• What Makes an Online Tutor a Good Fit for a Child with ADHD?

    Finding the right online tutor for a child with ADHD is about far more than finding someone who knows their English or maths curriculum.

    Of course, subject knowledge matters. Experience matters too. But, in my experience, the most important question is whether the tutor understands how that particular child learns.

    ADHD does not look the same in every person. I know this personally. I was not diagnosed with ADHD until I was 31. Because I loved learning and generally did well academically at school, nobody really questioned whether ADHD might be part of the picture. Looking back, however, I can see that I could become intensely absorbed when something captured my imagination, whilst repetitive or uninteresting tasks were much harder to sustain. I also struggled with working memory and multi-step instructions.

    That experience has shaped the way I teach.

    There is no such thing as a standard ADHD learner. My own experience has taught me that my ADHD is not somebody else’s ADHD, and their ADHD is not mine. What works beautifully for one child may be completely wrong for another.

    So, what should parents look for when choosing an online tutor for a child with ADHD?

    A tutor who makes learning interesting

    For me, this is one of the biggest things.

    Many ADHD learners have what we might describe as an interest-driven nervous system. When something is genuinely fascinating, attention can suddenly become incredibly powerful. When something feels repetitive, disconnected from real life or simply boring, maintaining that attention can be much harder.

    This is something I recognise from my own life. As a child, I could put enormous effort into something that had grabbed me, but sustaining effort on something that did not interest me was another matter entirely.

    That is why I don’t believe an ADHD-friendly lesson should simply be a worksheet followed by another worksheet.

    I want lessons to have energy.

    We might play a game, tackle a challenge, discuss an unusual topic, use a visual resource, solve a practical problem or suddenly take the lesson in a completely different direction because the child has become fascinated by something.

    Variation and novelty can make a huge difference.

    This does not mean that learning lacks structure. Quite the opposite. A good tutor can provide a strong framework whilst changing what happens inside it.

    A tutor who starts with the child, not the worksheet

    One of the great advantages of one-to-one online tuition is that there is no need to teach every child in exactly the same way.

    I can look at the child sitting in front of me and think: What is going to make this work for them?

    For one learner, that might mean movement and interactive activities. For another, it could mean visual resources. For someone else, it might mean breaking a difficult task into smaller pieces or using a practical example.

    My current approach is very much strengths-based. Rather than viewing ADHD simply through the difficulties it can create, I want to understand a child’s interests, strengths, personality and ambitions too. This is consistent with the wider approach I use across my SEND tuition, where lessons are adapted to the individual learner rather than expecting the learner to fit a fixed model.

    And sometimes those interests can completely transform a lesson.

    When maths meets motorsport

    One of my current online students is absolutely passionate about motorsports.

    He doesn’t just enjoy watching motorsport. He has a genuine ambition to establish a business connected with the industry.

    So why would I teach him maths using completely unrelated examples if I don’t have to?

    Instead, we have explored mathematics through the things he actually cares about.

    We’ve looked at costings connected with motorsport, discussed business ideas and used real-world situations to make mathematical concepts more meaningful. We’ve also designed logos and talked about what a potential business website might need.

    Suddenly, maths is no longer just maths.

    It is part of his future.

    This is precisely why I believe interests are so powerful for ADHD learners. We are not removing the educational objective. We are changing the route we take to get there.

    A lesson about percentages might become a discussion about profit margins. A problem-solving activity might involve working out costs. English could involve writing website content or thinking about how a business should communicate with customers.

    The curriculum is still there. We have simply given it a reason to matter.

    A tutor who understands the importance of clear steps

    Interest alone is not enough.

    Children with ADHD can understand a concept perfectly well and still become overwhelmed when a task contains too many steps.

    This is something I recognise from my own experiences. Multi-step instructions have historically been an area of difficulty for me, and it is one of the reasons I am very conscious about how I present information to children.

    If a mathematical problem requires five stages, I don’t necessarily expect a child to hold all five stages in their working memory.

    Instead, we might write them down.

    Step 1: What information do we have?

    Step 2: What do we need to find?

    Step 3: Which operation do we need?

    Step 4: Complete the calculation.

    Step 5: Check the answer.

    Colour-coding can be incredibly useful here too.

    Perhaps the important numbers are highlighted in yellow, the operation is blue and the final answer is green. For a child who finds a page visually overwhelming, suddenly there is a pathway through it.

    A large problem becomes a collection of smaller, manageable jobs.

    This is very much in keeping with the ADHD-friendly strategies I use: visual structure, checklists, step-by-step instructions and breaking larger tasks into smaller chunks.

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    A tutor who has plenty of resources – but knows when to use them

    In a classroom, one of the wonderful things we have is a wealth of resources.

    We don’t have to teach every child with the same book, the same worksheet or the same activity.

    If I know that a child loves dinosaurs, I can find dinosaur-related material. If they love sport, we can use sport. If they are fascinated by space, animals, cars or cooking, those interests can become bridges into learning.

    This is particularly valuable with ADHD because interest can be the doorway into attention.

    I have seen this with a girl I work with who absolutely loves nature. Rather than trying to make every reading comprehension about an arbitrary subject, we have used wildlife and nature-based comprehensions to develop her reading.

    And it works beautifully because she already wants to know the answer.

    She is not simply reading because an adult has told her to read. She is reading because she wants to discover something about an animal or the natural world.

    That distinction matters.

    A tutor who is patient and kind

    Perhaps this sounds obvious, but I think it is one of the most important qualities of all.

    Children with ADHD can spend an enormous amount of time being told to concentrate, stop fidgeting, listen properly, remember things and try harder.

    Eventually, repeated correction can begin to affect confidence.

    I remember how important it was when teachers recognised the things I did well. The teachers I remember most warmly were not necessarily those who were the strictest. They were the ones who noticed my enthusiasm, creativity and determination.

    A good tutor needs patience.

    They need to be able to say, Let’s try that another way.

    They need to be comfortable repeating an explanation without making a child feel silly.

    They need to celebrate the small victories.

    And, perhaps most importantly, they need to help a child understand that finding something difficult does not mean they are incapable.

    The best online tutor sees the whole child

    Ultimately, I don’t think there is one perfect formula for tutoring a child with ADHD.

    Some children love structure. Others need more flexibility. Some want to talk constantly. Others need quiet. Some thrive on games and movement, whilst others become completely absorbed by a particular subject.

    The tutor’s job is to notice.

    My own ADHD has taught me that neurodivergence is wonderfully varied. It has also taught me that children should not have to squeeze themselves into a particular model of what a learner is supposed to look like.

    For me, the best online tuition combines kindness, structure, creativity, variation and genuine interest in the child.

    It is about making learning entertaining without losing the educational purpose.

    It is about taking a difficult multi-step problem and turning it into manageable steps.

    It is about using colour, visuals and practical examples when they help.

    It is about finding the subject that makes a child’s eyes light up and then asking, How can we use this to teach?

    And sometimes, that means turning maths into motorsport.

    Sometimes it means turning reading into wildlife exploration.

    Sometimes it means designing a business logo, discussing a webpage or working out how much something would cost.

    When we start with the child, rather than simply starting with the curriculum, learning can become something very different.

    It can become something they actually want to do.

    A personalised approach to ADHD tuition

    Here at Kite Tutoring, the online division of Bedford Tutor, I have supported learners across the UK and around the world for many years. My own experience of ADHD, combined with more than fourteen years of educational experience, has shaped a flexible, strengths-based approach to tuition. I work with children who have ADHD, dyslexia, dyscalculia, autism and other learning differences, adapting lessons around their individual needs, interests and goals.

    Whether that means developing reading through a child’s love of wildlife, making maths relevant through a passion for motorsport, or simply finding a clearer way through a multi-step problem, I believe children learn best when they feel understood.

    To find out more, please see below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

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  • Helping Autistic Children Find Their Own Route into Learning

    There is no single way to learn.

