How to Choose an Online Tutor for a Child Living Overseas

Child smiling and waving during a live online learning session with a laptop, notebook and world map, illustrating engaging virtual tuition for students around the world.

How Do I Choose an Online Tutor for a Child Living Overseas?

Living abroad can be an incredible adventure for children. New cultures, new experiences and opportunities to see the world can help young people develop confidence, resilience and a broader understanding of life.

However, moving overseas can also create educational challenges.

Whether your child attends an international school, follows the British Curriculum, studies the American Curriculum or learns at home, there may come a point when they need some additional support. When that happens, finding the right tutor can make a remarkable difference.

The problem is that choosing a tutor isn’t always straightforward.

A quick online search produces hundreds of options, all promising excellent results, personalised lessons and experienced teaching. Faced with so many choices, many parents find themselves wondering where to start.

Having worked with children from a wide range of countries, backgrounds and educational systems, I’ve learnt that finding the right tutor is about far more than qualifications alone.

Qualifications Matter… But They Aren’t Everything

Of course, qualifications are important. Parents want reassurance that a tutor understands the subjects they teach and has the knowledge needed to support their child.

However, qualifications only tell part of the story.

When I think back to my own education, the teachers who made the biggest difference were not always the most academically impressive. They were the people who understood me, encouraged me and helped me believe I could succeed.

The same is true in tutoring.

A child who feels comfortable with their tutor is far more likely to ask questions, admit when they are confused and persevere through challenges. Learning flourishes when children feel safe enough to make mistakes.

For this reason, I would always encourage parents to look beyond certificates and consider whether a tutor has experience working with children of a similar age, personality and learning profile to their own child.

Understanding How Your Child Learns

Every child learns differently.

Some need support with reading, writing or mathematics. Others need help developing confidence, organisation, study skills or motivation.

As someone who was diagnosed with ADHD at the age of 31, I know first-hand that learning differences can have a huge impact on the educational experience. Looking back, I wasn’t lacking intelligence or enthusiasm. In fact, I loved learning. What I struggled with was working memory, multi-step instructions and maintaining focus on tasks that didn’t capture my imagination.

Because of this, I strongly believe that understanding how a child learns is just as important as understanding what they are learning.

If your child has ADHD, autism, dyslexia, dyscalculia or another learning difference, it can be incredibly helpful to find a tutor who genuinely understands those experiences. Sometimes the strongest learning relationships develop when a tutor recognises the challenges a child faces because they have walked a similar path themselves.

Finding the Right Fit

Curriculum knowledge, communication skills and lesson structure are all important considerations. However, the best tutor is rarely the one who promises the fastest results.

Meaningful progress usually develops through trust, consistency and a supportive relationship built over time.

Children need someone who celebrates their successes, helps them navigate difficulties and reminds them of their strengths when confidence begins to wobble.

Particularly for families living overseas, strong communication between tutor and parents is essential. When everyone works together, children receive consistent support and are far more likely to thrive.

More Than Academic Support

When parents begin searching for a tutor, they are often looking for help with English or maths.

What many discover is that the right tutor provides much more than that.

Good tutoring develops skills. Great tutoring develops confidence.

Over time, confidence becomes the foundation on which future learning is built. A child who believes they can succeed is far more likely to take risks, ask questions and persevere when learning becomes challenging.

Ultimately, choosing an online tutor for a child living overseas is not about finding the most impressive profile or the longest list of qualifications. It is about finding someone who understands your child, values their individuality and helps them grow both academically and personally.

With the right support, children can flourish wherever in the world they happen to be learning.

If you’re considering online tuition, our international sessions offer personalised support for children aged 5 to 16 in a fun, engaging, and encouraging learning environment. Each lesson is tailored to your child’s individual needs, helping them build confidence, develop key skills, and achieve their full potential from the comfort of home. 

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

Bel 😊

WORLDWIDE ONLINE TUITION

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  • Supporting Dyslexic Learners in International Schools

    Children attending international schools often have wonderful opportunities to experience different cultures, languages and ways of learning. For many families living in countries such as the UAE, Singapore, Malaysia, Thailand and Saudi Arabia, international education provides access to excellent academic programmes and a truly global outlook.

    However, for dyslexic learners, studying within an international environment can sometimes bring additional challenges.

