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.
Why Some Children Flourish Outside a Traditional Classroom
For many years, school has been viewed as the only “normal” way for children to learn. Classrooms, timetables, uniforms and school bells have become so familiar that it’s easy to forget education doesn’t have to look the same for every child.
Over the years, I have worked with children from a wide range of educational backgrounds, including many who are home educated. One thing has become increasingly clear to me: whilst some children absolutely thrive in a busy classroom, others truly begin to flourish when learning takes place in a different environment.
That isn’t because they are less capable.
Often, it’s because they have finally found a way of learning that suits who they are.
Every Child Learns Differently
One of the biggest lessons I have learnt as both a tutor and someone with ADHD is that no two learners are the same. We often expect children to adapt to education, when perhaps education should spend a little more time adapting to children.
Some learners enjoy the structure and social interaction of school. Others become overwhelmed by the constant noise, transitions and demands of a busy classroom.
Children with ADHD, dyslexia, dyscalculia or autism may spend so much energy simply coping with the school environment that there is very little left for learning itself.
That doesn’t mean they can’t learn.
Sometimes it simply means they need a different environment to show what they are truly capable of.
Having been diagnosed with ADHD myself as an adult, I know first-hand how varied neurodivergent experiences can be. ADHD doesn’t look the same in everyone, and the same is true of every learning difference. We need to move away from expecting children to fit a single educational mould and instead recognise the incredible diversity in how young minds develop.
The Freedom to Learn at the Right Pace
One of the greatest advantages of home education is flexibility.
There is no pressure to keep up with thirty other children or rush through a topic before a lesson ends.
If a child finds fractions difficult, they can spend extra time building confidence before moving on. If they develop a sudden fascination with volcanoes, Ancient Egypt or space, those interests can become opportunities to strengthen reading, writing, mathematics and research skills.
Learning becomes something children actively participate in rather than something that simply happens to them.
I’ve seen children who once dreaded English begin writing imaginative stories because they were finally exploring topics they genuinely cared about. Equally, reluctant mathematicians often become enthusiastic problem-solvers when learning feels practical, engaging and relevant.
Confidence Often Comes Before Progress
Many children who move into home education have experienced setbacks in school.
Perhaps they’ve struggled with anxiety, bullying, unmet SEND needs or simply felt that they never quite fitted in.
Over time, repeated difficulties can begin to affect confidence far more than academic ability.
One of the first things I notice when working with home-educated learners is how quickly confidence can begin to return when pressure is reduced.
Without the fear of getting answers wrong in front of classmates, many children become more willing to ask questions, experiment and make mistakes.
Ironically, it is often when children stop worrying about learning that they begin learning most effectively.
Personalised Learning Makes a Difference
One-to-one tuition allows every lesson to be shaped around the individual child.
Some learners benefit from movement breaks every fifteen minutes. Others enjoy visual resources, games or discussion-based activities. Some prefer quiet routines, whilst others love creative projects that bring learning to life.
There isn’t one correct approach.
There is simply the approach that works best for that particular child.
Over the years, I’ve supported home-educated learners across the UK and internationally, including families in the UAE, Saudi Arabia, Singapore, Malaysia and Thailand. Although every family’s reasons for choosing home education are different, they often share one common goal: providing an education that genuinely meets their child’s needs.
Flourishing Looks Different for Every Child
Success isn’t always measured by test scores alone.
Sometimes success is the child who finally enjoys reading.
Sometimes it’s the anxious learner who volunteers an answer without fear.
Sometimes it’s the child who believes, perhaps for the first time in years, that they really are clever.
As tutors, teachers and parents, it can be tempting to compare children with one another.
In reality, each learner follows their own path.
Some children thrive in large classrooms. Others blossom in smaller, calmer environments where learning can move at their pace.
Neither path is better.
They’re simply different.
Final Thoughts
Traditional classrooms work brilliantly for many children, and for those learners they provide wonderful opportunities to grow academically and socially.
However, it’s equally important to recognise that there is no single definition of educational success.
For some children, particularly those who are neurodivergent, anxious or home educated, a personalised approach can unlock confidence and abilities that may have remained hidden in a more traditional setting.