    This sounds like a simple statement, but it is something I have become increasingly aware of throughout my years of working with children. Every learner arrives with their own personality, interests, strengths, experiences, preferences and individual ways of approaching learning. For autistic children, as with all children, finding approaches that feel accessible and meaningful to the individual can make a real difference.

    I have also gained a personal perspective on autism through my own life. My partner is autistic, and alongside my professional experience of working with autistic children, this has given me an even greater appreciation of how varied individual experiences of autism can be.

    Although I am not autistic myself, I was diagnosed with ADHD as an adult. ADHD and autism are distinct neurodevelopmental conditions, although there can be some areas of overlap in how they may relate to learning, executive functioning, attention, sensory experiences and emotional regulation. My own experience of being neurodivergent has helped me recognise that people can experience learning and their surroundings in very different ways.

    At the same time, I am very conscious that my experience of ADHD is my own. It does not tell me what it is like to be autistic, and I would never want to suggest that it does. Autistic people are the experts in their own experiences.

    What it has encouraged me to do is remain curious, listen carefully and avoid making assumptions about what a child can or cannot do based simply on a diagnosis.

    Every Autistic Child Is an Individual

    One phrase I return to regularly is:

    “When you have met one autistic person, you have met one autistic person.”

    For me, this captures something important.

    Autistic people are individuals, with their own personalities, preferences, interests, strengths, communication styles, sensory experiences and ways of interacting with the world. Autism can be experienced very differently from one person to another.

    One autistic child may communicate very confidently through speech but find certain sensory environments difficult. Another may communicate in a different way. One child may enjoy a predictable routine, while another may be comfortable with considerable flexibility.

    There is no single autistic experience and no single approach to learning that will suit every autistic learner.

    This is why I believe it is so important to get to know the child rather than making assumptions based on a label.

    Understanding the Child Behind the Learning

    One of the most important things I have learnt from working with children is that what works brilliantly for one learner may not work at all for another.

    Some autistic learners may find certain aspects of school particularly demanding, such as changes in routine, sensory distractions, communication demands, processing information or managing several instructions at once. Other children may find completely different aspects of learning challenging.

    These differences do not tell us what a child is capable of.

    A child can have the ability to complete a task and still find it difficult to demonstrate that ability in a particular situation. This can happen for many different reasons, including processing demands, working memory, executive functioning, attention, anxiety, communication differences or simply being asked to demonstrate knowledge in a way that does not suit the individual learner.

    This is not unique to autism. Similar experiences can occur across many different neurodevelopmental and learning differences.

    For me, the important question is therefore not simply:

    “What does this child find difficult?”

    It is also:

    “What helps this child show what they know?”

    Start with Strengths and Interests

    Interests can be a wonderful starting point for learning.

    A child who is fascinated by animals might be more motivated to practise descriptive writing by creating a fact file about a favourite species. A learner interested in space might explore reading comprehension through a passage about planets, or develop mathematical skills through problems involving distances and measurements.

    The academic objective has not disappeared.

    We have simply connected it to something meaningful to the learner.

    I have seen this repeatedly in my work with children. When a learner is genuinely interested in a subject, engagement can change enormously. Questions may come more naturally, conversation can develop and a child who previously seemed reluctant to write may become much more willing to put ideas onto paper.

    Interests do not have to be used in every lesson, and not every child wants their favourite interest incorporated into academic work. The important thing is to find out what genuinely motivates the individual child rather than assuming.

    Sometimes the route into learning only becomes clear once we take the time to discover what makes a child curious.

    Provide Structure Where It Helps

    Predictability can be helpful for some autistic learners, although again, individual preferences vary.

    Knowing what is going to happen next can make a lesson feel more manageable for a child who finds uncertainty difficult. A familiar structure might therefore include:

    Warm-up → main activity → short break → challenge → review

    But the exact format should be shaped around the individual learner.

    Some children may benefit from visual explanations or knowing how much work remains. Others may find it easier when instructions are broken into smaller steps rather than being given a long list of information at once.

    This is not about reducing expectations.

    It is about making expectations accessible.

    For a child who finds a large task difficult to approach, dividing it into smaller stages can make the same learning objective feel much more manageable.

    Instead of:

    “Write a story.”

    we might begin with:

    “Let’s choose our character.”

    Then:

    “Where are they?”

    Then:

    “What happens first?”

    The task remains the same. We have simply provided a clearer route towards it.

    Make Room for Different Ways of Communicating

    Learning does not always have to begin with writing.

    Some children may find it easier to explain an idea verbally before putting it onto paper. Others may prefer drawing, sorting, matching, discussing, using visual resources or working with physical materials.

    There is no single correct way for a child to demonstrate understanding.

    This is one reason I enjoy personalised tuition so much. There is time to notice what happens when we change the way something is presented.

    If one explanation does not work, we can try another.

    If a written activity feels difficult to access, perhaps we can talk about it first.

    If a concept remains abstract, perhaps we can make it visual.

    If a child communicates their understanding more effectively in another way, we can take that into account while still working towards the underlying learning objective.

    My own ADHD has taught me to value this flexibility enormously. I know from personal experience that there can be a difference between understanding something and being able to access it through a particular method.

    But I do not assume that an autistic child experiences the world in the same way I do.

    Quite the opposite.

    My own neurodivergence reminds me to stay curious rather than make assumptions.

    The aim is not to find one “autism-friendly” teaching technique that works for everyone.

    It is to remain flexible enough to keep looking for what works for the individual learner.

    Recognise Strengths Alongside Support Needs

    Conversations about additional needs can sometimes become heavily focused on difficulties.

    It is important that support needs are understood and properly supported, but they should not become the whole story of a child.

    Autistic children have their own interests, personalities, abilities and strengths. Some may develop an exceptionally detailed knowledge of subjects that fascinate them. Some may approach problems in creative or unexpected ways. Others may have strengths that are much quieter and only become apparent when they are given the right opportunity to demonstrate them.

    There can also be significant challenges associated with being autistic, and those challenges deserve understanding, appropriate support and respect.

    A strengths-based approach does not mean pretending that difficulties do not exist.

    It means recognising the whole child.

    A child’s support needs and their strengths can exist alongside one another.

    Confidence Matters Alongside Curriculum Content

    A child can understand something and still find it difficult to show that understanding in a particular setting.

    This is something I see across many different learning profiles, including autism, ADHD, dyslexia, dyscalculia and other learning differences.

    A learner may know the answer but struggle to organise their thoughts. They may understand a mathematical concept but find it difficult to explain their reasoning. They may have wonderful ideas for a piece of writing but struggle to transfer those ideas onto the page.

    This is why I place such importance on creating a learning environment where children feel comfortable making mistakes.

    Mistakes are part of learning.

    Getting something wrong does not mean that a child has failed. It gives us information about what they understand already and what we might need to revisit.

    Over time, small experiences of success can help children develop greater confidence in themselves as learners.

    Learning Does Not Have to Look Exactly Like School

    Personalised tuition gives us the opportunity to think carefully about how learning is presented.

    For some children, movement may support concentration. For others, visual resources may be particularly useful. Some learners may benefit from shorter activities, while others may become deeply absorbed when a subject captures their interest.

    Discussion, games, challenges, creative activities and practical examples can all have a place in learning.

    These approaches are not exclusively for autistic children. They can benefit many different learners.

    The important thing is to consider what helps the individual child engage, understand and demonstrate their learning.

    Learning can be purposeful without feeling rigid.

    It can be structured without being restrictive.

    And it can remain academically ambitious while also being responsive to the needs of the learner.

    Finding Their Own Route

    Perhaps the most important thing I have learnt is that successful education is not about making every child learn in exactly the same way.

    It is about helping each child develop their skills while giving them appropriate opportunities to access learning in ways that work for them.

    For one autistic learner, that route might involve visual resources and clear routines.

    For another, it might involve talking about a favourite subject before connecting that interest to English or maths.