    Having worked with many children attending international schools around the world, I have seen first-hand how dyslexia can sometimes be misunderstood, particularly when a child is learning in a multicultural environment. Yet I have also seen how the right support, understanding and teaching strategies can help dyslexic learners thrive.

    Understanding Dyslexia Beyond Reading Difficulties

    When people hear the word dyslexia, they often think exclusively about reading.

    Whilst reading difficulties can certainly be part of dyslexia, the reality is often much more complex.

    Many dyslexic learners may struggle with spelling, writing, working memory, sequencing, organisation and processing information. They are often highly intelligent, creative and capable, but may find certain aspects of traditional education far more demanding than their peers.

    One of the most important lessons I have learned through supporting neurodivergent learners is that no two children experience dyslexia in exactly the same way. This mirrors a wider truth across neurodiversity: every learner has their own unique strengths, challenges and learning profile.

    The Unique Challenges of International Schools

    International schools often bring together students from a wide range of educational backgrounds.

    Some children may be studying in English despite it not being their first language. Others may move between countries and curricula multiple times throughout their education.

    For dyslexic learners, these transitions can sometimes magnify existing difficulties.

    I recently worked with a student who had moved between a number of different countries in just a few years. Whilst academically capable, they had experienced different spelling conventions, curriculum expectations and teaching approaches. Unsurprisingly, their confidence had begun to suffer.

    This is something I encounter quite regularly.

    Parents often worry that their child is falling behind when, in reality, they are managing multiple educational adjustments alongside dyslexia. Sometimes what appears to be a literacy difficulty is actually a combination of dyslexia, language differences and educational transitions.

    Confidence Matters More Than Many Parents Realise

    One thing I consistently notice when working with dyslexic learners is that confidence often has a greater impact than ability.

    Many children spend years feeling that reading and writing are harder for them than for their classmates. Over time, this can affect their willingness to participate, attempt challenging tasks or take risks in their learning.

    I often describe confidence as being like a bucket.

    Every success adds a little more water. Every setback removes a little.

    For dyslexic learners, particularly those adapting to life in an international school, that bucket sometimes needs careful refilling.

    This is why celebrating small achievements is so important. A successful reading activity, an improvement in spelling, or simply showing perseverance with a difficult task can all help rebuild confidence over time.

    Multi-Sensory Learning Makes a Difference

    Many dyslexic learners benefit from approaches which engage multiple senses simultaneously.

    Rather than relying solely on reading from a page, children often learn more effectively when they can see, hear, say and physically manipulate information.

    Over the years, I have used a wide variety of multi-sensory techniques, including:

    • Breaking words into syllables
    • Exploring vowel sounds and spelling patterns
    • Using magnetic letters and word-building activities
    • Creating visual memory prompts
    • Drawing pictures to represent difficult words
    • Using games and interactive learning activities

    When children can physically interact with language, learning often becomes more accessible and far less intimidating. This approach has proven particularly effective for many of the dyslexic learners I support through personalised tuition.

    Supporting Dyslexic Learners Overseas

    Families living overseas often face an additional challenge: finding specialist support.

    Whilst many international schools provide excellent learning support services, access can vary considerably between countries and schools.

    One of the reasons online tuition has become increasingly valuable is that geography no longer limits access to specialist support. Over the years, I have worked with dyslexic learners across the UK and internationally, helping students develop literacy skills whilst building the confidence needed to succeed in their chosen curriculum.

    Whether a child is studying the British Curriculum, American Curriculum, preparing for GL Assessments or following another international programme, personalised support can make a significant difference.

    Final Thoughts

    Dyslexia should never be viewed as a barrier to success.

    Some of the most creative, innovative and accomplished individuals throughout history have been dyslexic. The key is ensuring that learners receive the support, encouragement and strategies that allow their strengths to shine.

    International schools offer incredible opportunities for young people. When dyslexic learners are understood, supported and given access to appropriate teaching approaches, they can flourish both academically and personally.

    After all, success is not about learning exactly like everyone else. It is about finding the approach that allows each child to thrive.

