Small-group literacy intervention designed to develop reading, spelling and confidence.
Finding The Right Place To Start
Often, children don't fit neatly into one area of difficulty. Their challenges with literacy may sit alongside differences in attention, processing, communication, confidence or other specific educational needs.
My experience across education and SEND helps me look at the wider picture - considering what may be affecting a child's learning, where the priorities lie and what support may be most helpful.
For parents who aren't quite sure where to begin, I also help make sense of the different challenges their child may be experiencing and think through appropriate next steps.
Sometimes it's difficult to know whether a child simply needs more time and practice or whether something else may be making learning harder.
If you'd like to talk about your child's learning and how I might support both you and your child, please get in touch.
Parents of Year 1 & 2 students
"Amanda was extremely helpful, not just for our boys but us as well. Explaining what was needed and finding different ways in which the boys could learn. Was all the extra work worth it? Absolutely! Both boys were successful in their assessments and Amanda can take a lot of credit for their success."
Parent of Year 2 student
"Amanda is very engaging with the children. Very patient and professional. Provides excellent lesson structure and always made lessons fun. Amanda, always thinks of your child and how to bring the best out of them.”
Parent of Year 10 student
"Amanda has been amazing working with my 14 year old..... she has delivered some video chat lessons and has been really patient with my unwilling son who is not interested in doing any school work. Her skills for dealing with his Verbal Processing Dyslexia have been brilliant.
Would you like to talk about how I could support your child?
If you have any questions or would like to find out whether I might be the right support for your child, please get in touch using the form below.