    For another, it might mean additional processing time, breaking tasks into smaller pieces or reducing unnecessary distractions.

    And for another child, it might look completely different again.

    That is the point.

    There is no single autistic learning style.

    There is no single teaching strategy that works for every autistic learner.

    And there is certainly no expectation that an autistic child should be made to appear less autistic in order to succeed academically.

    My ADHD does not make me an expert on autism, and I would never suggest that it does. What it has given me is personal experience of being neurodivergent, an understanding that people can experience learning differently, and a strong reminder to look for the individual rather than making assumptions based on a diagnosis.

    Combined with my professional experience supporting children and my personal experience of having an autistic partner, this has shaped the way I approach personalised tuition.

    The goal is not to change the child so that they fit the learning.

    The goal is to make the learning more accessible to the child while maintaining meaningful and appropriate expectations.

    When children feel understood, valued and capable, they can have greater opportunities to show what they know, develop their skills and enjoy learning.

    And sometimes, one of the most rewarding parts of that process is discovering a strength that had previously been overlooked.

    Supporting Autistic Learners as Individuals

    At Bedford Tutor and our online division, Kite Tutoring, we have supported autistic children alongside learners with ADHD, dyslexia, dyscalculia and other learning differences for many years.

    Our approach begins with the individual learner rather than assuming that a particular diagnosis tells us everything we need to know.

    Personalised in-person, hybrid and online lessons can be adapted around the child’s needs, interests, communication preferences and learning goals, while continuing to work towards meaningful academic progress.

    Whether your child is working towards school qualifications, following the British or American Curriculum abroad, being home educated or simply needs additional support with English or maths, we aim to create a learning environment where they can develop their skills and confidence.

    Sometimes a child does not need someone to push them harder.

    Sometimes they need someone to look carefully at the path in front of them and ask:

    “What could make this more accessible?”

    Because when we take the time to understand the individual learner, we give them more opportunities to show what they know, develop their skills and experience themselves as capable learners.

    And sometimes, that is where the most meaningful progress begins.

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

    Related Posts

  • ADHD and Primary English: Helping Children Share Their Ideas with Confidence

    One of the things I love most about teaching English is discovering what is going on inside a child’s imagination.

    Sometimes the ideas are enormous.

    A child can tell you an incredibly detailed story about a dragon who lives underneath their school, explain exactly what happened to every character and describe the ending with complete confidence. Then you put a piece of paper in front of them and say, “Now write it down.”

    Suddenly, the story seems to disappear.

    For many children with ADHD, the difficulty isn’t necessarily coming up with ideas. In fact, some ADHD children have lots of ideas. The challenge can be organising those ideas, holding onto them in working memory and turning them into a structured piece of writing.

    As someone with ADHD myself, this is something I understand very personally.

    ADHD and English: When the ideas are bigger than the page

    ADHD is often associated with difficulties around attention, organisation, working memory and executive functioning. However, ADHD looks different in every person. As I have written previously, my own ADHD has never fitted neatly into the stereotypical picture. I could be highly organised and successful academically whilst still experiencing very real difficulties with listening, distraction and managing certain tasks.

    Writing at school was one of those areas where I could sometimes see the problem quite clearly.

    I have always loved writing. I was naturally drawn towards words and stories, and I still write frequently today. I particularly love writing poems because poetry allows me to take an emotion and share it quickly through words.

    Yet being naturally drawn to writing didn’t mean that I always found school writing easy.

    I often didn’t follow plans or instructions effectively, and this could cost me marks. I might understand the subject, have plenty of ideas and genuinely enjoy the task, but somewhere between the instruction, the planning and the finished piece, something would go missing.

    Looking back now, I can see how much easier some of those tasks might have been if I had been shown ways of getting my ideas out of my head before worrying about producing the “perfect” written answer.

    Try telling the story before writing it

    One of my favourite approaches with ADHD learners is wonderfully simple:

    Let them talk.

    Many ADHD children absolutely love verbalising their ideas. Talking can be a brilliant way of getting thoughts out of the brain and making them more concrete.

    If a child is asked to write a story about a mysterious door, for example, I might start by asking:

    “What is behind the door?”

    They might tell me about a secret laboratory, a talking cat, a spaceship and a forgotten treasure map.

    Excellent!

    We have a story.

    At this point, I don’t want to interrupt that flow by immediately asking them to write a paragraph.

    Instead, we can talk through what happens first, next and finally.

    That verbal rehearsal can help bring ideas into working memory before we try to capture them on paper. It also allows me to hear what the child actually understands. Sometimes the spoken story is considerably more sophisticated than the written one.

    That tells me something important.

    The child may not have a language problem at all. They may simply need help transferring their ideas into written form.

    Drawing can unlock ideas too

    Talking isn’t the only way to get ideas out.

    Drawing can be incredibly powerful.

    Some children find it much easier to draw what they are imagining before they attempt to describe it. This can be particularly useful for story writing.

    A child might draw:

    • the setting
    • the main character
    • the problem
    • something important that happens
    • the ending

    We can then use the picture as a springboard for sentences.

    I have seen children who initially say, “I don’t know what to write,” suddenly become incredibly animated once they are allowed to draw.

    And that’s the important bit.

    We aren’t avoiding writing.

    We are finding a route into writing.

    Visual mind maps can make writing feel manageable

    Another strategy I regularly use is the humble mind map.

    For an ADHD learner, a blank page can sometimes feel enormous. There are too many possible places to start.

    A visual mind map gives those thoughts somewhere to land.

    For example, if we are writing a story about a lost child, we might put THE LOST CHILD in the centre and branch out into:

    Where?
    A forest.

    Who?
    Mia and her dog.

    Problem?
    They cannot find the path home.

    What happens?
    They discover an abandoned cottage.

    Ending?
    They find their way home by following the stars.

    Suddenly, the child doesn’t have to remember the whole story.

    The ideas are visible.

    This is particularly helpful when organisation and sequencing are difficult.

    Visual mind map showing how a lost-child story can be organised into setting, characters, problem, events and ending, helping ADHD learners make writing more manageable.

    Story planning needs to be practical

    I also love using structured story planning resources. We particularly enjoy the story planning documents available through Twinkl because they can make planning feel much more engaging and manageable.

    One thing I frequently notice with ADHD learners is that planning and follow-through can be two very different things.

    A child might enthusiastically plan an incredible story and then struggle to actually use the plan when writing it.

    This is where smaller steps can help.

    Instead of saying, “Now write your story,” we might work through:

    1. Write the opening.
    2. Introduce the character.
    3. Explain the problem.
    4. Add an interesting event.
    5. Bring the story towards an ending.
    6. Read it back and improve one section.

    The aim isn’t to make writing rigid.

    It is to give the child’s ideas a little scaffolding so they don’t disappear halfway through the task.

    My own love of writing eventually became my career

    Writing has always been part of my life.

    In my twenties, I wrote two books (Storme and Spectrum Shift) which I self-published. That experience helped me realise just how much I loved creating stories and putting ideas into words, and it ultimately contributed to me discovering my passion for becoming an English tutor.

    I still write poems regularly.

    For me, poetry is a particularly lovely form of expression because sometimes an emotion is complicated, messy and difficult to explain. A few carefully chosen words can somehow capture it.

    I think this is one of the reasons I enjoy teaching English to children with ADHD so much.

    There is something wonderful about watching a child realise that their ideas matter.

    ADHD, dyslexia and other forms of neurodivergence

    ADHD also doesn’t always appear on its own.

    Children with ADHD may also have dyslexia, dyscalculia, autism or other forms of neurodivergence. These differences can overlap, although having ADHD does not automatically mean a child will have another diagnosis.

    This is important because difficulties with writing can have many different causes.

    A child may struggle with organising ideas because of executive functioning difficulties. Another may find spelling and written language particularly challenging because of dyslexia. Another may have excellent ideas but become overwhelmed by the process of getting everything onto the page.