    Here at Bedford Tutor, I have supported many dyslexic learners attending international schools across the UAE, Singapore, Malaysia, Thailand, Saudi Arabia and beyond. Through personalised English tuition, multi-sensory learning approaches and confidence-building strategies, I help children develop the literacy skills they need whilst ensuring they feel understood, capable and successful. Whether a student is following the British Curriculum, American Curriculum, preparing for GL Assessments or receiving home education support, my aim is always to help them discover that dyslexia does not limit their potential.

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

    Bel 😊

    WORLDWIDE ONLINE TUITION

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  • What Are GL Assessments? A Parent’s Guide for International School Families

    ​If you have a child attending an international school, there is a good chance you have heard the term “GL Assessment” mentioned at some point.

    Perhaps your child’s school uses GL tests to monitor progress. Maybe your child is preparing for entrance assessments at an international school. Or perhaps you’ve simply heard other parents talking about GL assessments and wondered what all the fuss is about.

    Over the years, I have worked with many children attending international schools and, more recently, I have been supporting a number of students who are preparing for their GL assessments. One thing I have quickly discovered is that the words “assessment” and “test” often cause far more anxiety in parents than they do in children!

    The reality is that GL assessments are simply designed to measure a child’s current attainment and identify areas of strength alongside areas that may require further development.
    ​
    What Exactly Are GL Assessments?

    GL Assessment is an organisation which produces a range of standardised tests used by schools throughout the UK and across the world.

    Many international schools use GL assessments because they provide useful information about a child’s progress in areas such as:

    • Reading
    • English
    • Mathematics
    • Verbal Reasoning
    • Non-Verbal Reasoning
    • Spelling, Grammar and Punctuation

    Schools can then use this information to identify strengths, monitor progress and ensure students are receiving the support they need.

    Although the assessments themselves vary depending on the school and age group, they are generally designed to assess skills children have developed over time rather than knowledge they have memorised the night before.

    Should Parents Be Worried About GL Assessments?

    In a word: no.

    As someone who has worked with many children preparing for these assessments, I have found that confidence is often far more important than cramming.

    Children tend to perform best when they feel relaxed, prepared and familiar with the types of questions they may encounter.

    Unfortunately, some children hear the word “test” and immediately imagine something frightening. Before they have even opened the paper, they are already worrying about whether they will get questions wrong.

    I completely understand this.

    When I was at school, I often worried about assessments despite genuinely enjoying learning. Looking back, I realise that confidence can have a surprisingly large impact on performance.

    How Can Parents Help?

    One of the best ways parents can help is by keeping learning positive.

    Children learn far more effectively when they are engaged and interested in what they are doing. This is particularly true for many neurodivergent learners, including children with ADHD, dyslexia and other learning differences.

    Currently, I am tutoring several students who are studying for their GL assessments and one thing I always try to do is make the learning process enjoyable.

    Rather than spending entire lessons completing practice papers, we often learn through games, challenges and interactive activities.

    For example, grammar and punctuation can sometimes feel dry and repetitive when taught through worksheets alone. However, when these same skills are practised through games, quizzes and creative challenges, children often become far more motivated to learn.

    Not only does this help them master new topics, but it also provides valuable opportunities to revisit and consolidate previously-learnt material.

    Learning should never feel like a punishment.

    In my experience, children make the greatest progress when they are having fun.

    What Skills Are Assessed?

    Although every assessment is slightly different, many GL tests focus on the core skills children use every day in school.

    Reading assessments may explore comprehension, vocabulary and inference skills.

    English assessments often include grammar, punctuation and spelling.

    Mathematics assessments typically focus on reasoning, problem-solving and mathematical understanding.

    Some schools also use verbal and non-verbal reasoning assessments, which look at how children identify patterns, solve problems and think logically.

    The good news is that these are all skills which develop gradually over time.

    Preparing Without Pressure

    One of the biggest misconceptions about GL assessments is that preparation needs to be intense.

    In reality, steady and consistent practice is often far more effective.

    Reading regularly, discussing new vocabulary, developing mathematical fluency and building confidence with grammar and punctuation can all make a significant difference.

    Most importantly, children need to understand that an assessment is simply a snapshot of where they are at a particular moment in time.

    It does not define their intelligence, their potential or their future success.

    Final Thoughts

    Having worked with children from a variety of international schools, I have seen first-hand how common GL assessments have become across the international education sector.

    Whilst the assessments themselves are important, I believe confidence, curiosity and a positive attitude towards learning remain far more valuable in the long term.

