Overview
You’ll have a factual starting point, a six-week run of logged intervention, and an EHCP-ready evidence pack that matches what’s happening in sessions and in class.
Most people come to us when they have been told the current picture is “not quite at threshold” and they need evidence that stands up in a meeting. You’ll leave with a clear gap map, measurable targets, and written session notes you can use. Next, we’ll book the baselines and start gathering clean data straight away.
We start with reading, spelling and maths baselines, then we teach from what the screens show and keep a tight record as we go. Each session has a focus, a short measure, and a note of what helped and what did not, so the evidence is built from what happened, not from guesses.
Who you are working with
We’re a special educational needs tutoring team built around one job: turning day-to-day learning difficulty into evidence you can take back to school or the local authority. We work from baseline measures, teach in short blocks, and write down what we see in a way that is easy to check against workbooks, classwork and progress data.
People pick us when they need writing that stays tight and factual. We use the same measures at the start and the end, we keep targets in plain numbers and observable behaviours, and we log what we changed when something was not working. That means a SENCO can lift targets into an IEP, and a parent can take the pack into a meeting without having to translate it.
The team
You’ll have one lead tutor day to day, with assessment and subject support from the rest of our team when it helps.
Team
Rhian Morgan, SEN lead tutor. Rhian leads the SEN side, keeps targets measurable, and makes sure session notes stay usable in school conversations.
Gareth Price, Assessment tutor. Gareth runs the baseline sessions and turns screening results into a gap map you can act on.
Carys Evans, Literacy intervention tutor. Carys delivers dyslexia-focused literacy intervention and records the prompts and strategies that move accuracy and fluency.
Owain Davies, Numeracy intervention tutor. Owain delivers dyscalculia-focused numeracy intervention and tracks the exact step where methods break down.
“The notes were detailed and usable, and the targets finally matched what we saw.”
SENCO, a mixed-age primary school
How the sessions run
Sessions are 60 minutes and usually happen 1:1. The first two sessions are baseline-led. After that, we run a six-week intervention block and keep a short written log each time, plus quick measures so we can see what is shifting.
1. Baseline: literacy Session 1 We run a reading and spelling baseline and note the error patterns we can see, not just the score. You’ll get a clear record of what was attempted, what helped, and where accuracy drops. If school reports are available, we’ll align our notes to the same areas without copying their wording. 2. Baseline: maths Session 2 We screen core number skills and map the gaps to the level they show up at, such as place value, number facts or written methods. We also note working memory load and what prompts reduce it. This gives us a starting point that can be checked against classwork and homework. 3. Teaching block Weeks 1-6 Each week has a small teaching focus, a practice routine, and a short check at the end so we are not relying on impressions. We keep the teaching practical, and we record the supports used, like prompts, overlays, chunking or concrete resources, so the notes show what was tried. 4. Review and next targets Week 6 We repeat the key checks from the baselines and compare them to the starting scores and work samples. Then we tighten the targets so they describe what the learner will do, how often, and under what support. If you want us to liaise with school, we’ll send the summary in a format a SENCO can lift into a plan.
Sessions and prices
Most families and schools start with the full block so you have baselines, six weeks of logged teaching, and a pack you can take back into a meeting.
Priced items
Next steps
If you want us to start gathering evidence, the next step is to book the baseline sessions and reserve the six-week block.
1. Sign and return this proposal. 2. Choose dates for the two baseline sessions. 3. Pay for the block before the first intervention session, then we begin.
Signature
Fee summary
Do you work to the school’s targets or set your own?
We can do either. If the school targets are measurable and match what we see in the baselines, we’ll teach straight to them and log progress against the same wording. If they are too broad to measure, we’ll write tighter targets and show how they link back to the same need.
WHAT DO YOU ACTUALLY WRITE DOWN EACH SESSION THAT I CAN USE AS EVIDENCE?
We log the session focus, what was taught, what support was used, and a short measure or work sample that shows performance. We also note patterns we can see, like repeated error types, and what changed when we adjusted the task or the prompt.
How quickly will you know what the real gaps are?
You’ll have a first gap picture after the two baseline sessions. We use that to choose the first targets for the block. Then we confirm and refine the gap map as we teach, because some gaps only show once the task demand changes.
CAN YOU LIAISE WITH THE SENCO AND KEEP IT TIGHT AND FACTUAL?
Yes. We can share a short summary of baselines, targets, and progress checks, written in school-friendly language and backed by the session log. We stick to what we measured and observed, and we avoid padded wording that invites a debate about interpretation.
Payment
Sessions are paid for in advance. A single session is paid when it’s booked, and a pack is paid before its first session. Every invoice is payable within 14 days of its date.
Cancellations. If you need to cancel or move a session, we ask for the notice period set by the owner when you book. Late cancellations and no-shows are charged at the owner’s stated fee because the slot can’t usually be refilled.
Using a pack. Your EHCP evidence tuition block is used across the sequence in the scope (two baseline sessions, then the 6-week teaching block, then the Week 6 review). Any expiry window is set by the owner and confirmed at booking.
Attendance and engagement. Progress measures only mean something if your child is in session and able to take part. If illness, fatigue, behaviour, or anxiety changes what’s possible on the day, we’ll log what we could do and adjust the next session plan.
What we record. We keep a session log with the session focus, what was taught, what support was used, and a short measure or work sample. We also note patterns we saw and what changed when we adjusted the task or prompt.
Liaison with school
If you want us to liaise with school, you’ll introduce us to the named contact and confirm consent to share notes. We keep updates short, factual, and tied to what we measured so they’re usable in school.
Reports and documents. Our written outputs cover what we observed and measured in sessions, the targets we taught to, and the progress checks we ran. We don’t write what we can’t evidence from the baselines, the teaching block, or shared school documents.
Access arrangements. Exam access arrangements tutoring and practice can support skill-building and familiarity with arrangements used in school. We can’t guarantee an approval decision because formal decisions sit with the school and the awarding body.
Not therapy or medical care. Our work is educational support and evidence-based tutoring. It isn’t therapy, it isn’t medical care, and we can’t promise a specific outcome from an intervention block because learners respond differently over time.