    This is why I don’t believe in a single “ADHD writing strategy”.

    The starting point should always be the child.

    What happens when they talk?

    What happens when they draw?

    Can they explain the story verbally?

    Do they need a visual plan?

    Would a mind map help?

    Could they dictate their first ideas before writing them?

    Once we understand where the difficulty is happening, we can start finding strategies that genuinely help.

    English should help children find their voice

    Ultimately, primary English isn’t just about spelling tests, handwriting and writing stories that contain the correct number of paragraphs.

    It is about communication.

    It is about helping children take the fascinating thoughts inside their heads and share them with somebody else.

    For an ADHD child, that process may need to look slightly different.

    Perhaps the story starts with a conversation.

    Perhaps it begins with a drawing.

    Perhaps it grows through a colourful mind map before becoming a paragraph.

    Perhaps the child tells the whole story aloud first and then writes it down.

    None of these approaches mean that we are lowering expectations.

    We are simply giving the child a bridge between having the idea and being able to express it.

    And sometimes, that bridge is exactly what a child needs to discover that they really are a writer.

    Helping ADHD children become confident writers

    After years of working with children with ADHD, dyslexia and other learning differences, I have become increasingly convinced that confidence is one of the most important ingredients in successful learning.

    When a child repeatedly experiences writing as something they cannot do, they can quickly begin to avoid it.

    But when we show them that their ideas are valuable, give them practical ways to organise those ideas and celebrate the progress they make, their attitude can change.

    The child who once said, “I don’t know what to write,” may suddenly have a story to tell.

    And once they have a story to tell, we can help them find the words.

    Here at Bedford Tutor and our online division, Kite Tutoring, we have supported children with ADHD, dyslexia, dyscalculia, autism and other learning differences for many years. My own experience of ADHD has helped me understand just how differently children can think, learn and express themselves, whilst my experience as an English tutor has shown me the value of finding creative routes into literacy.

    Whether a child needs help organising their ideas, developing their writing, building confidence or simply discovering that English can actually be enjoyable, I believe the most important thing is to start with the child sitting in front of you.

    Sometimes we just need to give their ideas a little more room to breathe.

    To find out more, please see below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

    Related Posts

  • Reading Fluency for Dyslexic Children: Helpful Tips

    For some children with dyslexia, reading can feel like hard work.

    A page of words which looks perfectly ordinary to an adult can feel like a maze to a child who is still working out sounds, recognising familiar words and remembering what they have just read. When reading requires so much concentration, it is understandable that some children begin to avoid it altogether.

    This is why I believe building reading fluency should be about much more than simply asking a child to read more books.

    It is about helping them become familiar with words, developing confidence, creating opportunities for successful literacy and, perhaps most importantly, helping them discover that books and stories can actually be enjoyable.

    Over the years, I have supported many children with dyslexia and have found that small, everyday opportunities to practise literacy can make a surprisingly big difference.

    What is reading fluency?

    Reading fluency is the ability to read words accurately, smoothly and with increasing confidence.

    For a child with dyslexia, this can take time. They may need to work much harder than their peers to recognise words automatically, decode unfamiliar vocabulary or remember common spelling patterns.

    This does not mean they lack intelligence or understanding.

    In fact, many dyslexic learners are bright, creative and incredibly capable. The difficulty is often that the mechanics of reading can require so much mental energy that there is less capacity left for enjoying the story or thinking about what the words mean.

    This is why developing fluency gradually can be so valuable.

    Reading does not only happen with a book

    One of the things I encourage parents to remember is that literacy practice does not have to mean sitting at a table with a reading book every evening.

    There are opportunities to read everywhere.

    Think about a car journey.

    There are road signs, shop names, directions, number plates and signs on buildings. A child might spot a word they recognise and read it aloud. Perhaps they can read “STOP” on a road sign, “Tesco” outside the supermarket or a place name they have seen before.

    These little moments count.

    They allow children to practise recognising words in a natural environment without the pressure of completing a formal literacy exercise.

    Sometimes I will deliberately point out a sign and ask, “Can you read that one?” Other times, I might let the child notice it themselves.

    It is amazing how much more enjoyable literacy can become when it has a purpose.

    Short reading activities can be incredibly effective

    When a child finds reading difficult, long sessions can quickly become exhausting.

    This is particularly important to remember with dyslexic learners.

    Rather than expecting a child to read for a long period of time, I often prefer short, manageable activities. A few minutes of focused practice can be much more productive than pushing a child until they are tired and frustrated.

    Flash cards can be useful here.

    We might practise a small number of familiar words, revisit words we have encountered before or look at particular spelling patterns. The aim is not to overwhelm the child with a huge pile of cards.

    Instead, we want them to experience success.

    Perhaps they read eight words correctly today.

    Tomorrow, we might revisit those same words before introducing one or two new ones.

    Over time, words which once required considerable thought can become familiar. That growing automaticity can make literacy feel less tiring.

    Choose books because the child loves them

    One of the most important things we can do is choose books that children actually want to read.

    If a child loves dinosaurs, let them read about dinosaurs.

    If they are fascinated by football, find a football book.

    If they adore funny stories, look for something that makes them laugh.

    If they love animals, choose animal stories or fact books.

    The subject matter matters because motivation matters.

    However, there is another important consideration: the book needs to be suitable for the child’s age and reading ability.

    A child may be ten years old but have a reading age which means that some ten-year-old novels are currently too difficult. There is absolutely nothing wrong with finding a book which is easier to read while still being interesting and age-appropriate.

    We want children to feel successful, not embarrassed by the level of the book they are using.

    A book being easier does not make the experience less valuable.

    Let children read the words they can

    When I am reading with a child, I don’t want to take every word away from them.

    If they can read a word, I let them read it.

    That sounds obvious, but it is an important part of building independence.

    If a child sees a familiar word and recognises it, that is a success. We want them to notice those moments and realise, “I know this word!”

    If they come across a word they cannot read, however, they do not need to sit staring at it indefinitely.

    This is where adult support becomes incredibly valuable.

    Guided reading: supporting without taking over

    Guided reading is one of the approaches I particularly like because it gives children the opportunity to work through text independently whilst knowing that an adult is there to help.

    The child reads the words they can.

    When they reach a word they cannot decode, the adult provides an appropriate prompt or helps them work through it.

    Sometimes we might look at the sounds within the word. Sometimes we might break a longer word into syllables. Sometimes the adult simply supplies the word so that the child can continue with the sentence and maintain the meaning of the story.

    The important thing is that the child is not left struggling for so long that reading becomes miserable.

    Nor do we want an adult reading the entire book for them.

    It is a partnership.

    The child reads what they can. The adult supports what they cannot.

    That creates a lovely balance between independence and reassurance.

    Don’t forget to talk about the story

    Reading fluency is not simply about saying words quickly.

    Reading is about understanding, imagining, questioning and connecting with what is on the page.

    After a short section, we might stop and ask:

    “What do you think is going to happen?”

    “Why do you think the character did that?”

    “Which bit was your favourite?”

    “Can you find the word that tells us…?”

    These conversations allow children to engage with the meaning of the text even when decoding is still developing.

    They also remind children that reading is about much more than getting every word right.

    Confidence is part of the process

    Perhaps the most important thing I have learnt from working with dyslexic learners is that confidence can change everything.

    When a child has experienced repeated difficulty with reading, they can begin to see themselves as someone who “can’t read”.

    We need to challenge that belief gently.

    One word.

    One sentence.

    One page.

    One successful book.

    These little victories matter.

    As I have written previously, I cannot overstate the importance of helping a child recognise their own progress. Sometimes confidence grows through tiny successes which gradually begin to fill a much larger bucket.

    This is also why we try to make literacy learning active and engaging. Our dyslexia support work incorporates structured approaches alongside creativity, visual learning and hands-on activities, rather than relying solely on repetitive worksheets.