When we stop asking children to fit education into one narrow shape and instead shape learning around the child, remarkable things can happen. After all, education isn’t about where a child learns.
It’s about helping them discover that they are capable of learning at all.
Home education can be an incredibly rewarding way of learning.
It can give children the freedom to explore subjects in greater depth, learn at their own pace and spend more time developing the things they are genuinely interested in. For some families, it provides an opportunity to create an education that fits around the child rather than expecting the child to fit into a traditional school environment.
But I also know that home education can leave parents with plenty of questions.
Are we covering enough?
Is my child making the progress they should be?
How do I make sure they develop the English and maths skills they need?
And perhaps one of the biggest questions of all: how do I make learning work for my particular child?
Having supported home-educated children for many years, these are questions I understand very well. I have worked with learners studying a wide variety of subjects and following the British Curriculum, as well as children following other educational programmes around the world.
And one thing I have learnt repeatedly is that there is no single way to make home education work.
The child has to come first.
Home education doesn’t have to look like school
One of the things I love most about working with home-educated students is the freedom.
Learning doesn’t necessarily have to mean sitting at a desk completing worksheet after worksheet. In fact, some children become far more engaged when we take an idea from their own interests and use it as a starting point for learning.
A child who loves animals might explore descriptive writing through an imaginary wildlife documentary.
A student fascinated by football might develop mathematical skills through statistics, averages, percentages and graphs.
A child interested in history might discover that their passion provides a wonderful starting point for reading comprehension, vocabulary, research and extended writing.
Someone who loves gaming might develop problem-solving and logical thinking through mathematics, while also using their interests as inspiration for creative writing.
The curriculum still matters. Children need to develop important knowledge and skills. But the route we take to get there can be much more flexible.
Over the years, I have found that when children are genuinely interested in what they are learning, they often become far more willing to tackle the things they previously found difficult.
For more than fourteen years, I have supported children and young people with a wide range of educational needs, abilities and learning styles. My experience includes working with learners with ADHD, dyslexia, dyscalculia and autism, as well as children experiencing executive functioning difficulties, low confidence and anxiety around learning.
I am very proud to describe myself as a SEND-experienced tutor.
This isn’t simply because I have experience working with children who have additional needs. It is because understanding the individual learner is at the heart of the way I teach.
I am also neurodivergent myself.
I wasn’t diagnosed with ADHD until I was 31, and looking back at my own education, I can now see many things very differently. I loved learning and was academically capable, but there were aspects of education which were much harder for me than they appeared from the outside.
My own experience has made me particularly aware of how easily children can be misunderstood.
ADHD does not look the same in every person. Dyslexia does not affect every learner in exactly the same way. Autistic children are not all going to benefit from identical approaches. And a child with dyscalculia may have a completely different experience of mathematics from another child.
There is no single “SEND learner”.
My own ADHD journey taught me that very clearly. As I have written previously, my ADHD is not your ADHD and your ADHD is not mine. We all experience neurodivergence differently.
That philosophy is incredibly important in my tutoring.
I don’t want to see a diagnosis and immediately decide how a child should be taught.
I want to get to know the child.
A teenager I have supported for many years
One of the most rewarding parts of tutoring is seeing how a child develops over time.
I have been tutoring one particular teenager for a number of years, and it has been wonderful to watch her educational journey develop and change as she has grown.
I think this is a lovely example of why personalised tuition can be so valuable.
Education isn’t always about following a predetermined route simply because that is what everyone else is doing.
Sometimes we need to step back and ask:
What does this young person actually need now?
For this student, Functional Skills provides an important opportunity to develop practical English and maths skills which are relevant to her future. Because I have worked with her for so long, I understand her strengths, the areas she finds more difficult and the approaches which help her engage.
That relationship matters.
Good tuition isn’t simply about knowing the curriculum.
It is about knowing the learner.
Building the British Curriculum around the child
For families choosing home education, the British Curriculum can provide a useful framework.
It gives parents some reassurance about the knowledge and skills children are expected to develop, particularly in core subjects such as English and mathematics.
But a framework doesn’t have to become a cage.
One child may need additional time to develop reading comprehension. Another may need to revisit mathematical concepts several times before they become secure.
