Should My Child Have Tuition Over The Summer Holidays?
Is Summer Holiday Tuition Worth It?
As the summer holidays approach, many parents begin asking the same question:
Should my child have tuition over the summer?
It’s an interesting debate and one which doesn’t really have a universal answer.
For many families, summer is a precious opportunity to slow down. After months of early mornings, homework, packed lunches and busy schedules, children deserve time to relax, recharge and simply enjoy being children. Looking back at my own school holidays, some of my happiest memories involve long days outdoors, building dens, reading books and becoming completely absorbed in whatever strange obsession had captured my imagination that particular week.
Summer should never feel like an extension of school.
However, there is another side to the story.
Teachers often talk about the “summer slump”, that period during the long break when some children forget skills they worked hard to develop during the academic year. This is completely normal. In fact, many schools spend the first few weeks of the autumn term revisiting previous learning before introducing new concepts.
For some children, particularly those who have struggled with confidence or have gaps in their learning, a small amount of support over the summer can make a surprisingly big difference.
Learning Doesn’t Have To Feel Like School
When people hear the word “tuition”, they often imagine children sitting at a desk completing worksheets while everyone else is outside enjoying the sunshine.
Some of the most effective holiday learning happens through games, creative challenges, discussion activities and hands-on tasks. Without the pressure of school assessments and deadlines, children often feel more relaxed and willing to take risks in their learning.
In many ways, summer provides an opportunity to revisit skills at a gentler pace.
Whether a child needs support with reading, writing, spelling, times tables or mathematical fluency, a few well-planned sessions can help keep important skills ticking over without dominating the holiday period.
What About Children With SEND?
For children with SEND, summer tuition can sometimes be particularly valuable.
Many neurodivergent children thrive on routine and predictability. Whilst a complete break from school can be beneficial, six weeks without any structured learning can feel unsettling for some children.
As someone with ADHD, I understand this feeling well. Although I desperately needed breaks from school, I also found comfort in having something meaningful to focus on. Too much structure felt restrictive, but no structure at all often left my thoughts bouncing around like pinballs in an arcade machine.
Every child is different, but many children with ADHD, autism, dyslexia and other learning differences benefit from maintaining a small amount of routine during the summer months.
The quieter pace of the holidays also allows tutors to spend more time exploring how a child learns best. Without the demands of the school timetable, sessions can focus on building confidence, strengthening key skills and developing strategies which can later be transferred back into the classroom.
So, Is It Worth It?
The honest answer is: sometimes.
Not every child needs summer tuition and not every family wants it. Holidays should still be holidays. However, if your child has gaps in learning, struggles with confidence, is preparing for a transition to a new school or simply benefits from additional support, summer tuition can be a valuable investment.
The most successful summer learning programmes are flexible, enjoyable and tailored to the individual child. They don’t aim to replace summer adventures with worksheets and timetables. Instead, they provide just enough support to help children return to school feeling confident, capable and ready for a new academic year. After all, the goal isn’t to fill every moment of the holidays with learning.
It’s to ensure children begin September believing they can succeed.
If you are considering summer tuition in Bedford or online, our Super Summer Learning sessions provide personalised support for children aged 5-16 in a fun, engaging, and encouraging environment.
To find out more, please click on the link below:
One of the questions I am frequently asked by parents living overseas is whether there is a significant difference between the British and American curricula.
The short answer is yes… and no!
Having taught children following both educational systems for many years in countries such as the UAE and Thailand, I am often surprised by how similar they really are. Whilst there are certainly some differences in terminology, assessment and curriculum content, both ultimately aim to help children develop the same core skills: confidence in reading, competence in writing and a secure understanding of mathematics. That being said, there are some important distinctions which can occasionally catch families by surprise, particularly when children move between schools or educational systems.
One of the most obvious differences appears in English.
Although British English and American English are essentially the same language, there are some spelling variations which can occasionally cause confusion. For example, a child attending a British school may write colour, favourite and centre, whilst a child following the American curriculum will be expected to write color, favorite and center.
I often teach both British and American English and one of the first things I reassure children about is that neither version is “wrong”. The important thing is consistency. If a child is studying within an American school, they should use American spellings. If they are following the British curriculum, British spellings are usually expected.
Fortunately, children tend to adapt remarkably quickly once they understand the differences.
Over the years, I have also gained extensive experience preparing students for the GL Assessments used by many international schools. These assessments often form an important part of school entry procedures and provide valuable information about a child’s strengths and areas for development. Supporting children through these assessments has given me a strong understanding of the skills many international schools expect students to demonstrate.