    Reading fluency is a journey, not a race

    Every child develops at a different pace.

    For a child with dyslexia, reading may take longer to become automatic, and there may be periods when progress feels frustratingly slow. That does not mean progress is not happening.

    • Keep reading visible in everyday life.
    • Read signs during car journeys.
    • Use short flash-card activities.
    • Choose books around your child’s interests.
    • Make sure the reading level is appropriate.
    • Let them read the words they know.
    • Guide them through the words they don’t.
    • Talk about the story.
    • And, above all, protect their confidence.

    We are not trying to create a child who can simply get to the end of a page as quickly as possible.

    We are trying to help create a child who looks at a page and thinks, “I can do this.”

    That is where reading fluency becomes so much more than a literacy skill. It becomes another little piece of independence, confidence and enjoyment.

    Supporting Dyslexic Readers at Bedford Tutor

    Here at Bedford Tutor and Kite Online Tutoring, we have supported many children with dyslexia through personalised English tuition and our Diamond Spelling & Reading Programme. Our approach combines structured literacy teaching with engaging, practical and creative activities, helping children develop reading and spelling skills whilst building confidence along the way. We understand that every learner is different, so lessons are adapted to the child’s individual age, ability, strengths and needs.

    If reading has become a source of frustration for your child, sometimes the answer is not simply to ask them to read more.

    Sometimes we need to find a different way into reading.

    And sometimes, the most important first step is helping a child discover that they really can become a reader.

    To find out more, please see below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

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  • Working Memory Strategies: Fun Ways to Boost Learning

    Working memory is often described as the brain’s “mental notepad”. It allows us to hold information in our minds whilst using it. Whether a child is remembering a set of instructions, solving a maths problem, following a sentence whilst reading or recalling how to spell a word, working memory is constantly at work.

    For many children, particularly those with ADHD, dyslexia, dyscalculia or other special educational needs, working memory can become overloaded very quickly. This doesn’t mean they aren’t intelligent. In fact, many highly capable children have weaker working memory and simply need the right strategies to help them succeed.

    One of the questions parents often ask me is whether working memory can be improved.

    The answer is encouraging: whilst every child is different, working memory skills can often be strengthened through regular practice. Better still, many of the most effective activities feel like games rather than formal learning.

    At Bedford Tutor and our online division, Kite Tutoring, we naturally build working memory activities into our lessons because children are far more likely to make progress when they’re engaged and enjoying themselves. Rather than endless worksheets, we use practical, visual and interactive activities that develop memory alongside confidence.

    Why Working Memory Matters

    Working memory plays a role in almost every aspect of learning.

    Children use it when:

    • Following multi-step instructions.
    • Remembering what they’ve just read.
    • Solving mathematical calculations.
    • Learning spellings.
    • Writing sentences whilst remembering punctuation and grammar.
    • Holding information in mind whilst answering questions.

    When working memory is under pressure, children may forget what they were doing halfway through a task, lose track of instructions or become frustrated because they know the answer but can’t quite hold onto it.

    Fortunately, there are lots of enjoyable ways to strengthen these skills.

    Matching Pairs

    One of our favourite working memory activities is the classic matching pairs game.

    Although it seems simple, matching pairs encourages children to store visual information before retrieving it moments later. Every time they turn over two cards, they’re practising concentration, visual memory and recall.

    During our face-to-face lessons, we use physical matching cards which can easily be adapted to suit different ages and interests. Sometimes the cards contain pictures, whilst other times they focus on letters, words, numbers or curriculum topics.

    Our online learners certainly don’t miss out. We regularly use interactive Wordwall matching activities which recreate exactly the same challenge on screen. Children often become so engaged in trying to beat their previous score that they forget they’re developing an important learning skill at the same time.

    The Tray Game

    Another activity that has stood the test of time is the tray game.

    A selection of everyday objects is placed on a tray and the child is given time to study everything they can see.

    The tray is then covered, or one item is secretly removed.

    The challenge is simple:

    Which object has disappeared?

    Children quickly learn to create a mental picture before comparing it with what they can now see. This strengthens both visual working memory and observation skills.

    It’s a game that children of all ages enjoy because it naturally becomes more challenging as they improve.

    During our face-to-face lessons we use real objects, making the activity tactile and engaging. For our online sessions, we simply adapt the game using photographs or images displayed on screen. The same thinking skills are developed, proving that online learning can be every bit as interactive as learning in person.

    Visual Card Games

    Many working memory activities involve remembering sequences.

    We regularly play visual card games where children are shown a series of coloured shapes, pictures or symbols before trying to recreate the order from memory.

    At first there may only be three items.

    As confidence grows, the sequences gradually become longer and more challenging.

    These activities help children develop their ability to hold and manipulate visual information — a skill which supports reading, mathematics and problem-solving.

    For online lessons, we use interactive versions of these activities which work brilliantly on screen. Children enjoy remembering the order of shapes, colours and patterns whilst receiving immediate feedback as they play.

    Shopping List Games

    Another deceptively simple activity is the shopping list game.

    It begins with one item.

    “I’m going shopping and I’m buying apples.”

    The next person repeats the first item before adding another.

    “I’m going shopping and I’m buying apples and bread.”

    The list continues to grow until everyone is remembering surprisingly long sequences.

    This game develops verbal working memory, listening skills and concentration whilst encouraging children to think carefully before responding.

    One of the reasons I enjoy this activity is that it can easily be adapted around a child’s interests. Instead of shopping items, we might use animals, planets, dinosaurs, football teams or favourite foods. When children are interested in the topic, they often remember much more than they expect.

    Colourful educational infographic explaining three working memory activities for children. The first section shows the Tray Game, where children study everyday objects on a tray before identifying which item has been removed. The second section illustrates visual card games using coloured shapes and symbols to remember sequences, with examples for both face-to-face and online learning. The third section explains the Shopping List Game, where players repeat and add items to build verbal working memory. A tips section at the bottom encourages regular practice, keeping activities fun, gradually increasing difficulty, praising effort and linking games to children's interests.

    Why Games Work So Well

    Children rarely develop stronger working memory by completing endless worksheets.

    Instead, they improve through repeated opportunities to remember, retrieve and manipulate information in enjoyable ways.

    Games naturally encourage repetition without boredom.

    Children are willing to have another go because they’re focused on winning the challenge rather than practising a cognitive skill.

    This is particularly important for many neurodivergent learners. Children with ADHD, dyslexia, dyscalculia or autism often benefit from highly interactive learning which keeps them actively involved rather than passively completing written exercises.

    Over the years, I’ve found that confidence often grows alongside working memory. As children experience success, they become more willing to tackle increasingly challenging activities, creating a positive cycle of progress.

    Final Thoughts

    Working memory is an essential foundation for successful learning, but it doesn’t have to be developed through formal exercises alone.

    Simple activities such as matching pairs, the tray game, visual sequencing games and shopping list challenges all strengthen important cognitive skills whilst making learning enjoyable.

    Whether we’re working together face-to-face or online using interactive Wordwall activities and other digital resources, our aim is always the same: to help children develop stronger working memory in an environment where they feel relaxed, engaged and confident.

    After all, when children enjoy learning, they’re far more likely to remember it.

    Here Bedford Tutor and Kite Tutoring, we regularly incorporate working memory activities into our personalised English and maths lessons. From interactive Wordwall games and visual memory challenges to practical activities that can be adapted for both in-person and online learning, we help children with ADHD, dyslexia, dyscalculia and other learning differences develop confidence whilst strengthening the skills that make learning easier.

    To find out more, please see below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

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  • Primary Maths Confidence: Powerful Ways to Help Children

    Confidence and maths don’t always seem to go hand in hand.

    Over the years, I’ve met countless children who happily tackle a tricky reading comprehension but freeze the moment they see a page of calculations. Some will quietly whisper, “I’m just not good at maths,” whilst others become anxious before we’ve even looked at the first question.

