Laura

I am an Oxford-educated, 35-year-old mother of 1. I have a BA & MA (French and German, The Queen's College, Oxford, 2006-10), a PGCE (Goldsmiths, University of London, 2013) and a CELTA (The British Council, York, 2009).

I tutor at weekends only in-person and at the tutee's home with parents/carers present.

In a nutshell, my 20s were largely spent training and teaching in independent and state schools in London. On moving to St Andrews (Scotland), I taught in local primary schools and in one independent school. I then spent a couple of years building up a highly successful tutoring practice in Edinburgh. (Demand latterly outstripped supply!)

I have always loved reading and writing. So, having pressed 'pause' on tutoring in 2020, I had a baby and focussed on this. This latterly meant doing a course at London School of Journalism and writing professionally (on education and the arts) for a number of publications incl. Edinburgh Nursery & School Guide (which I still edit) and Scottish Field.

Over the years as a teacher in London and, latterly, Scotland, I built up a wealth of resources and expertise.

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Laura taught at primary level in the UK for a decade and enjoyed developing her skills. She was a dedicated and reflective practitioner. Laura is a perfectionist and tailored her teaching carefully to suit each child. Fully registered to teach in Scotland, she also wrote regularly on educational matters in The Edinburgh School Guide and elsewhere.

Crucially, Laura retained links with good primary schools both in and outside Edinburgh. Her teaching was both imaginative and curriculum relevant. As a tutor, her ultimate aim was for every child to enjoy learning. All individualised planning was done with this main aim in mind. Laura’s approach has always been somewhat psychological: It is essential to plan for ‘the whole child’ - holistically- if teaching is to unlock potential and boost a learner’s self-esteem.

Laura read French and German at Oxford University (The Queen’s College), where she was a choral scholar. After being recognised as an ‘Outstanding’ teacher by Goldsmiths University in 2013, she was highly in demand at many of London’s finest schools (both independent and state) for the next five years.

Laura has lived in Scotland since 2016, and was awarded Full Teacher Status by GTC Scotland in 2017. Before becoming a tutor in Scotland, Laura taught in both independent and state schools in Fife (on supply) in order to familiarise herself with the Curriculum for Excellence and the Scottish approach.

Laura was an inspiring English teacher and developed a niche in helping primary-age children who struggled with Maths.

She would be delighted to support any parent who is concerned about their child’s progress in English and Maths in any way that she can. In recent years, she wrote about Dyslexia. And successfully advised parents who needed a diagnosis for their child. She is a big believer in the power of reading and is experienced in encouraging reluctant readers.

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Tutoring Experience

Following my degree, I worked as a teaching assistant at an ‘Outstanding’ London prep school (Abercorn) where I led booster groups in Maths and English for a year, learning on the job.

After my PGCE, I worked as a school teacher delivering all subjects to children from 5 -11 years. Time spent teaching at a variety of schools across London (independent, state, many ‘outstanding’) allowed me to gain first-hand experience of the most up-to-date teaching methods and approaches at the time. I would say that this is what makes me stand out as a tutor in Edinburgh.

Among the outstanding schools I worked at was Charles Dickens Primary School in Southwark, which is still one of London’s leading or ‘beacon’ schools. I benefitted from having many inspiring mentors who had themselves also run Outstanding schools. As a tutor, I try to stay tuned to most recent developments in these schools and further afield.

While in London, I frequently chose to work as a supply teacher. I enjoyed the freedom and unique opportunity this gave me to see many different kinds of schools - religious, international, challenging, thriving, special needs etc. This experience helped me build a strong sense of what effective teaching looks like. And what it takes to inspire and motivate a child.

As a supply teacher, I was always in huge demand because I was enthusiastic, organised and determined. I also recognised early on that effective primary teaching starts with strong behaviour management. Where there is poor behaviour in a classroom, learning is always compromised.

Supply teaching invariably led to more permanent posts. Before leaving London, I taught all year groups in one primary school for a year. I also tutored a young boy (at Newton Prep) on an (almost) daily basis. It was this experience that made me think about becoming a tutor. I enjoy being able to focus on an individual’s needs.

I have tutored children at the following Edinburgh schools: South Morningside Primary, Trinity Primary, ESMS, Loretto Junior School, St George's, Merchiston, Davidson’s Mains Primary School, Parsons Green Primary School.