Alongside this, I regularly support students studying iGCSE English Language. I particularly enjoy helping learners develop their reading, writing and analytical skills whilst building the confidence needed to tackle longer pieces of writing and examination questions.
My experience is not limited to the British curriculum, however.
I have also worked with students in countries such as Saudi Arabia who follow Common Core English and Mathematics programmes, and regularly support children studying both the British and American curricula. Over the years, working across different educational systems has taught me that successful teaching is rarely about the curriculum itself. More often, it is about understanding the child sitting in front of you and adapting your approach to suit the way they learn best.
Mathematics is perhaps where some of the most noticeable differences occur.
When I first began supporting a student studying the American mathematics curriculum over a longer period of time, I quickly realised that certain concepts were approached differently. The methods were not necessarily better or worse, but they were sometimes presented in a different order or explained using different terminology.
One area which particularly expanded my own knowledge was the use of imperial measurements.
Whilst British children are often familiar with miles and occasionally encounter other imperial units, the American curriculum tends to make much greater use of feet, inches, yards, pounds and gallons. Supporting students with these concepts helped me become far more confident teaching measurement systems which are not always covered in depth within the British curriculum.
Experiences like these have been invaluable because they have allowed me to become more adaptable as a tutor.
Perhaps the biggest lesson I have learnt is that children are often far more flexible than adults give them credit for. Whether they are learning colour or color, converting centimetres or inches, preparing for GL Assessments or studying iGCSE English Language, the underlying goal remains exactly the same: helping them become confident, capable learners.
Curricula may vary from country to country, but curiosity, confidence and a love of learning are universal.
As someone who works with children from a wide range of countries and educational backgrounds, I genuinely enjoy helping students navigate these differences and discover that, regardless of which curriculum they follow, they are capable of achieving great things.
Here at Bedford Tutor, I have supported children following both the British and American curricula for many years. From GL Assessments and iGCSE English Language to Common Core English and Mathematics, working with learners from different educational systems has helped me develop a flexible approach that allows every child to build confidence whilst developing the skills they need to succeed.
Today marks six years since I was diagnosed with Combined ADHD.
It’s strange really, because in some ways it feels like yesterday, and in other ways it feels as though I’ve lived an entirely different lifetime since that appointment.
The date has always carried extra meaning for me because it’s also my late grandmother’s birthday. She was one of those people who believed in me long before I fully believed in myself. I’d like to think she’d be proud—not because I have ADHD, of course, but because of what I’ve chosen to do with the understanding that diagnosis gave me.
Looking back now, I don’t really see my diagnosis as the beginning of my ADHD journey.
It was the beginning of my self-understanding.
For 31 years, I thought I was the problem
Before my diagnosis, I spent decades trying to work out why some things seemed so effortless for other people but felt exhausting for me.
Why could I happily spend twelve hours hyperfocused on something I loved, yet struggle to answer an email?
Why did my brain collect ideas like a magpie collecting shiny objects?
Why did people describe me as enthusiastic, energetic and creative, yet also tell me I needed to slow down, listen more carefully and stop rushing?
The answers had actually been following me around since childhood.
When I requested my old school reports before my assessment, I expected to find the occasional comment.
Instead, I found pages and pages of teachers describing the same child.
“Infectiously enthusiastic.”
“Needs to listen more carefully.”
“Too keen to get on.”
“Must slow down.”
“Controlling her excitement.”
“Work is not a race.”
Reading those reports as a 31-year-old was emotional.
Not because they criticised me.
Because they saw me.
Long before ADHD was even mentioned, they were describing exactly the same traits that would eventually contribute to my diagnosis.
When my psychiatrist assessed me in July 2020, it wasn’t based on one conversation. It drew together my childhood reports, detailed questionnaires, information from my mum and my own lifelong experiences before confirming Combined ADHD.
Suddenly, thirty-one years of confusion began to make sense.
My diagnosis didn’t change who I was
People sometimes imagine receiving an ADHD diagnosis changes everything overnight.
It doesn’t.
I didn’t wake up the next morning with a different brain.
I was still the same person who became fascinated by new ideas.
The same person who interrupted because my excitement arrived before my patience.
The same person who could lose an afternoon researching one tiny question I’d accidentally asked myself.
The diagnosis didn’t change me.
It changed the way I understood myself.
Instead of asking,
“What’s wrong with me?”
I started asking,
“What works for me?”
That tiny shift changed everything.
The biggest surprise wasn’t the diagnosis…
…it was realising how hard I’d been working just to appear “normal.”
Like many women with ADHD, I’d developed coping strategies without even realising it.