A dyslexic learner may benefit from multi-sensory approaches to reading, spelling and writing.
A child with dyscalculia may need practical and visual ways of understanding number.
An ADHD learner might benefit from shorter activities, movement, variety and clear structure.
An autistic learner may need predictable routines and carefully considered communication.
None of these things mean that a child is incapable of following the British Curriculum.
They simply mean that they may need a different route through it.
This is one of the greatest advantages of personalised home education.
English and maths are about much more than worksheets
English and maths are often the subjects parents feel most concerned about when they begin home educating.
With English, we might work on reading, comprehension, spelling, vocabulary, grammar, punctuation, creative writing or communication.
With maths, we might focus on number, calculation, reasoning, problem-solving, fractions, percentages or practical mathematics.
But underneath all of this is confidence.
I have seen children who are perfectly capable of learning begin to believe that they are “bad at English” or “just can’t do maths” because previous experiences have knocked their confidence.
This can be particularly painful for children with SEND.
A child who has spent years being told to concentrate harder, stop making careless mistakes or simply try harder can eventually start believing that they are the problem.
They aren’t.
Sometimes the teaching approach simply hasn’t matched the learner.
Learning through interests
One of the things I have particularly enjoyed over the years is using children’s interests to make learning engaging.
I have supported a number of home-educated students, and no two have ever been exactly alike.
Their interests become doorways into learning.
A love of animals can lead into research and writing.
An interest in space can become a wonderful opportunity for reading, vocabulary and scientific discussion.
Sport can provide endless opportunities for maths.
History can inspire creative writing.
Art can support descriptive language.
Even seemingly niche interests can become incredibly useful starting points for education.
I don’t believe that every lesson needs to be entertaining every second. Children still need to experience challenge, practise skills and sometimes persevere with things they don’t immediately enjoy.
But motivation matters.
When a child understands why they are doing something and can connect it to something they already care about, learning can feel completely different.
Home education can be particularly valuable for SEND learners
For some families, home education provides something that traditional schooling simply hasn’t been able to offer: time.
Time to slow down.
Time to revisit something.
Time to ask another question.
Time to approach a concept differently.
Time to celebrate progress without constantly comparing a child with thirty other children in the same classroom.
This can be particularly valuable for neurodivergent learners.
Children with ADHD, dyslexia, dyscalculia and autism can sometimes spend an enormous amount of energy navigating environments that weren’t designed with their needs in mind.
Home education doesn’t automatically solve every difficulty, of course. Parents can still find themselves exhausted, uncertain or unsure about how best to support their child’s learning.
That is where specialist tuition can become a useful part of the wider home education picture.
The tutor doesn’t replace the parent.
Instead, they can provide subject expertise, structure, encouragement and a different perspective.
Looking towards September
As September approaches, I know many home-educating families will be thinking carefully about the year ahead.
For some children, that may mean continuing with the British Curriculum.
For others, it may mean strengthening English and maths, preparing for Functional Skills, developing confidence or creating a more consistent learning routine.
For children with SEND, finding the right support can be particularly important.
Perhaps your child has struggled with school and needs an education that feels calmer and more individual.
Perhaps they are academically capable but have lost confidence.
Perhaps they have ADHD and need learning to be more flexible and engaging.
Perhaps dyslexia has made reading and writing exhausting.
Perhaps maths has become a source of anxiety because of dyscalculia.
Or perhaps your child is simply wonderfully individual and you want their education to reflect that.
Whatever the reason, I believe home education should give children the opportunity to learn in a way that recognises who they are.
Not every child needs the same timetable.
Not every child needs the same resources.
And not every child will make progress in exactly the same way.
What they do need is someone who understands learning, understands SEND and is prepared to meet them where they are.
Personalised tuition that grows with the child
For me, that is what personalised tuition is really about.
It isn’t about taking a child and trying to squeeze them into a pre-existing programme.
It is about looking at the learner in front of me and asking:
Where are they now?
Where would they like to go?
And what will help them get there?
After many years of supporting home-educated learners, I have seen just how powerful this approach can be.
Sometimes progress is a qualification.
Sometimes it is finally understanding a mathematical concept that has caused difficulty for years.
Sometimes it is writing a paragraph independently.