    The interesting thing is that very few of these children actually lack mathematical ability.

    More often than not, what they’re lacking is confidence.

    Once children begin believing they “can’t do maths”, that belief can quickly become the biggest obstacle to their progress. Fortunately, confidence isn’t something children either have or don’t have. Like mathematical skills themselves, it can be developed with the right support, encouragement and experiences.

    Why Maths Confidence Matters

    Primary school is where children build the foundations for future mathematical learning.

    Whether they’re learning number bonds, multiplication tables, fractions or problem-solving, every new concept builds on previous knowledge. When confidence is low, children often avoid taking risks, rush through questions or give up before they’ve really started.

    I’ve found that many children who struggle in maths aren’t afraid of numbers themselves. They’re afraid of making mistakes.

    That fear can become surprisingly powerful.

    A child who worries about getting an answer wrong may stop volunteering answers in class, avoid challenging questions or rely heavily on adults for reassurance. Over time, this can create the impression that maths is simply “not their subject”, when in reality they’re capable of much more than they realise.

    Celebrate Effort, Not Just Correct Answers

    One of the most effective ways to build confidence is to praise effort rather than perfection.

    Imagine two children tackling the same problem. One gets the correct answer immediately. The other makes several mistakes but perseveres until they finally understand the method.

    Which child has learnt more?

    Quite often, it’s the second.

    Learning maths involves making mistakes. Every incorrect answer provides information about what a child understands and what still needs developing.

    When children realise mistakes are a normal part of learning rather than something to fear, they become much more willing to have a go.

    Simple comments such as:

    • “I really like how you kept trying.”
    • “You chose a good strategy.”
    • “Let’s work out together where it went wrong.”

    can have a far greater impact than simply saying, “Well done.”

    Make Maths Practical

    Young children naturally learn through doing.

    Abstract numbers on a worksheet can sometimes feel confusing, but place the same mathematical concept into a real-life situation and everything suddenly becomes much clearer.

    Cooking together provides wonderful opportunities to explore measurement, fractions and weighing.

    Shopping encourages children to estimate costs, compare prices and calculate change.

    Building with bricks develops understanding of shape, patterns and spatial reasoning.

    Even setting the table can become an opportunity to practise counting, multiplication and sharing equally.

    When maths becomes part of everyday life, children begin to see that it has purpose beyond the classroom.

    Did You Know? promotional graphic for Kite Tutoring showing that online lessons can be practical with a few inexpensive resources. A laptop displays a maths lesson using virtual base ten blocks while physical counters, base ten equipment, dice and whiteboard pens are arranged on the desk, illustrating how simple hands-on resources support engaging online learning.

    Build Confidence Through Small Successes

    One of the biggest mistakes adults sometimes make is moving on too quickly.

    Children need opportunities to experience success.

    If every activity feels just beyond their current ability, confidence gradually begins to fade.

    Instead, try to create a series of achievable challenges.

    Perhaps today your child confidently adds two-digit numbers.

    Tomorrow they might tackle three-digit numbers with support.

    Next week they may begin solving simple word problems using the same skills.

    These small successes gradually build into genuine mathematical confidence.

    I’ve often seen children who initially describe themselves as “bad at maths” completely change their attitude after a few weeks of carefully structured learning. Nothing magical has happened. They’ve simply experienced enough success to start believing in themselves.

    Keep Learning Enjoyable

    One of my favourite ways to teach primary maths is through games.

    Children often don’t realise how much mathematical thinking they’re doing when they’re enjoying themselves.

    Card games encourage number recognition and quick mental calculations.

    Board games develop counting, strategy and logical thinking.

    Dice games build fluency with addition, subtraction and multiplication.

    Even simple treasure hunts can involve measuring distances, following coordinates or solving mathematical clues.

    When learning feels fun, children become much more willing to tackle new challenges.

    This is particularly true for many neurodivergent learners, including children with ADHD, dyscalculia and autism, who often respond brilliantly to interactive, engaging activities rather than repetitive worksheets. Creating enjoyable learning experiences has always been central to my approach because motivation and confidence often grow together.

    Encourage Mathematical Talk

    Sometimes children know far more than they realise.

    Instead of immediately asking for the answer, ask questions such as:

    • “How did you work that out?”
    • “Can you explain your thinking?”
    • “Is there another way to solve it?”
    • “How do you know your answer makes sense?”

    Talking through mathematical thinking helps children organise their ideas whilst giving adults valuable insight into any misconceptions.

    It also reinforces an important message:

    Maths isn’t just about getting the right answer.

    It’s about understanding.

    Every Child Learns Differently

    As someone who has worked with many children with ADHD, dyscalculia, dyslexia and autism, I’ve learnt that no two learners approach maths in exactly the same way.

    Some children benefit from visual models.

    Others need practical resources they can physically move.

    Some need learning broken into smaller chunks, whilst others thrive when mathematical concepts are linked to their favourite interests.

    The key is flexibility.

    Rather than expecting every child to learn through one method, we should adapt our teaching to suit the learner sitting in front of us. This personalised, strengths-based approach is something I’ve found particularly valuable when supporting children with additional learning needs.

    Confidence Lasts Longer Than Correct Answers

    One thing I often remind parents is that confidence isn’t built in a single lesson.

    It develops gradually through hundreds of positive learning experiences.

    Each encouraging conversation.

    Each problem solved.

    Each moment when a child says, “I did it!”

    Those moments matter far more than many people realise.

    After all, children who believe they can succeed are far more likely to persevere when learning becomes challenging.

    And that resilience will support them long after they’ve forgotten how to calculate fractions or complete long multiplication.

    Here at Bedford Tutor and Kite Tutoring (the online division of Bedford Tutor), we have supported children in developing confidence in maths for many years. Whether a learner needs help with number sense, problem-solving, confidence building or support for ADHD, dyscalculia, dyslexia or autism, our personalised lessons are designed to make mathematics engaging, accessible and enjoyable. Every child deserves to feel capable of succeeding in maths, and with the right encouragement, they often achieve far more than they ever believed possible.

    To find out more, please see below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

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  • Morphology for Dyslexia: Powerful Ways to Improve Spelling

    When most people think about improving spelling, they imagine practising word lists over and over again.

    For many children, particularly those with dyslexia, that approach can quickly become repetitive, frustrating and, ultimately, ineffective.

    Over the years, I’ve found that one of the best ways to help children become more confident spellers is to help them understand why words are built the way they are. Rather than relying solely on memorisation, we explore the building blocks of language itself.

    This is where morphology becomes such a powerful learning tool.

    Although we’ve been incorporating elements of morphology into our tuition for many years through our Diamond Spelling & Reading Programme, from September we’ll be expanding this aspect of our lessons even further, giving children even more opportunities to discover the fascinating stories hidden inside words.

    What Is Morphology?

    Morphology is simply the study of the parts that make up words.

    Many English words are built from prefixes, suffixes and root words. Once children begin to recognise these patterns, spelling starts to feel far less random.

    Instead of seeing a long, unfamiliar word as one enormous challenge, they begin to spot familiar pieces they already know.

    For example, understanding that helpful, careful and playful all share the suffix -ful helps children make connections between words rather than learning each one in isolation.

    Likewise, recognising prefixes such as un-, re- or dis- allows children to decode and spell new vocabulary with much greater confidence.

    Rather than memorising hundreds of individual spellings, they start recognising the patterns that link them together.

    Why Morphology Can Be Particularly Helpful for Dyslexic Learners

    Many children with dyslexia are excellent pattern spotters.

    Once they begin recognising how words fit together, spelling often becomes much more logical and far less overwhelming.

    Instead of asking, “How do I remember this word?”, they begin asking, “What parts can I already recognise?”

    That small shift in thinking can make a remarkable difference.

    Morphology also supports vocabulary development and reading comprehension. As children learn what different roots and affixes mean, they often find it much easier to work out the meanings of unfamiliar words when reading independently.