Systems.
Lists.
Routines.
Calendars.
Colour coding.
Structure.
From the outside, people often assumed I couldn’t possibly have ADHD because I ran a business, arrived on time and appeared organised.
What they couldn’t see was the amount of energy it took to hold all those systems together.
Looking back, I wasn’t organised because ADHD hadn’t affected me.
I was organised because I had spent years building scaffolding around the parts of my brain that found organisation difficult.
ADHD has shaped my work in ways I never expected
One of the biggest gifts my diagnosis gave me was understanding why I connected so naturally with so many of the children I teach.
Long before I knew I had ADHD myself, I was already drawn towards children who learned differently.
The child who couldn’t sit still.
The child who had brilliant ideas but couldn’t get them onto paper.
The child who had been told they talked too much.
The child whose confidence had quietly disappeared because school had become a place where they constantly felt they were getting things wrong.
Now I understand why.
I recognise so much of myself in them.
Not every child with ADHD is the same—I often say, “My ADHD isn’t your ADHD.” We all experience it differently. But understanding my own brain has made me a better tutor, a better listener and, I hope, someone who helps children feel understood rather than judged.
Six years later…
People sometimes ask whether I still think about my diagnosis.
The answer is yes.
Not because I question it anymore.
Quite the opposite.
Every so often, I’ll stumble across another childhood memory, another school report or another family story and think,
“Well… that makes sense now.”
It’s almost amusing how many clues there were.
The child who was constantly told to slow down.
The teenager whose enthusiasm was often bigger than the room.
The adult who built a business around curiosity, creativity and helping other people.
The signs were there all along.
I just didn’t know what I was looking at.
If you’re still wondering…
One thing I wish someone had told me six years ago is this:
You don’t have to become a different person after an ADHD diagnosis.
You don’t need to lose your enthusiasm.
Or your creativity.
Or your energy.
Those things aren’t the problem.
Learning how to regulate them is.
Understanding yourself isn’t about changing who you are.
It’s about giving yourself permission to stop fighting your own brain and start working with it instead.
Looking back with gratitude
To celebrate today, I bought myself a wonderfully colourful ADHD hoodie from Vinted.
A small thing perhaps.
But sometimes milestones deserve celebrating.
Because six years ago I walked into an assessment hoping for answers.
I walked out with something much bigger.
Understanding.
And from that understanding grew acceptance, confidence, ADHD Galaxy, Bedford Tutor, countless conversations with families who finally felt understood, and a career helping children realise that struggling doesn’t mean they’re broken.
If sharing my story helps just one parent recognise their child, or one adult finally feel understood, then every word has been worth writing.
When families move overseas, one of the biggest priorities is ensuring their children continue to receive a high-quality education. Whether you’re living in the UAE, Saudi Arabia, Singapore, Malaysia, Thailand or elsewhere, international schools offer wonderful opportunities, but they can also present unique academic challenges.
Over the years, I have worked with many children following the British Curriculum whilst living abroad, and one thing has become increasingly clear: choosing the right online tutor is about far more than finding someone who knows the curriculum.
It’s about finding someone who understands your child.
Why Families Living Abroad Often Seek Additional Support
Moving overseas is exciting, but it also brings change.
Children may be adapting to a new country, making new friends, learning alongside classmates from many different cultures and settling into an unfamiliar school environment. Even confident learners can take time to adjust.
Some children need support because they’ve missed parts of the curriculum during an international move. Others simply benefit from having one consistent adult outside school who understands both the British education system and the realities of international life.
I’ve often found that parents contact me not because their child is struggling, but because they want to build confidence before small gaps become larger ones.
Experience with the British Curriculum Matters
A tutor who understands the British Curriculum can provide reassurance for both parents and children.
From Key Stage 1 through to Key Stage 4, English and maths develop in carefully planned stages. Understanding those expectations allows lessons to focus on exactly what a child needs, whether that’s strengthening phonics, improving reading comprehension, building mathematical reasoning or preparing for iGCSE English Language.
Many international schools also use GL Assessments to monitor progress, meaning tutors who understand these assessments can provide targeted support without turning learning into endless test preparation.
Every Child Learns Differently
One lesson I’ve learnt after many years of tutoring is that no two children learn in quite the same way.
Some thrive with structured explanations and routine.
Others learn best through discussion, creativity and practical activities.
Children with ADHD, dyslexia, dyscalculia or autism often need lessons adapted to suit the way their brains naturally process information rather than being expected to fit one teaching method.