Sometimes it is reading aloud without that familiar feeling of dread.
And sometimes it is simply a child finishing a lesson and saying:
From following the British Curriculum and developing core English and maths skills to working towards Functional Skills English and Maths, I adapt tuition around the individual learner. I also love using children’s interests as a starting point for learning, because I have seen time and time again how much more engaged children can become when education connects with something they genuinely care about.
Most importantly, I want children to finish their lessons feeling that they can learn.
If you are considering home education for September, or are already home educating and looking for specialist English, maths or SEND tuition, I would be very happy to have a conversation about your child’s individual needs.
When most people think of ADHD, they picture a child who can’t sit still, constantly interrupts and bounces from one activity to the next. Whilst that can certainly be part of the picture, ADHD is far more complex than many people realise.
Attention Deficit Hyperactivity Disorder (ADHD) is a neurodevelopmental condition which affects attention, organisation, impulse control and executive functioning. However, no two people experience it in exactly the same way.
I wasn’t diagnosed with ADHD until I was 31. Looking back, the signs were there in bright neon lights. I was energetic, excitable, impulsive and intensely curious about almost everything. I struggled with multi-step instructions, often forgot things that had been said to me moments earlier and found repetitive tasks about as appealing as watching paint dry. Yet I also did well in school, loved learning and was often described as organised and conscientious. For years, those apparent contradictions stopped me from recognising my own ADHD.
That experience taught me something important: ADHD doesn’t look the same in every child.
In international schools, where learners arrive with different languages, cultures, educational experiences and life stories, it is especially important to look beyond stereotypes. The child who constantly calls out answers may have ADHD. Equally, the child quietly staring out of the window, lost in a world of their own, may be experiencing exactly the same condition.
How Does ADHD Affect Learners?
One of the greatest misconceptions about ADHD is that it is simply a problem with paying attention. In reality, it is often a difficulty with regulating attention. Many ADHD learners can focus brilliantly when something captures their imagination. As a child, I could happily spend hours immersed in a topic which fascinated me. If a lesson sparked my curiosity, I was fully engaged and often had more questions than anyone else in the room. However, if a task felt repetitive, disconnected from my interests or required sustained concentration, keeping my attention on it could feel like trying to hold onto a handful of sand.
ADHD can affect working memory, organisation, emotional regulation, time management and task initiation. A child may know exactly what they need to do but struggle to get started. They may understand the instructions but forget half of them by the time they reach their desk. They may desperately want to succeed whilst appearing disengaged on the surface.
Sadly, these difficulties are often misunderstood. Many ADHD learners spend years being told they are careless, lazy or not trying hard enough. I remember making mistakes which seemed obvious in hindsight and feeling frustrated because I genuinely was trying. The gap between what I knew I could do and what I actually managed to produce was often a source of anxiety.
Creating ADHD-Friendly Learning Environments
The good news is that many of the strategies which help ADHD learners also benefit other students.
Clear routines can be incredibly powerful. Predictability reduces cognitive load and frees up mental energy for learning. Visual timetables, checklists and step-by-step instructions provide useful anchors throughout the day. Breaking larger tasks into smaller chunks can transform an overwhelming mountain into a series of manageable hills.
The classroom environment also matters. ADHD learners often notice everything. A flickering light, a conversation in the corridor or a bird landing outside the window can suddenly become the most interesting thing in the universe. Simple adjustments such as thoughtful seating plans, reduced visual clutter and access to quieter workspaces can make a remarkable difference.
Movement is equally important. Throughout my own education, opportunities to move helped me concentrate far more effectively. Some of my clearest memories involve lessons where activity was built into the learning process. Children were never designed to sit perfectly still for hours on end and many ADHD learners think best when their bodies are allowed to move.
The Power of Understanding
Perhaps the most important support schools can provide is understanding. Many ADHD learners experience frequent setbacks and begin to view themselves through the lens of their difficulties rather than their strengths. A child who hears constant corrections can eventually start believing they are the problem.
The teachers I remember most fondly were not necessarily the strictest or the most knowledgeable. They were the ones who noticed what I did well. They recognised my enthusiasm, creativity and determination. They celebrated small successes and helped me see strengths which I couldn’t always recognise in myself.