    It’s another example of one skill supporting several areas of literacy at once.

    Making Spelling Memorable Through Creativity

    One thing I’ve learnt over the years is that children rarely remember something simply because they’ve copied it twenty times.

    They remember experiences.

    That’s why creativity plays such an important role in my lessons.

    If we’re learning a new root word, we might draw it as a cartoon character. If we’re exploring a prefix, we may invent a silly story explaining where it came from. Sometimes we’ll create ridiculous sentences that make everyone laugh, because humour has a wonderful way of helping information stick in our memories.

    Drawing, storytelling and imaginative activities transform spelling from something children have to do into something they actually enjoy.

    Many neurodivergent learners are highly visual thinkers, and creating funny images or memorable stories often helps words stay in long-term memory far more effectively than repetition alone.

    The more senses involved in learning, the more opportunities the brain has to create lasting connections.

    Learning Should Be Fun

    This has always been one of my guiding principles.

    Children learn best when they are engaged.

    Over the years, we’ve used games, visual resources, discussion, word-building activities and creative challenges to help children understand how English works. Morphology has quietly been part of that process for a long time, even if we haven’t always labelled it as such.

    From September, however, we’ll be placing an even greater emphasis on exploring word families, roots, prefixes and suffixes in a structured but highly creative way.

    The aim isn’t simply to improve spelling accuracy.

    It’s to help children become curious about language.

    When children begin asking questions like, “Why does that word end like that?” or “Where did this word come from?”, they’re no longer just memorising spellings. They’re becoming language detectives.

    Looking Ahead to September

    One student I’m particularly excited to continue working with is a wonderful young learner I tutor online in Dubai, UAE.

    We’ve already made fantastic progress in developing confidence with reading and spelling, and from September we’ll be exploring morphology in much greater depth together. I can’t wait to see the connections they begin making as they discover how words are built and how those patterns can make spelling both easier and far more enjoyable.

    Watching those moments of understanding is one of the greatest pleasures of teaching.

    Suddenly, words that once seemed impossible begin to make sense.

    Confidence grows.

    And perhaps most importantly of all, children begin to realise that spelling isn’t simply about remembering random letters. It’s about understanding a wonderfully interconnected language that is full of patterns, history and fascinating discoveries waiting to be explored.

    Here at Bedford Tutor, I have been supporting children with dyslexia, ADHD and other special educational needs for many years through highly personalised English tuition. As part of our Diamond Spelling & Reading Programme, we’ll be expanding our work on morphology from September, helping children discover the building blocks of words through creative, engaging and multi-sensory activities that make spelling both memorable and enjoyable.

    To find out more, please click on the relevant link below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

    Related Posts

  • Building Strong Number Sense: Powerful Primary Maths Strategies

    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.

    Illustration showing how all areas of primary maths grow from the four operations: addition, subtraction, multiplication and division, with a tree linking these skills to fractions, percentages, algebra and problem solving.

    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.

    To find out more, please click on the relevant link below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

    Related Posts

  • Creative Writing Activities That Inspire Reluctant Writers

    For many children, the words creative writing are enough to make them groan.

    “I don’t know what to write.”

    “I’m not good at stories.”

    “I’ve got no ideas.”

    Over the years, I’ve heard these phrases countless times from children of all ages. Whether I’m supporting home-educated learners, children with ADHD, dyslexia or autism, or students who simply lack confidence in English, reluctant writers often have one thing in common: they believe they have nothing worth writing about.

    The good news is that this is very rarely true.

    In fact, some of the most imaginative stories I’ve ever read have come from children who originally insisted they hated writing.

    The secret isn’t forcing children to write more.

    It’s helping them discover that writing can actually be fun.

    Start with What Interests Your Child

    One of the biggest mistakes adults sometimes make is choosing the topic for the child.

    If a child has no interest in castles, why ask them to write about knights?

    If they aren’t fascinated by space, why expect them to produce an exciting story about astronauts?

    Instead, I always begin with something the child genuinely enjoys.

    Over the years, I’ve seen some wonderfully creative writing inspired by children’s own interests.

    I’ve worked with children who have written incredible adventures involving dinosaurs, inventing their own prehistoric worlds complete with volcanoes and newly discovered species. Others have designed entire video games on paper, describing characters, magical powers, levels and villains in extraordinary detail.

    Some of my favourite pieces of writing have been about children’s pets. Whether it’s a mischievous Labrador, a cheeky hamster or a much-loved horse, children often have endless ideas when they’re writing about something they already know and love.

    When children care about the topic, they stop worrying about “doing writing” and simply start telling a story.

    Turn Writing Into a Game

    Creative writing doesn’t have to begin with a blank sheet of paper.

    In fact, I often try to avoid that altogether.

    Children are naturally imaginative when they’re playing, so why not build writing around play?

    One activity I regularly recommend is using storytelling dice.

    A few simple pictures rolled onto the table can become the beginning of an exciting adventure.

    Perhaps the dice show a dragon, a treasure chest and a bicycle.

    How did the dragon learn to ride a bike?

    Why is the treasure hidden?

    Who discovers it?

    Suddenly, ideas begin flowing naturally.

    Storytelling card games work just as well and can be adapted for children of different ages.

    The wonderful thing is that you don’t need expensive resources.

    Many storytelling games are available online, and it’s surprisingly easy to make your own using pieces of card, magazine pictures or even objects from around the house.

    A spoon, a toy dinosaur and a pair of sunglasses might sound like a strange combination—but I’ve seen children create fantastic stories from far less!

    When writing feels like a game rather than a lesson, children often become far more willing to have a go.

    Draw Before You Write

    Many children find planning the hardest part of creative writing.

    Traditional planning sheets filled with bullet points simply don’t work for every learner.

    Instead, I often encourage children to draw first.

    Rather than asking them to write about a dragon, I ask them to draw it.

    What colour is it?

    Does it breathe fire?

    Where does it live?

    Who are its friends?

    Without realising it, children begin developing characters, settings and story ideas before they’ve written a single word.

    This approach works particularly well for many neurodivergent learners, including children with ADHD and dyslexia, who often think visually.

    Once the picture is complete, the writing usually feels much easier because the story already exists in their imagination.

    Sometimes a single drawing can inspire several pages of writing.

    Colourful infographic showing creative writing activities that help reluctant writers build confidence through play and imagination.

    Encourage Talking Before Writing

    Writing doesn’t always need to begin silently.

    Some children are brilliant storytellers long before they become confident writers.

    Ask them questions.

    “What happens next?”

    “Why did the dinosaur go into the forest?”

    “How does your video game end?”

    As they answer, they’re already building the structure of their story.

    Sometimes I’ll even jot down their ideas as they speak before asking them to expand them in their own words.

    This removes much of the pressure and allows children to focus on their creativity rather than worrying about spelling every word perfectly.

    Remember That Every Writer Starts Somewhere

    One of the most important things I’ve learnt over many years of tutoring is that confidence comes before great writing.

    Children who believe they’re “bad at writing” often avoid it altogether.

    That’s why praise matters so much.

    Every achievement deserves to be recognised.

    Perhaps they’ve thought of an imaginative character.

    Maybe they’ve written one excellent sentence.

    Perhaps they’ve remembered to use speech marks for the first time.

    These are all successes.

    I make a point of celebrating every step forward because every small success builds confidence for the next challenge.

    I’ve watched many reluctant writers gradually begin to enjoy writing—not because they suddenly became perfect spellers or expert authors overnight, but because they started believing they could write.

    Confidence grows through encouragement.

    Make Creative Writing Enjoyable

    Writing should never feel like a punishment.

    The children who make the greatest progress are usually the ones who laugh during lessons, become excited by their ideas and forget they’re even practising English.

    By choosing topics they genuinely love, turning activities into games, drawing before writing and celebrating every achievement, creative writing becomes something children look forward to rather than something they avoid.