As someone diagnosed with ADHD myself, I understand how misleading educational stereotypes can be. ADHD looks different in every individual, and the same is true of every learner. The most effective tuition starts with understanding the child before the curriculum.
Look Beyond Qualifications
Qualifications certainly matter.
Parents deserve to know their tutor has strong subject knowledge and appropriate experience.
However, when I think back to my own education, the teachers who had the greatest impact weren’t necessarily those with the longest list of qualifications.
They were the ones who listened.
They noticed when confidence was slipping.
They explained things differently when the first explanation didn’t quite make sense.
Those qualities are just as important in online tuition.
A tutor who builds trust will often achieve far more than one who simply delivers information.
Flexibility Makes a Huge Difference
One of the greatest strengths of online tuition is flexibility.
Families living abroad often follow different school calendars from the UK. Whilst British schools may be enjoying their summer holidays, many international schools are preparing for a new academic year.
Having a tutor who can adapt lessons around these schedules makes learning far less stressful.
Flexibility also extends to teaching methods.
Some children benefit from visual resources.
Others enjoy games and interactive challenges.
Some need additional time to process new concepts before moving on.
The best tutors recognise that adapting to the learner is often the key to long-term success.
Communication with Parents is Essential
One aspect of tutoring that parents often overlook is communication.
When families are living overseas, parents may not always have daily contact with teachers in the same way they would in the UK.
Regular updates from a tutor can therefore become incredibly valuable.
Knowing which areas are improving, where confidence is growing and what to continue practising at home helps everyone work together towards the same goals.
Confidence Comes Before Progress
One of my favourite moments as a tutor isn’t when a child achieves a high score.
It’s when they say, “I think I can do this.”
Confidence changes everything.
Children begin asking more questions.
They become willing to tackle more challenging work.
Mistakes stop feeling frightening and become part of learning instead.
I’ve seen this happen countless times with students across the UK and around the world. Often, academic progress follows naturally once confidence has been rebuilt.
Questions to Ask Before Choosing an Online Tutor
Before making your decision, consider asking:
Do they have experience teaching the British Curriculum?
Have they worked with international school students?
Can they support children with different learning styles or SEND?
How do they personalise lessons?
Do they communicate regularly with parents?
Do they focus on confidence as well as academic achievement?
The answers will often tell you far more than a long list of qualifications.
Final Thoughts
Choosing an online tutor for your child whilst living abroad is an important decision.
The right tutor should provide more than curriculum knowledge. They should understand children as individuals, adapt their teaching to suit different learning styles and help learners feel confident, supported and motivated.
Whether your family is based in Dubai, Abu Dhabi, Riyadh, Jeddah, Kuala Lumpur, Singapore, Bangkok or elsewhere, personalised online tuition can provide valuable continuity alongside an excellent international education.
After all, children don’t simply need someone to teach them English or maths.
They need someone who helps them believe they can succeed.
Here at Bedford Tutor, I have supported children following the British Curriculum across the UK and around the world for many years. Whether your child attends an international school, is preparing for GL Assessments or simply needs personalised support in English or maths, I provide engaging one-to-one lessons that build confidence whilst developing the essential skills children need to thrive.
To find out more, please click on the relevant link below:
Relocating overseas is an exciting chapter for many families. Whether you’re moving to Dubai, Abu Dhabi, Riyadh, Jeddah, Singapore, Kuala Lumpur or Bangkok, the opportunity to experience different cultures and ways of life can be incredibly rewarding for children.
Alongside the excitement, however, comes a question that many parents ask:
“How can we make sure our child continues to succeed with the British Curriculum?”
It’s a question I hear regularly from families living around the world.
Having worked with British Curriculum learners for many years, both in the UK and internationally, I know that every child’s educational journey is unique. Some children settle into their new school almost immediately, whilst others need a little extra reassurance as they adjust to new teachers, classmates and routines. Some are preparing for GL Assessments, others are working towards iGCSE English Language, and many simply need someone who understands both the curriculum and the challenges of living overseas.
The encouraging news is that children are remarkably adaptable. With consistency, encouragement and the right support, they can flourish wherever they happen to be learning.
Why Families Continue with the British Curriculum Overseas
For many expatriate families, choosing a British international school provides valuable continuity during what can otherwise be a significant life change.
Moving country often means adjusting to a different climate, culture, language and way of life. Keeping a familiar curriculum helps reduce one major uncertainty and allows children to focus on settling into their new environment.
Many parents also appreciate that the British Curriculum provides a clear educational pathway from the primary years through to GCSEs, iGCSEs and A Levels. This continuity can be particularly important for families who relocate frequently or who may eventually return to the UK.