    When children feel supported, engaged and motivated, they are much more likely to achieve their potential both inside and outside the assessment room.

    After all, the goal is not simply to achieve a high score on a test.

    The goal is to help children become confident, capable learners who enjoy the process of learning itself.

    Here at Bedford Tutor, I have supported many children preparing for GL Assessments in international schools overseas. Through helping students develop their reading, grammar, punctuation, vocabulary and reasoning skills, I have created engaging lessons that build confidence whilst ensuring children feel fully prepared for the challenges these assessments can bring.

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

    Bel 😊

    WORLDWIDE ONLINE EDUCATION

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  • Supporting Dyslexic Learners at Home

    When a child is diagnosed with dyslexia, many parents experience a mixture of emotions.

    For some, there is relief. Finally, there is an explanation for why reading, spelling or writing has felt so much harder than expected. For others, there is worry.

    How can I help my child?
    Will they ever become a confident reader?
    What should we be doing at home?

    The good news is that dyslexic children can absolutely thrive.

    Over the years, I have worked with many learners with dyslexia and one thing has become incredibly clear to me: the most effective support rarely looks like endless worksheets and repetitive drills. In fact, some of the best learning happens when children are actively involved, using their hands, their imagination and their creativity.

    Many dyslexic learners are naturally curious, creative and highly capable thinkers. However, because reading and spelling can require so much effort, they can sometimes begin to doubt their abilities. This is why praise is so important.

    I cannot overstate the power of helping a child recognise their own progress.

    When a child has spent years feeling as though they are falling behind, celebrating small successes can make a remarkable difference. Sometimes learning confidence grows in tiny increments, like drops of water filling a bucket. One correctly-spelled word. One successful reading activity. One moment when a child suddenly realises, “Actually, I can do this.”

    These moments matter.

    At Bedford Tutor, our Diamond Spelling & Reading Programme was designed with this philosophy in mind. Rather than expecting children to memorise endless lists of spellings, we help them understand how words actually work.

    One area we focus on heavily is syllables.

    Many struggling readers see long words as giant mountains standing in their path. However, when children learn to break words into syllables, those mountains often become a series of smaller hills. Suddenly, words which once looked overwhelming begin to feel much more manageable.

    We also spend a great deal of time exploring vowel sounds.

    English spelling can sometimes feel wonderfully logical and completely chaotic at exactly the same time. As children begin to understand how vowel sounds influence spelling patterns, many start to recognise that there are actually reasons behind many spellings. Whilst English certainly has its fair share of exceptions, understanding common spelling rules helps children approach unfamiliar words with greater confidence.

    Most importantly, we make learning physical.

    Many dyslexic learners benefit enormously from seeing, hearing, saying and physically manipulating words.

    This is why we regularly use play dough, wooden blocks, magnetic letters and other hands-on resources to build words physically. Rather than simply looking at a word on a page, children can hold it, move it, change it and explore how it works. Learning becomes something tangible rather than something abstract.

    I often find that once a child can physically construct a word, they begin to understand it in a completely different way.

    Creativity also plays a huge role in our sessions.

    One of my favourite approaches involves turning words into pictures.

    For example, if we are exploring the word “what”, we might notice that it contains the word “hat”. Suddenly, we can draw a hat directly onto the letters. The word becomes more memorable because it is no longer just a collection of symbols. It becomes an image, a story and an idea.

    Dyslexic learners are often wonderfully visual thinkers and these creative associations can help words stick in the memory far more effectively than simple repetition.

    Over the years, I have seen children transform their confidence through approaches like these. Not because they suddenly become perfect spellers overnight, but because they begin to understand that reading and spelling are skills they can learn.

    Supporting a dyslexic learner at home is not about creating a second school environment. It is about nurturing confidence, celebrating effort and helping children discover strategies which work for their unique brains.

    After all, dyslexia is not a lack of intelligence. Some of the most creative, innovative and inspiring people throughout history have been dyslexic. Sometimes children simply need the right tools, the right encouragement and someone who believes in them long before they learn to believe in themselves.

    When we combine understanding, creativity and plenty of praise, remarkable things can happen.

