Kirsten

If school isn’t working, if reading feels overwhelming, writing is a constant struggle, maths makes no sense, or confidence has fallen apart, it’s often because the student has been misunderstood or never taught in a way that works for them. I help them develop the strategies and skills they need to make meaningful, lasting progress.
For over 20 years, I’ve been helping students build the skills and confidence they need to succeed. I am a qualified teacher, a dyslexia specialist teacher, and a fully qualified assessor with a Master’s degree in Specific Learning Difficulties (Dyslexia) from University College London (UCL). My work includes supporting learners at all stages, from those developing early literacy and numeracy skills to those working towards GCSE or A Level. I help with difficulties such as weak spelling, reading comprehension, and maths, as well as challenges linked to memory, processing, and attention. I also work with students whose confidence has been affected by anxiety, frustration, and long-term struggles with learning because it has never made sense to them.
I’ve taught in state and independent schools and colleges, supported students outside mainstream classrooms, and provided individual, bespoke education for those who need a different approach to learning. My teaching covers early literacy, phonics, and foundational maths, right through to GCSE English and maths, as well as History up to A Level, helping learners overcome barriers and build the skills they need to progress. Many of the students I work with have faced complex challenges, including the emotional impact of struggling with literacy or numeracy.
Alongside teaching, I carry out full diagnostic assessments for dyslexia, providing detailed reports and evidence-based recommendations tailored to each learner. I am a professional member of the British Dyslexia Association (BDA) and the Professional Association of Teachers of Students with Specific Learning Difficulties (PATOSS). I stay up to date through regular professional development, ensuring my knowledge reflects the latest best practice in inclusive teaching, assessment, and support across both literacy and numeracy.

Tutoring Experience

Throughout my career, I have worked with learners at every stage of education, from early literacy and phonics through to GCSE and A-Level preparation. This has included delivering a broad, bespoke curriculum for home-educated students, those combining school and home-based learning, and students following blended learning programmes. I cover subjects such as English, maths, history, science, and the wider curriculum, building core skills and preparing students for recognised qualifications, including Functional Skills and GCSE.

Much of my experience has focused on supporting students who have struggled with reading, writing, language, memory, or processing difficulties, alongside those facing barriers such as anxiety, low confidence, or the impact of trauma. I specialise in helping learners overcome these challenges and develop the skills, independence, and confidence they need to progress.

I have worked extensively with students who have specific learning difficulties, including dyslexia, ADHD, and other profiles that affect learning. My understanding of these difficulties enables me to adapt teaching to each learner, combining specialist knowledge with practical, structured strategies that build confidence and meaningful progress. My experience as an examiner for History at both GCSE and A-Level also gives me valuable insight into academic expectations, allowing me to help students prepare effectively for exams and succeed with confidence.

Tutoring Approach

I believe in creating a tailored learning experience that aligns with each student’s strengths and addresses their individual needs. My sessions combine a mix of interactive activities, customised worksheets, educational games, and an innovative online platform designed to reinforce learning and ensure retention. This approach helps embed knowledge into long-term memory, reducing the need for repetitive teaching and allowing for sustained progress. I emphasise continuous feedback, self-assessment, and open communication with parents to support a collaborative learning journey. For students with special educational needs, I employ evidence-based strategies and the latest research to deliver personalised interventions that foster academic growth. My aim is to inspire a love of learning and build confidence in every student, empowering them to achieve their academic goals.