Over the years, I have supported learners attending British international schools across the UAE, Saudi Arabia and Thailand. Although each school has its own character and teaching style, they all share the same fundamental aim: helping children develop confident reading, writing, mathematical reasoning and independent thinking.
British International Schools Are Similar… But Never Identical
One of the biggest misconceptions is that every British international school teaches exactly the same content in exactly the same way.
In reality, schools have considerable flexibility.
Whilst they broadly follow the National Curriculum for England, they often introduce topics in different sequences, use different textbooks and adopt different approaches to assessment. Some schools regularly use GL Assessments to monitor progress, whilst others place greater emphasis on continuous classroom assessment or prepare students for internationally recognised qualifications such as iGCSEs.
Parents sometimes worry that changing schools will leave gaps in their child’s learning.
In my experience, these gaps are usually much smaller than families imagine.
Good teaching focuses on developing secure underlying skills rather than simply covering pages in a textbook. A child with strong reading comprehension, confident writing skills and secure mathematical understanding can usually adapt quickly, even if the order in which topics are taught changes slightly.
Settling Into a New School Takes Time
Moving schools can feel overwhelming, even for confident children.
New classmates, unfamiliar routines and different expectations all require adjustment. Children who appeared settled in their previous school may suddenly become quieter or less confident whilst they find their feet.
Parents often assume this means their child is struggling academically.
More often than not, they are simply processing a great deal of change at once.
Whenever I begin working with a child who has recently relocated overseas, my first priority is not accelerating through curriculum content. Instead, I focus on helping them rebuild confidence.
Children learn best when they feel emotionally secure.
Once they begin to feel comfortable asking questions, making mistakes and sharing ideas, academic progress often follows naturally.
Learning Doesn’t Stop When the School Day Ends
One of the greatest advantages of living overseas is that learning extends far beyond the classroom.
Visiting historical landmarks, exploring museums, experiencing different cultures and hearing new languages all contribute to a child’s education in meaningful ways.
Parents sometimes underestimate how valuable these experiences can be.
Discussing local traditions, comparing different customs or simply reading information boards together during family outings all help develop vocabulary, comprehension and curiosity.
Reading together remains one of the most powerful ways to support British Curriculum learners.
For younger children, sharing stories develops vocabulary, comprehension and a lifelong love of books.
Older learners benefit from discussing novels, newspaper articles and current affairs.
Rather than asking, “Did you enjoy the book?”, try questions such as:
Why do you think the character made that decision?
What clues helped you work that out?
Would you have handled the situation differently?
These conversations encourage the deeper thinking that sits at the heart of the British Curriculum.
Everyday Maths Is Everywhere
Parents often ask how they can support mathematics without sitting down with worksheets every evening.
Fortunately, maths appears naturally throughout daily life.
Cooking develops measurement skills.
Shopping encourages budgeting and percentages.
Travelling introduces time zones, timetables, distance and currency conversion.
Even planning family holidays creates opportunities to estimate costs, compare exchange rates and calculate journey times.
These practical experiences help children understand that mathematics is not simply something found inside textbooks.
It is part of everyday life.
Different School Calendars Can Be an Advantage
One unexpected aspect of teaching internationally is discovering how varied school calendars can be.
Whilst children in the UK may be enjoying their long summer holiday, some international schools are already preparing for a new academic year.
Likewise, there are times when UK schools are in full swing whilst many overseas students are enjoying extended holidays.
Rather than seeing these differences as a challenge, many families use quieter periods to consolidate learning.
Without the pressure of homework and busy school evenings, children often have more mental space to revisit topics they have found difficult or develop greater confidence before returning to school.
Even one lesson a week during the holidays can help maintain momentum and reduce the anxiety some children experience before a new term begins.
Preparing for GL Assessments and iGCSE English
Many British international schools use GL Assessments to monitor progress in English, mathematics and reasoning.
Parents sometimes become understandably anxious when they hear the word “assessment”.
In reality, these tests are designed to measure a child’s current attainment rather than catch them out.
The most successful preparation rarely involves endless practice papers.
Instead, children benefit from regularly reading, expanding their vocabulary, strengthening grammar and punctuation, developing mathematical reasoning and becoming familiar with the style of questions they may encounter.
Similarly, students preparing for iGCSE English Language develop confidence over time through consistent reading, thoughtful discussion and regular writing practice rather than last-minute revision.
Strong literacy skills are built gradually.
There are no shortcuts.
Supporting Neurodivergent Learners Overseas
Many international schools provide excellent SEND provision, but the level of support available can vary considerably between countries and individual schools.