    Here at Bedford Tutor, we have been supporting children with dyslexia and related special educational needs for over fourteen years. Through working with hundreds of learners, I have developed a highly creative and multi-sensory approach which helps children build confidence whilst developing the key literacy skills they need to succeed.

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


    Bel 😊

    SEND TUITION

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  • Common Signs of Dyslexia Parents Often Miss

    As a tutor, one of the conversations I have most often with parents begins with the words:

    “I knew something wasn’t quite right, but I never thought it might be dyslexia.”

    Many families expect dyslexia to look exactly like the stereotypes we hear about—letters written backwards, an intense dislike of reading, or a child who simply cannot learn to spell. Whilst these signs can certainly occur, dyslexia is often far more subtle and varied than people realise.

    Over the years, I have worked with many children whose dyslexia wasn’t identified until much later because the signs were quietly hiding in plain sight. Some were bright, articulate and imaginative children who had developed wonderful coping strategies. Others worked incredibly hard to keep up with their peers, leaving adults unaware of the effort involved.

    Much like other forms of neurodiversity, every child’s experience is unique, and recognising the less obvious signs can make a tremendous difference to confidence and wellbeing.

    “They’re So Clever—It Can’t Be Dyslexia”

    One of the biggest misconceptions about dyslexia is that it reflects intelligence.

    In reality, many dyslexic children are exceptionally creative, curious and thoughtful learners. They may excel in discussions, ask insightful questions and possess impressive general knowledge, yet still struggle to read, spell or write at the level people expect.

    Because they appear academically capable in other areas, difficulties with literacy are sometimes dismissed as carelessness or a lack of effort.

    I often tell parents that intelligence and dyslexia are not opposites. In fact, many dyslexic learners are remarkable problem-solvers who simply process language differently.

    Difficulty Remembering Sequences

    Parents frequently notice that their child struggles to remember everyday sequences long before reading difficulties become obvious.

    You might notice problems with:

    • Remembering days of the week.
    • Learning multiplication tables.
    • Following multi-step instructions.
    • Recalling the alphabet in order.
    • Telling left from right.

    I still meet children who can explain a complex scientific concept but become completely tangled when asked to remember three instructions in succession.

    These difficulties are often linked to working memory and language processing rather than a lack of understanding.

    Avoiding Reading Without Complaining About It

    Not every child says, “I hate reading.”

    Some simply avoid it in subtle ways.

    They might suddenly need a drink, remember another task, become unusually tired or ask someone else to read aloud. Others choose books far below their age level because they provide comfort and success rather than frustration.

    Parents sometimes assume their child simply isn’t interested in books, when in reality they are protecting themselves from feelings of failure.

    Strong Verbal Skills but Weak Written Work

    This is one of the most commonly overlooked signs.

    A child may explain an idea beautifully in conversation but struggle to transfer those thoughts onto paper. Their vocabulary might be advanced, yet their writing appears much younger than expected.

    I’ve taught many learners who can tell wonderfully imaginative stories aloud but freeze when faced with a blank page. The challenge isn’t creativity or intelligence—it’s bridging the gap between thinking and recording ideas.

    Unusual Spelling Patterns

    All children make spelling mistakes, but dyslexic learners often produce errors that seem inconsistent.

    A word might be spelled correctly on one page and completely differently on the next. They may know the rule one day and forget it the following week.

    This inconsistency can be confusing for parents.

    The important thing to remember is that dyslexia isn’t about laziness or not paying attention. Many children are working twice as hard as their peers simply to achieve the same outcome.

    Low Confidence Hidden Behind Humour

    Some children become class clowns.

    Others insist they “don’t care” about schoolwork.

    Some avoid trying altogether because not trying feels safer than trying and failing.

    What looks like a behavioural issue can sometimes be a child protecting their self-esteem.

    One of the most heartbreaking things I hear is, “I’m stupid.”

    Dyslexic children often know they are finding something harder than their friends, even when adults haven’t recognised the reason yet. Early support and reassurance can make an enormous difference to how they view themselves as learners.

    Trust Your Instincts

    Parents are usually the first people to notice when something feels different.

    If your child is bright, imaginative and curious but seems to struggle disproportionately with reading, spelling, writing or remembering sequences, it may be worth exploring whether dyslexia could be a factor.

    The earlier children receive understanding and appropriate support, the sooner they can develop strategies that play to their strengths.

