difficulties

Helen Arkell Dyslexia Charity

I normally suggest a weekly session for 45 - 60 minutes, depending on the child’s energy levels and ability to focus.

My work is most beneficial when I am able to liaise with the school so if the school is willing, I am keen to keep in contact.

A diagnosis is not necessary for support to start. A diagnosis may only be necessary when your child is working towards exams (such as SATs or GCSEs) because they may need access arrangements, e.g. 25% extra time, in those exams. It is important to get these in place earlier rather than later though because they need to become the child’s normal way of working.

I can provide a full diagnostic assessment, or we can arrange a more informal assessment. In an informal assessment, I would spend a couple of hours with your child and observe their approach to reading, writing and numeracy. From that assessment I would be able to tell you if I noticed any characteristics of dyslexia; however, I would not be able to diagnose a learning difficulty at that point.

It may provide you with a diagnosis of dyslexia, and I will sign post and recommend professionals if I think there are any other learning difficulties present. It will provide recommendations for the child’s school – classroom and teacher, plus recommendations to put in place at home. I will also include recommendations for any tutors or specialist teachers working with the child, and provide you with a full picture of your child’s profile, including strengths and weaknesses.