    After all, every confident writer was once a beginner.

    Sometimes all a child needs is someone who believes in their ideas before they believe in them themselves.

    Here at Bedford Tutor, I have supported children across the UK and around the world for many years, helping reluctant writers discover that creative writing can be enjoyable. Whether I’m working with home-educated learners, children with ADHD, dyslexia, dyscalculia or autism, I always aim to make English engaging, personalised and confidence-building. By adapting lessons to each child’s interests and learning style, I’ve seen many reluctant writers develop into enthusiastic storytellers.

    To find out more, please click on the relevant link below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

    Related Posts

  • ADHD and Executive Function: Simple Strategies That Help Children Thrive

    If your child has ADHD, you have probably experienced moments that leave you scratching your head.

    They can explain a maths concept brilliantly one minute, then completely forget what they were supposed to do the next. They may start tidying their bedroom, become distracted by a toy they haven’t seen for weeks, and somehow end up building a Lego model instead. They might listen carefully to your instructions, yet still return five minutes later asking, “What was I meant to do again?”

    To many parents, it can look as though their child isn’t concentrating or simply isn’t trying.

    In reality, these are often signs of difficulties with executive functioning.

    Executive function is sometimes described as the brain’s management system. It helps us plan, organise, remember instructions, manage our time, regulate our emotions and complete tasks. For many children with ADHD, these skills develop differently, making everyday activities far more challenging than they appear from the outside.

    The good news is that, with the right support, children with ADHD can absolutely thrive.

    What Is Executive Function?

    Executive function isn’t one single skill. Instead, it is a collection of mental processes that help us manage daily life.

    These include:

    • Working memory
    • Organisation
    • Planning
    • Time management
    • Flexible thinking
    • Emotional regulation
    • Task initiation
    • Sustaining attention

    Many people assume ADHD is simply about paying attention, but it is often more accurate to think of it as a difficulty managing attention alongside these executive functioning skills.

    As someone diagnosed with ADHD myself, I know first-hand that these challenges are not a reflection of intelligence. In fact, many children with ADHD are incredibly bright, creative and curious. The difficulty often lies in organising their thoughts, remembering multiple pieces of information and deciding where to begin.

    Every ADHD brain is different, and one strategy will never suit every child. That is something I have written about previously, and it remains one of the most important things parents can understand.

    Working Memory: The Invisible Challenge

    One of the biggest difficulties I see in children with ADHD is working memory.

    Working memory is like the brain’s temporary notepad. It allows us to hold information in our minds whilst using it.

    Imagine asking your child to:

    • Collect their maths book.
    • Open it to page 24.
    • Find a pencil.
    • Write today’s date.
    • Complete questions 1–5.

    For many children, those five instructions are manageable.

    For a child with ADHD, however, by the time they have found their maths book, they may already have forgotten the remaining four steps.

    This isn’t because they weren’t listening.

    Their brain has simply become overloaded.

    Reducing the amount of information children need to hold in their minds allows them to focus far more of their energy on the learning itself.

    The Power of Visual Learning

    One of the boys I currently tutor online in Dubai demonstrates this beautifully.

    Like many children with ADHD, he is bright, inquisitive and eager to learn. However, if information is presented as lengthy verbal explanations or large blocks of text, he can quickly become overwhelmed.

    Over time, we discovered something that transformed his confidence.

    He is an incredibly visual learner.

    Rather than relying on long explanations, we now use colourful diagrams, pictorial examples and carefully colour-coded notes throughout our online lessons.

    Different grammatical features are highlighted using different colours. Mathematical methods are organised visually so each stage is easy to follow. Important information is grouped together using diagrams rather than lengthy written instructions.

    Instead of expecting him to remember every stage of a task, each step remains visible on the screen throughout the lesson.

    The difference has been remarkable.

    Tasks that once felt overwhelming have become manageable because he no longer has to rely entirely on his working memory. He can simply follow each visual step in turn, allowing him to think more clearly and work far more confidently.

    It is a wonderful reminder that online learning is not simply “school on a screen.” For some children, it can actually remove many of the barriers they experience in a busy classroom.

    Breaking Learning Into Small Steps

    This is a strategy I use with many of the children I teach, both online and in person.

    Rather than giving several instructions all at once, I break activities into small, achievable stages.

    For example, instead of saying:

    “Read the text, answer the questions, underline the verbs and correct your spellings.”

    We might work through the task like this:

    Step 1: Read the first paragraph.

    Step 2: Highlight unfamiliar words in yellow.

    Step 3: Answer Question 1.

    Step 4: Tick it off.

    Only then do we move on to the next stage.

    By reducing the number of decisions children need to make at once, learning becomes far less overwhelming.

    Colour Coding Creates Clarity

    One of the simplest but most effective strategies I use is colour coding.

    Children with ADHD are often trying to process huge amounts of information simultaneously. Colour provides clear visual anchors that help organise that information.

    For example, during English lessons we might:

    • Highlight nouns in blue.
    • Verbs in green.
    • Adjectives in orange.
    • Fronted adverbials in red.

    In maths, different colours can separate each stage of a calculation or distinguish between known information and what we need to work out.

    Suddenly, the page no longer looks like one overwhelming wall of writing.

    Instead, it becomes organised, structured and much easier to navigate.

    Many children begin spotting patterns almost immediately because the colours provide an additional layer of meaning.

    Building Confidence Through Structure

    One thing I’ve learnt over many years of tutoring is that children rarely lack ability.

    More often, they lack a system that works for their brain.

    Clear routines, visual prompts, checklists and predictable lesson structures reduce the mental effort needed simply to stay organised.

    That frees up valuable brainpower for learning.

    When children know exactly what comes next, anxiety often decreases and confidence begins to grow.

    I regularly see children who initially describe themselves as “bad at maths” or “not very good at English” begin tackling increasingly difficult work once they are given the right structure.

    The learning hasn’t become easier.

    It has simply become clearer.

    Small Changes Can Make a Big Difference

    Parents sometimes worry they need expensive resources or specialist equipment to support executive functioning.

    In reality, many of the most effective strategies are wonderfully simple.

    Writing checklists.

    Breaking tasks into smaller chunks.

    Using coloured highlighters.

    Keeping instructions short.

    Allowing children to tick off completed steps.

    Using pictures alongside words.

    These approaches don’t lower expectations.

    They simply provide the scaffolding children need to demonstrate what they already know.

    Final Thoughts

    Children with ADHD are not disorganised because they are lazy.

    They are often working far harder than other children simply to organise their thoughts, remember instructions and stay focused on the task in front of them.

    When we understand executive functioning, we stop asking, “Why won’t they do it?” and start asking, “What support would help them succeed?”

    Sometimes that support is as simple as a colourful diagram, a clear checklist or breaking one large task into several smaller ones.

    When we adapt learning to suit the child, rather than expecting the child to adapt to one fixed way of learning, remarkable things can happen.

    Here at Bedford Tutor, I have supported children with ADHD, executive functioning difficulties and other neurodivergent learning profiles across the UK and around the world for many years. Whether lessons take place online or in person, I use highly visual, structured and personalised approaches that help children build confidence whilst developing the English and maths skills they need to thrive. From colour coding and pictorial learning to carefully sequenced, step-by-step teaching, every lesson is adapted to the individual child.

    To find out more, please click on the relevant link below:

    Bel 😊

    Wondering How We Can Help?

    Whether you’re exploring tuition options, looking for specialist support or simply have a question, we’d love to hear from you. Tell us a little about your child and what you’re looking for, and we’ll be in touch as soon as possible.

    Current Availability

    ✅ Super Summer Learning (August): Good availability throughout the holiday

    ✅ Weekday daytime tuition (from September): Good availability for international students, home-educated learners and families with flexible schedules

    🗓️ After-school, Saturday & Sunday morning tuition (from September): Waiting list currently in operation

    Please include Area Code if Outside UK

    Related Posts