After many positive experiences during my children’s education there was a low point. It came as shock when I realised my son was not receiving the level of support that I felt he needed. Everything seemed to be a battle. I ended up as the only support he had as he approached his GCSEs. Once we received his results I decided to train as a teacher – if I could help him, then with training I should be able stop other children falling through the cracks. I had to at least try.
Fast forward, I was teaching in school and realised that there were still children falling through the cracks. They needed more 1-1 support than the school was able to give. It just isn’t possible in the classroom. An average of 30 students, the average lesson lasts 60 minutes, register, hand out books, explain the lesson, allow time to feedback, collect books, return equipment and dismiss – each student receives less than 2 minutes attention. I understand all the reasons, I understand all the pressures from so many places, and I understand why teachers on the frontline bear the brunt of so much frustration from students, from parents, from management. I had always tutored alongside teaching but I decided it was time to leave teaching and start tutoring full-time.
My students get high quality 1-1 support in science and maths. For some of my students, this is a little extra to give them the confidence they need to fully benefit from their lessons in school. For my other students it is a lifeline – someone that believes in them, someone that believes they can, with help, succeed, someone that has the time to give them the positive attention they need.
And then I sit back and watch them blossom.