There is no single approach that works for every child.
As someone diagnosed with ADHD as an adult, I know first-hand that neurodivergence looks different in everyone. Two children with the same diagnosis may learn in completely different ways, requiring entirely different strategies and levels of support.
Some learners benefit from movement breaks.
Others need visual prompts, colour coding or carefully structured routines.
Many simply need lessons delivered at a pace that allows them to process information without feeling overwhelmed.
When teaching neurodivergent learners, flexibility is often far more valuable than rigidly following a lesson plan.
Understanding the child always comes before covering the curriculum.
Why Confidence Matters More Than Perfection
One lesson I have learnt over many years of tutoring is that confidence influences academic progress far more than many people realise.
Children who believe they can succeed are willing to attempt difficult questions.
They ask for help when they need it.
They persevere when something feels challenging.
Conversely, children who begin to doubt themselves often avoid taking risks, even when they already possess the knowledge needed to solve a problem.
This is why I spend so much time celebrating progress.
Sometimes success is mastering a difficult spelling pattern.
Sometimes it’s remembering a mathematical method independently.
Sometimes it’s simply finding the confidence to say, “I don’t understand.”
These small moments often become the foundations upon which much greater achievements are built.
The Value of Consistent Online Tuition
One of the greatest advantages of online tuition is continuity.
Families relocating internationally no longer need to find a new tutor every time they move country.
Children can continue learning with someone who already understands their personality, learning style and educational history.
During the pandemic, I worked with many children who initially joined online lessons because they had little choice.
What surprised many families was how successful one-to-one online learning became.
Without the distractions of a busy classroom, many children became more engaged, asked more questions and developed greater confidence in their abilities. That experience transformed much of my own teaching and reinforced how effective personalised online tuition can be for learners around the world.
Frequently Asked Questions
Can my child return to a UK school later?
Yes. One of the strengths of following the British Curriculum overseas is that transitions back into UK schools are often much smoother than moving between entirely different educational systems.
Should we continue learning during school holidays?
Children absolutely deserve time to rest and enjoy their holidays.
However, maintaining some light reading, writing and mathematical practice can prevent skills from fading and help children feel more confident when school resumes.
Is online tuition worthwhile?
For many internationally mobile families, online tuition provides valuable consistency. Lessons can continue wherever a family moves, helping children maintain confidence and build long-term relationships with a tutor who understands both their educational journey and their individual learning needs.
Final Thoughts
Living overseas offers children extraordinary opportunities.
They develop resilience, adaptability, cultural awareness and independence alongside their academic studies.
The British Curriculum provides a familiar framework, but successful learning is about much more than following a programme of study.
It is about nurturing curiosity, encouraging confidence and helping every child discover that they are capable of achieving great things.
Whether a learner is attending a British international school in Dubai, preparing for GL Assessments in Singapore, studying iGCSE English in Malaysia or strengthening mathematics from home in Saudi Arabia, the principles remain exactly the same.
When children feel understood, supported and encouraged, they are free to thrive.
Here at Kite Tutoring, the online division of Bedford Tutor, we have supported British Curriculum learners across the UK and around the world for many years. Whether your child attends an international school in the UAE, Saudi Arabia, Singapore, Malaysia or Thailand, is preparing for GL Assessments or iGCSE English Language, or simply needs extra confidence in English or maths, we provide personalised online tuition that adapts to the individual child and helps them develop the skills they need to succeed wherever they are in the world.
To find out more, please click on the relevant link below:
When parents ask me what the most important part of primary maths is, my answer is almost always the same: number sense.
Before children can confidently tackle fractions, algebra or problem solving, they need to develop a deep understanding of numbers themselves. Just as we wouldn’t expect a child to build a house without solid foundations, we shouldn’t expect them to master more complex mathematics until they truly understand the basics.
Over the years, I’ve found that children make their greatest progress when we slow down, build confidence and make sure those mathematical foundations are secure before moving on.
What Is Number Sense?
Number sense is far more than simply being able to count or memorise times tables.
It is a child’s intuitive understanding of how numbers work and how they relate to one another. Children with strong number sense can estimate, recognise patterns, spot relationships and approach problems flexibly rather than relying on memorised procedures.
For example, instead of seeing 8 + 7 as a calculation to memorise, a child with good number sense might think:
“I know 8 needs 2 to make 10, so I’ll take 2 from the 7. That makes 10 + 5 = 15.”
That kind of thinking demonstrates genuine mathematical understanding rather than simple recall.
