KS1 & KS2

Group of Children Drawing Above View

Primary school education is where everything begins. Children learn to read, write and to socialise with their peers – those they like and get on with – and those that they don’t. They acquire number skills and learn their times tables and the early principles of Mathematics and science, as well as a
range of subjects to interest them, from PE and Music to History and Geography. Yet for some children, primary education is fraught with challenges and barriers to learning that teachers do not always have the capacity or experience to deal with, particularly when they are one in a class of thirty

New Way Tuition has a strong track record working with LEAs, academy trusts, primary providers and parents, to help support children with SEN, behavioural or academic needs that can’t be addressed sufficiently in the classroom. We understand the value of partnering with class teachers and SENCOs to ensure that children can access mainstream education as much as possible, while recognising that for some children, there are essential elements of their pre-school education that were missed or they are in circumstances that have created barriers to that child’s ability to learn.

Children Drawing in Art Class
Children Drawing Close Up

In every case, those children need support, understanding and time to become more willing and able learners. Our team of professional tutors and KS1/2 practitioners can be a valuable asset to your school’s SEN programme. We can work with your SENCO to create strategies and schemes of work to support children who would otherwise find their educational progress stagnating or their social skills see them isolated from their peer

If you would like to discuss how we can support children and young people in your setting, please contact Mandy Ward

Testimonial cont.....

Parent (Holly)

5/5

I was recommended to contact New Way Tuition, when my daughter Jasmine who was 7 at the time. She was struggling with her confidence and had fallen behind academically after being out of school due to lockdowns. We were assigned a lovely tutor for the summer holidays called Donna  and my daughter instantly built up a connection. Donna was so patient and kind with Jasmine and created a bespoke learning plan for her. She is a visual learner and so this works best with a slightly different approach. Donna used the White Rose maths curriculum with Jasmine, and I Instantly noticed Jasmine’s confidence and understanding sore. By the end of the summer holidays and 5 lessons in, it was like having a different child. She’s now back at school in year 4 and her confidence and engagement has remained. I would highly recommend New Way Tuition for anyone considering a home tutor!

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Deputy head at a secondary school in Southend Essex

5/5

Year 11 pupil M had school phobia and anxiety. He would not work in school and made every excuse not to work online to do his functional skills. We were very persistent and encouraging, to get M and mum on board (mum was a single parent and was difficult to get hold of to put the outreach work in place). Our persistence and attitude toward M and mum was successfully. M built his confidence up and his anxiety towards speaking with adults improved. M went online face to face and worked independently to catch up on missed learning, to achieve his math and English functional skills, last year through the pandemic, which obviously made things even more difficult for any pupil. The deputy head of the school in Southend, and the SENCO thanked me for our commitment and approach towards M and mum to engage in learning and for mum to support M to engage. This was a very positive outcome for M and we also found M a college course he was interested in and is attending this year.

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M Ward

5/5

I was a teacher at a PRU for 3 years in Havering. I worked with many children and assessed all pupils in my class as they started the PRU. I contacted professionals to make sure after completing their assessments that referrals was sent to professionals to put in place the right support the children and families need to improve education and better life chances. I worked had a boy L in my class he had autism and always played on his own, he got angry if anyone touch his desk, chair or equipment and books, he didn’t like loud noises either. L played on his own at playtime and this really upset me to see. The plan I put in place for L was to remove triggers and to buddy him up with another student to improve his social skills and to build friendship with other pupils. The other pupil I buddied L up with was confident, funny and friendly, she enjoyed playing with L and encouraging him to make good choices and get rewards for following the class rues. L made a huge amount of progress with his learning and behaviour; he would walk to the school bus holding hands with the other student smiling and skipping. He started his reading and handwriting every day without any anger’s issues, because other children in the class was asked not to move his chair or touch his pens and books on the table, this worked really well, because before when he arrived in the morning if his chair had been moved that would upset him for the whole day. L also wore ear defenders during academic lessons and his levels went up. Parents also supported the changes we made to remove barriers to learning and to improve his behaviour to learning and empathy for other people’s feelings, he has emotional wellbeing lessons everyday and learned how to understand that his actions affect other people’s feelings. L would play with all the children in the playground with the support of the other pupil (peer support) and his outlook on school completely changed. We supported a smooth transition back into mainstream for L and he is still in his mainstream school because the mainstream school followed the plan that was in place for L which supported L to continue to keep progressing and achieving in mainstream. His parents were very grateful and that the techniques we used to help L achieve, we also included the parents in and their life at home and L is completely different as it gave the parents more tips and ideas to use to continue the good behaviour at home.

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Parent (T mum)

5/5

I worked with a 5-year-old as an outreach tutor, he was excluded from school after just 3 weeks, T would not sit and do any academic work. From the first time I met T, he was comfortable and wanted to show me his favourite toys. After a few days T would be waiting at the door for me to arrive and he was ready to learn. His mum said she cannot believe in a few days the improvement in T behaviour and the environment of the home is so much calmer. T sat and done his literacy and maths, and was learning the alphabet, he enjoyed stories and drawing pictures to re tell the story, T also labelled his work with letters from a visual alphabet chart, he said he was very proud of himself. I worked with T at home 3 hours a day for 6 months, and supported his transition into a special school, due to his diagnosis. After T went to school his mum still contacted me to update on his positive progress in his behaviour and learning. Mum sent me a picture of T diary entry that he had written himself a few weeks after starting his new school (remembering he did not know one letter of the alphabet when I started tutoring T). His mum said he wanted her to tell me he is so proud of himself and so is his nan. Mum said she sat and cried when she saw T sitting up the table doing his math and English work with me, she never thought he would have an education and was so happy, she also thanked me for taking hi out and teaching T about keeping safe inside and outside of the home, because he doesn’t run off anymore when they go out as a family and all their lives are so much happier. T is a funny, friendly, and caring little boy, and was lovely to teach. I am so happy that T is in school with friends and is happy and will have choices in life like other children that haven’t had to live with a condition, this shows that we can help children with or without special needs to achieve and have a happy life on a positive pathway, I still think about T and when I do it makes me smile how happy he is and his family.

Covid- 19 Guidelines

We follow all guidance from the government and DFE at New Way Tuition. This is monitored closely and risk assessments are completed for all pupils and learners we tutor.