In international schools, this understanding becomes even more important. When children are learning in a language that is not their first language, attention difficulties can sometimes be confused with language barriers and vice versa. Close collaboration between teachers, families and specialists helps ensure that support is both accurate and effective. Ultimately, supporting ADHD learners is not about fixing children. It is about understanding them.
When schools embrace neurodiversity and recognise that every brain works differently, they create environments where all learners can flourish. Sometimes the most powerful support is not a complex intervention or expensive resource. Sometimes it is simply helping a child understand that there is nothing wrong with the way their brain works and giving them the tools they need to shine.
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.
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
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.
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
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.
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.
IIf your child attends an international school or is preparing to join one, you’ve probably come across the term GL Assessments. For many parents, those two words immediately raise questions.
What exactly are GL Assessments?
Why does my child’s school use them?
Should I be helping my child prepare?
Having worked with many children preparing for GL Assessments in both the UK and international schools, I’ve found that these assessments often worry parents far more than they worry children. In reality, GL Assessments are simply one way of understanding how a child is progressing and identifying where they may need additional support.
Let’s take a closer look at what they involve and how you can help your child approach them with confidence.
What Are GL Assessments?
GL Assessment is an educational organisation that develops standardised assessments used by schools across the UK and throughout the world.
Many international schools in countries such as the UAE, Saudi Arabia, Singapore, Malaysia and Thailand use GL Assessments to monitor academic progress and compare a child’s performance against age-related expectations.
Rather than testing how well a child has memorised facts the night before, GL Assessments are designed to measure the skills they have developed over time.
Schools often use the results to identify strengths, highlight areas requiring additional support and monitor progress from year to year.
What Subjects Do GL Assessments Cover?
Although each school chooses the assessments that best suit its pupils, GL Assessments commonly include:
Reading
Reading papers often assess:
Reading comprehension
Vocabulary knowledge
Inference skills
Retrieval of information
Understanding of language
Rather than simply finding answers in a text, children are encouraged to think carefully about meaning and evidence.
English
English assessments may include:
Grammar
Punctuation
Spelling
Sentence structure
Vocabulary
Writing conventions
Many questions focus on understanding how language works rather than simply recalling rules.
Mathematics
Mathematics assessments usually explore:
Number skills
Arithmetic
Problem solving
Mathematical reasoning
Fractions, decimals and percentages
Measurement and geometry
Children are expected to apply mathematical knowledge rather than complete repetitive calculations alone.
Verbal Reasoning
Verbal reasoning assesses how children think using language.
Questions may involve:
Word relationships
Vocabulary
Letter patterns
Logical thinking
Sequences
Strong reading habits often help children perform well in verbal reasoning.
Non-Verbal Reasoning
Non-verbal reasoning focuses on visual and spatial thinking.
Children might complete:
Pattern recognition
Shape sequences
Rotations
Analogies
Visual problem solving
These assessments measure reasoning ability without relying heavily on language.
Why Do Schools Use GL Assessments?
Schools use GL Assessments for several reasons.
They provide a consistent way of monitoring progress while helping teachers identify both strengths and areas where additional support may be beneficial.
For international schools, they also offer valuable information when children arrive from different educational systems.
Rather than replacing teacher judgement, the assessments provide another useful piece of the puzzle.
Should Parents Be Worried?
In short, no.
One of the biggest misconceptions surrounding GL Assessments is that they are something children need to revise intensively for.
In my experience, confidence has a much greater impact than last-minute cramming.
Children who regularly read, enjoy learning and have secure foundations in English and mathematics usually approach these assessments far more confidently than children who spend hours memorising practice questions without fully understanding the underlying skills.
How Can Parents Help?
The best preparation begins long before the assessment itself.
Encourage Regular Reading
Reading widely improves vocabulary, comprehension and inference skills naturally.
Discuss stories together, ask questions about characters and encourage your child to explain their thinking.
Make Maths Part of Everyday Life
Cooking, shopping, measuring and budgeting all help develop mathematical reasoning.
Real-life maths often feels much less intimidating than worksheets.
Build Vocabulary
Children with a broad vocabulary tend to feel more confident across many different assessment areas.