Moving from Concrete to Visual to Abstract
One of the principles I use throughout my primary maths tuition is moving from concrete, to visual, and finally to abstract learning.
This progression allows children to build understanding gradually rather than expecting them to work with abstract numbers before they’re ready.
Concrete Learning
Children first explore mathematical ideas using real objects they can touch and move.
These might include:
Counters
Cubes
Numicon
Bead strings
Base ten equipment
Dice
Coins
Dominoes
Physically manipulating objects helps children see what addition, subtraction, multiplication and division actually mean.
Instead of simply hearing that 4 + 3 = 7, they can build it, move it around and discover it for themselves.
Visual Learning
Once children understand a concept using physical resources, we gradually introduce visual representations.
This might include:
Number lines
Bar models
Arrays
Ten frames
Part-whole models
Number bonds
The concrete objects slowly become pictures and diagrams, allowing children to visualise mathematics without needing physical equipment every time.
Abstract Learning
Only when those foundations are secure do we move towards abstract calculations using numbers and symbols alone.
By this stage, the maths isn’t simply something they’ve memorised.
It’s something they genuinely understand.
Most importantly, we move through these stages at the child’s pace, not according to a timetable.
Some children are ready to move quickly.
Others benefit enormously from spending longer exploring concrete resources.
There is no prize for rushing.
Strong foundations almost always save time later.
Mastering the Four Core Operations
Everything in primary maths grows from four essential operations:
Addition
Subtraction
Multiplication
Division
These skills appear again and again throughout mathematics.
Fractions rely on multiplication and division.
Percentages rely on fractions.
Algebra relies on secure number understanding.
Problem solving depends upon all four.
Rather than racing ahead into increasingly difficult topics, I focus on ensuring children become confident with these core operations first.
When children truly understand them, many later topics become far less intimidating.
Using Real-World Maths
One question children ask surprisingly often is:
“When am I ever going to use this?”
It’s a fair question.
That’s why I try to teach mathematics through situations children can relate to.
We might calculate the cost of shopping, work out change in a café, divide slices of pizza, measure ingredients while baking or compare football scores and statistics.
Suddenly maths becomes something useful rather than something that only exists inside exercise books.
Children begin to realise they already use mathematics every single day.
Learning Through Socratic Questioning
One of my favourite teaching approaches is Socratic questioning.
Rather than immediately showing children how to solve a problem, I ask carefully chosen questions which help them discover the solution themselves.
Questions such as:
“What do you notice?”
“Can you think of another way?”
“Why do you think that worked?”
“Does your answer make sense?”
These conversations encourage children to think mathematically rather than simply follow instructions.
The confidence that comes from discovering an answer independently is often far more powerful than being shown the method from the beginning.
Online Maths Can Still Be Practical
Some parents worry that online maths lessons can’t be hands-on.
Fortunately, that hasn’t been my experience.
For a number of years, I’ve been supporting one primary maths student living in Saudi Arabia, alongside another wonderful student in Thailand. Although we meet online, our lessons remain highly interactive and practical.
With just a few inexpensive resources at home, children can still manipulate objects, build numbers and explore mathematical ideas exactly as they would during face-to-face lessons.
Simple resources such as counters, cubes, playing cards, dice, Numicon or even dried pasta can make an enormous difference.
Children love being able to pick things up, move them around and physically demonstrate their thinking.
Technology allows us to share screens, draw diagrams and play interactive games, whilst tactile resources provide the hands-on learning that many children still benefit from.
It really can be the best of both worlds.
Maths Should Feel Like Solving a Puzzle
Perhaps the most important thing I try to achieve in every lesson is making maths enjoyable.
Many children come to me believing they “aren’t maths people.”
Very often, they simply haven’t been given enough time to build secure foundations.
I encourage children to think of maths as a giant puzzle.
Every question is simply another mystery waiting to be solved.
Sometimes we solve it quickly.
Sometimes we need to try several different strategies.
Sometimes we make mistakes before finding the answer.
That’s all part of learning.
When children stop fearing mistakes and begin enjoying the challenge, something remarkable happens.
Their confidence grows.
Their curiosity increases.
And mathematics becomes something they look forward to rather than something they dread.
After all, children learn best when they’re having fun.
Final Thoughts
Strong number sense doesn’t develop overnight.
It grows through curiosity, exploration, conversation and plenty of opportunities to play with numbers.
By moving from concrete experiences to visual representations and finally to abstract thinking, children develop genuine mathematical understanding that lasts far beyond primary school.
When we teach through real-world examples, encourage mathematical discussion using Socratic questioning, and make learning enjoyable, maths becomes much more than a school subject.