    Most importantly, dyslexia is not something to be feared.

    Some of the most creative, innovative and successful people in the world are dyslexic. The goal is never to change who a child is, but to help them understand how their unique brain learns best. This strengths-based approach is central to the support we provide at Bedford Tutor and underpins everything from our multi-sensory literacy work to our confidence-building sessions with neurodivergent learners.

    Here at Bedford Tutor, I have supported children with dyslexia, home-educated learners and neurodivergent students across the UK and around the world for many years. Through personalised English tuition and creative, multi-sensory approaches to literacy, I help children build confidence whilst developing the reading and spelling skills they need to flourish both inside and outside the classroom.

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

    Bel 😊

    SEND TUITION

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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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  • What Should International Families Look for in an Online Tutor?

    Choosing an online tutor for your child can feel surprisingly difficult.

    Type “online tutor” into a search engine and you will find hundreds of people offering tuition, promising excellent results, personalised lessons and experienced teaching. But when your child lives overseas, the decision can be a little more complicated.

    Perhaps they attend an international school in Dubai. Maybe they are following the British Curriculum in Abu Dhabi, studying Common Core in Saudi Arabia, or moving between educational systems because your family is relocating. Perhaps your child has ADHD, dyslexia, autism, dyscalculia or simply needs a little more confidence.

    So, what should you actually look for?

    Having worked with students in Saudi Arabia, the UAE and other countries around the world, I have found that the best online tutor is not necessarily the person with the longest list of qualifications.

    For me, one quality stands above the rest: flexibility.

    Look for a tutor who understands your child’s curriculum

    International families do not all follow the same educational pathway.

    Some children study the British Curriculum, whilst others follow an American curriculum or another international programme. I have worked with students in Saudi Arabia following Common Core English and Mathematics programmes, as well as learners in the UAE whose schools approach certain areas of mathematics differently. I have also supported students preparing for GL Assessments and studying iGCSE English Language.

    This experience has taught me that curriculum knowledge matters.

    A tutor should understand what your child is being asked to learn, the terminology they are encountering and the expectations of their school. However, they also need to recognise that two children studying the same subject may have very different educational experiences.

    For example, a child preparing for an assessment in Riyadh may need a different approach from a child preparing for a similar assessment in Bedford.

    The underlying skills may be similar, but the route towards developing them can be completely different.

    Look for flexibility rather than one fixed teaching method

    This is probably the biggest lesson I have learnt from working with international families.

    A tutor who rigidly follows one programme or one teaching style may struggle when a child’s circumstances change.

    A flexible tutor can adapt resources, explanations, lesson structure and activities according to the learner sitting in front of them.

    This is particularly important for children with additional learning needs.

    There is no such thing as a “typical” child with ADHD. My own ADHD looks different from another person’s ADHD, and the same is true of children. Some learners need movement and discussion. Others need visual structure and predictable routines. Some thrive when lessons are highly interactive, whilst others need quieter periods to process information.

    I have always felt that different minds sometimes need different routes to reach the same destination.

    That is why I would be wary of any tutor who insists there is only one “right” way to learn.

    Consider whether they understand neurodivergent learners

    For families of children with ADHD, dyslexia, dyscalculia or autism, this can be particularly important.

    A child may be perfectly capable of understanding a concept but struggle to demonstrate that understanding because of working memory, attention, processing, confidence or executive functioning difficulties.

    I know this personally. I was diagnosed with ADHD at 31, and looking back at my own education, I can see that I was never lacking intelligence or enthusiasm. I loved learning. What I sometimes struggled with was working memory, multi-step instructions and maintaining focus when something failed to capture my imagination.

    That experience has influenced the way I teach.

    I believe a tutor should look beyond the difficulty and notice the child behind it.

    For an ADHD learner, that might mean breaking a large task into smaller steps. For a dyslexic learner, it might mean using visual, creative or multi-sensory approaches. For another child, it might simply mean giving them enough time to think before expecting an answer.

    The important thing is not to assume that every child needs the same support.

    Look for someone who builds confidence

    Academic progress is important, but confidence matters too.

    I have worked with children who have become so accustomed to getting things wrong that they begin to avoid trying altogether. Sometimes the biggest breakthrough is not getting an answer correct. It is seeing a child put their hand up, have a go or say, “I don’t understand that yet.”