Since moving to Edinburgh in 2018, I have taught English to international students of primary and secondary school age.

Dyslexia Support

I have helped parents navigating Dyslexia diagnosis. In one case, my advice eventually led to a child receiving a diagnosis. In the meantime, I was able to offer the required support and source appropriate resources enabling the parents to help their child. As a tutor and as a teacher I have worked with numerous other children with Dyslexia and ADHD.

Tutoring Approach

Step 1 - Discussion & Assessment

It is crucial that I build up an informed understanding of your child's social, emotional and academic needs and interests before tutoring them. In order to do so, I first spend time ( 1 hour max.) speaking with the parents/carers about the child's experiences to date. Either in-person or via the phone/Zoom, as you prefer. This is a valuable opportunity for the parent/carer to meet me and ask questions. If happy, you can then book in a first assessment session.

My assessment

At primary level, this will almost always be informal. If needed, I may provide an additional task for your child to complete at home. The more information/evidence I have, the better for my planning. Please do provide examples of work and/or reports if you have them.

My Tutoring Approach

Children (like adults) learn best when they are relaxed, happy and genuinely interested. So my goal is always for the tutee to be having fun in the moment.

I have years' worth of games and fun activities at my disposal. And I am constantly adding to this bank. When teaching older or more mature children, I will mix and match with more old-fashioned methods.

In a nutshell:

Planning (of resources, activities, strategies etc. beforehand)
Pace
Praise

Maths

I follow the ‘concrete-pictorial- abstract’ progression. Younger children and children who are struggling invariably require hands-on experience of mathematical concepts. I use traditional props such as unifix cubes, dienes, flashcards, abacus etc., and also real artefacts (shells, beads, tape measures etc.) Where appropriate, I use materials from the Shanghai Method of Maths teaching, which is the result of extensive research by experts in this field and is transforming children’s attainment in Maths across the globe. One course I attended demonstrated ways in which Maths can be made visual, accessible and more enjoyable.

I recognise the fundamental importance of teaching children to calculate mentally. I refer closely both to the Curriculum for Excellence and other publications (National Strategies: Teaching children to calculate mentally). My aim is to build up a child’s awareness of the range of strategies available when calculating both mentally and formally. Games, open questions and investigative activities help to foster independence and confidence.

I use a range of renowned educational publishers (Schofield and Sims, Collins, Heinemann Maths etc.). A great variety of educational websites such as Nrich Maths (for problem solving) help me to vary my teaching. I also refer to materials used in UK schools such as the Maths Mastery publication (available online). This document outlines ways in which a child should be able to apply learning at each level in order to solve problems.

Phonics

I have been thoroughly trained in several approaches (Jolly Phonics, Read Write Inc. and Letters and Sounds.) I have the flashcards and resources necessary to help young readers make swift progress.

Please note:

The fee quoted is PER SESSION. Younger children (P1-4) may, where deemed appropriate, be given slightly shorter (30- or 45- min.) sessions and/or short 'brain breaks.' The fee quoted covers time spent doing tailored, individualised planning, sourcing resources (incl. new ones where appropriate), time spent giving feedback outside sessions, and any transport costs. I may, very occasionally, recommend the parent/carer purchase a resource for practice at home. But only when it could only be used for your child.

I always provide feedback after each session. You can choose whether you would rather receive this at the end of of the session (in person), or by email/phone conversation.

All parents receive regular updates on the latest available resources and educational websites (where appropriate) and access to my reading lists. I am also happy to spend time sourcing suitable books for your child.

Tutoring Testimonials elsewhere:

Laura is an excellent tutor! I have used tutors before and have been particularly impressed with her approach, dedication and professionalism. My 9 year old daughter who has been schooled both privately and in a renowned public school has now developed her reading skills. This has been solely due to Laura and my daughters eagerness to learn. Laura developed ways to make reading fun and develop my daughters reading confidence. Moreover, Laura is always sending me additional tools and websites so that I can continue my daughters reading development outside tutoring hours.
The difference that Laura has made to my daughters reading with only an hour a week is exceptional. I would highly recommend Laura.
Karyn, 5th January, 2019 - Tutorful

What a lovely first meeting - Laura is kind, patient and put my little girl at ease immediately. Since her tutoring session my daughter has been bright and cheerful and even asked to read her homework twice! Looking forward to seeing her confidence grow more with Laura's support.
Claire, 14th March, 2019 - Tutorful