It becomes an exciting puzzle waiting to be explored.
Here at Bedford Tutor, I have been supporting primary maths learners across the UK and around the world for many years, including children following both British and international curricula. Whether working with learners in Bedfordshire, Saudi Arabia, Thailand or elsewhere, my aim is always the same: to build secure mathematical foundations through engaging, personalised lessons that develop confidence as well as competence. By using practical resources, encouraging curiosity and moving at each child’s individual pace, I help children discover that maths really can be enjoyable.
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Executive function skills are the mental processes that help us plan, organise, remember information, manage time and complete tasks. For many children, particularly those with ADHD, dyslexia, dyscalculia or autism, these skills do not always develop as naturally as parents might expect. As a result, everyday tasks can sometimes feel overwhelming, even when a child is intelligent, motivated and eager to succeed.
Over the years, I have worked with many learners who have struggled with executive functioning. Interestingly, these challenges often appear in ways that adults don’t immediately recognise. A child may forget instructions moments after hearing them, lose track of their belongings, struggle to start a task or become overwhelmed by seemingly simple routines.
As someone with ADHD myself, I understand how frustrating this can feel. Sometimes the challenge is not knowing what needs to be done; it’s knowing how to begin, where to focus attention and how to keep information active in working memory long enough to complete the task. Fortunately, there are many practical ways parents can support executive function skills at home.
The Power of Colour-Coding
One strategy I use regularly is colour-coding.
Many children find it easier to remember information when strong visual links are created. Colour-coding helps learners organise information in a way that makes it easier for the brain to encode and retrieve later.
For example, we might always highlight verbs in one colour, nouns in another and adjectives in a third. In maths, different colours can be used to represent place value, operations or steps within a calculation.
I often find that children begin recalling information more quickly because the colour itself acts as a memory cue. Rather than trying to retrieve information from a sea of black-and-white text, the brain has an additional visual pathway to follow.
For many neurodivergent learners, these visual associations can make a remarkable difference to both confidence and retention.
Developing Working Memory Through Games
Working memory is one of the executive function skills I support most frequently.
Many children with ADHD and other learning differences struggle to hold information in their minds whilst carrying out another task. This can make following instructions, solving problems and completing multi-step activities much more difficult.
The good news is that working memory can often be strengthened through enjoyable activities.
One of my favourite approaches is using matching pairs games. Whilst children simply see a fun game, they are actually practising remembering locations, holding information in mind and recalling it when needed.
I often tell parents that some of the best learning doesn’t look like learning at all.
Memory games, card games, sequencing activities and simple recall challenges can all help strengthen working memory whilst keeping children engaged and motivated. These activities are particularly useful during the summer holidays when families want to maintain skills without recreating a classroom environment.
Turning Everyday Tasks Into Games
One of the biggest executive function challenges many children face is task initiation.
In simple terms, getting started.
Children often know they need to complete a task but struggle to begin. This is especially common in learners with ADHD.
One strategy I use regularly is gamification.
Rather than saying, “Go and clean the sink,” we can transform the task into a challenge.
Can you finish cleaning the sink before your favourite song ends?
Suddenly, the task feels completely different.
The activity now has a clear goal, a time limit and an element of fun. The brain receives immediate feedback and motivation, making it far easier to get started.
The same approach can be used throughout the home:
Can you put away ten toys before the chorus starts? Can you beat your previous bedroom-tidying record? Can you complete your reading challenge before the timer runs out?
Many children who resist traditional instructions respond incredibly well when tasks become games.
As someone who works with many ADHD learners, I regularly see how powerful this can be. The ADHD brain is often highly motivated by novelty, challenge and immediate rewards. By making everyday activities more engaging, we can reduce resistance and build valuable executive function skills at the same time.
Building Confidence Alongside Skills
Perhaps the most important thing to remember is that executive function difficulties are not a sign of laziness or a lack of intelligence.
Many children work incredibly hard simply to stay organised, remember instructions or complete everyday routines. When adults understand this, we can move away from frustration and towards support.
Small changes such as colour-coding, memory games and gamified routines can help children develop skills gradually whilst protecting their confidence.
Executive functioning rarely improves overnight. However, with patience, consistency and plenty of encouragement, children can make remarkable progress.
Sometimes the greatest gift we can give a child is helping them discover that there are strategies which work with their brain rather than against it. As I often tell my students, success isn’t about forcing yourself to learn like everyone else. It’s about finding the tools that help you shine. This philosophy has shaped much of my work with neurodivergent learners and reflects my belief that every child’s learning journey is unique.
Bedford, UK 