    The right tutor should create an environment where mistakes are safe.

    Children need to know that getting something wrong does not mean they are bad at the subject. It simply gives us information about what needs more practice.

    This is particularly important for international learners who may already be adapting to a new country, school, language or curriculum.

    Good tutoring develops skills.

    Great tutoring can also help rebuild a child’s belief in their own ability.

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    Look Beyond the Lesson Itself

    Another important consideration for international families is whether the tutor can help a child make connections between learning and their wider educational journey.

    A student may be preparing for a GL Assessment, moving towards iGCSE, changing schools or simply trying to catch up in an area where they have lost confidence.

    In these situations, tuition should not feel like an isolated extra lesson added to an already busy week.

    The tutor should understand the bigger picture and help the child see how the skills they are developing now will support them later.

    In my experience, this can be particularly valuable for international families, where children may move between schools, curricula or even countries during their education. A flexible tutor can provide a sense of continuity when everything else around the child is changing.

    Check that they understand the realities of international education

    Online tuition has one enormous advantage for international families: geography is no longer such a barrier.

    From Bedfordshire, I have been fortunate enough to support children in Saudi Arabia, the UAE, Thailand and many other parts of the world.

    But working internationally requires more than simply opening a laptop.

    Families may have different school calendars, different holidays and different daily routines. A UK summer holiday does not necessarily coincide with a child’s school holiday in the Middle East.

    I have found this particularly interesting when working with families in Saudi Arabia and the UAE. There have been occasions when children overseas were preparing to return to school whilst UK pupils were still enjoying their summer break. At other times, international students have had a quieter period when we could focus on confidence-building, revisit difficult areas or simply enjoy learning without the pressure of a busy school term.

    A good online tutor needs to understand this rather than expecting every family to fit around the UK school calendar.

    Communication with parents matters

    When you live thousands of miles away from your child’s tutor, communication becomes even more important.

    Parents should feel comfortable asking questions and discussing how their child is progressing. The tutor should be able to explain what they are working on, where difficulties are appearing and where they have noticed progress.

    This does not mean parents need a lengthy report after every lesson.

    Sometimes a simple conversation is enough.

    For international families especially, good communication helps everyone work towards the same goal. When the child, parent and tutor understand what they are trying to achieve, learning becomes much more consistent.

    Look for the right person, not the most impressive profile

    Qualifications matter. Experience matters. Subject knowledge matters.

    But I would not choose an online tutor purely because their profile looks impressive.

    I would ask:

    Will my child feel comfortable with this person?

    Will they be able to admit when they are confused? Will they feel able to make mistakes? Will the tutor notice their strengths as well as their difficulties? Will they adapt when something is not working?

    These questions are particularly important for children with dyslexia, dyscalculia and other learning differences because there is no single approach that works for everyone.

    Sometimes the tutor who looks perfect on paper is not the right person for your child.

    And sometimes the tutor who takes the time to understand your child’s personality, interests and individual way of learning turns out to be exactly what they needed.

    Final thoughts

    Working with international families has taught me that children are remarkably adaptable.

    Whether a child is learning persuasive writing in Dubai, developing reading comprehension in Riyadh or strengthening mathematical reasoning somewhere else in the world, the fundamental goal remains the same: helping them become confident, capable learners.

    Curricula may change. School systems may change. Time zones may change.

    But children still need encouragement, understanding and someone who believes they can succeed.

    For me, that is what good online tuition is really about.

    At Kite Tutoring, the online division of Bedford Tutor, I have supported children in Saudi Arabia, the UAE and other countries around the world, alongside families throughout the UK. My online lessons are designed to be flexible, personalised and engaging, with support tailored to each learner’s educational background, learning profile and goals.

    Whether your child follows the British Curriculum, American Curriculum or another international programme, is preparing for GL Assessments, needs support with English or maths, or simply needs someone to help rebuild their confidence, finding the right tutor can make a remarkable difference.

    Here at Bedford Tutor, I have supported home-educated learners across the UK and around the world for many years. From Functional Skills English and Maths to personalised learning programmes for children with ADHD, dyslexia, dyscalculia and autism, I have developed a flexible and engaging approach that helps students build confidence whilst developing the essential skills they need to thrive.

    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

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