Talking together, reading aloud and introducing interesting new words all make a difference.
Keep Learning Enjoyable
Some children become anxious the moment they hear the word “test.”
Whenever possible, try to frame GL Assessments as an opportunity to show what they already know rather than something to fear.
Games, puzzles and interactive learning activities are often far more effective than endless practice papers.
Supporting Neurodivergent Learners
Many children with ADHD, dyslexia, dyscalculia or autism also complete GL Assessments successfully.
What often matters most is helping them access learning in ways that suit their individual strengths.
Over the years, I’ve found that many neurodivergent learners benefit from:
Breaking learning into manageable chunks
Building confidence gradually
Using visual resources
Incorporating movement into lessons
Revisiting concepts through games and discussion
Every child learns differently, and preparation should reflect that.
Common Questions Parents Ask
Do Children Need Tutoring Before GL Assessments?
Not necessarily.
Many children simply benefit from continuing to develop their everyday English and mathematics skills.
However, if a child lacks confidence or has gaps in their understanding, personalised support can help reduce anxiety whilst strengthening the underlying skills being assessed.
Are GL Assessments Difficult?
The level of challenge depends on a child’s age and the assessment being used.
Generally, they are designed to reflect the skills children should be developing through their normal education.
Can Children Prepare?
Yes—but preparation should focus on building long-term confidence and understanding rather than memorising answers.
Regular reading, mathematical reasoning, vocabulary development and problem-solving activities all contribute to success.
Final Thoughts
GL Assessments can initially sound intimidating, but they are simply one way of measuring a child’s progress.
The strongest preparation isn’t endless revision.
It’s helping children become curious, confident learners who enjoy reading, solving problems and thinking independently.
When children feel relaxed, supported and confident in their abilities, they are far more likely to perform at their best—not just in GL Assessments, but throughout their education.
Here at Bedford Tutor
Here at Bedford Tutor, I have supported many children preparing for GL Assessments in international schools across the UK and around the world. Through personalised English, mathematics, reasoning and confidence-building lessons, I help learners develop the skills they need whilst ensuring they feel calm, capable and ready for whatever assessment comes next.
To find out more, please click on the relevant link below.
If your child has dyslexia and is preparing for GL Assessments, it’s completely natural to wonder whether their diagnosis will affect their results.
Over the years, this is one of the questions I’ve been asked most often by parents whose children attend international schools. Many worry that a lower score might mean their child isn’t capable academically.
The reassuring news is this: dyslexia can affect GL Assessment scores, but it does not measure intelligence or potential.
Why can dyslexia affect GL Assessments?
Many GL Assessments include tasks involving reading, comprehension, spelling, grammar and written language. Whilst these assessments are designed to measure attainment, children with dyslexia often have to work much harder to access the questions in the first place.
Imagine two children who understand exactly the same concept.
One child reads the question quickly and begins answering almost immediately.
The other child has to spend extra time decoding unfamiliar words before they can even begin thinking about the answer.
Although both children may have the same understanding, the second child has already used valuable time and mental energy.
This is why dyslexia can sometimes affect assessment performance.
Depending on the assessment, dyslexic learners may find some sections more challenging than others.
These can include:
Reading comprehension
Grammar and punctuation
Spelling
Vocabulary
Timed written tasks
Children may know the answers but struggle to work at the same speed as their peers.
Many dyslexic learners also experience slower processing speed or reduced working memory, making timed assessments particularly demanding.
What about reasoning tests?
One thing I always enjoy telling parents is that dyslexia does not affect every area equally.
Many children with dyslexia perform extremely well in:
Non-verbal reasoning
Pattern recognition
Visual thinking
Logical reasoning
Creative problem-solving
In fact, many dyslexic learners have exceptional strengths in these areas.
Every child has a unique profile of strengths and challenges, which is why one assessment score should never define their ability.
Can children receive extra support?
If a child has a formal diagnosis of dyslexia, schools may be able to apply for access arrangements, depending on the type of GL Assessment being used and the school’s policies.
These might include:
Extra time
Supervised rest breaks
A reader for certain assessments
Other reasonable adjustments where appropriate
If your child has recently been diagnosed, it’s always worth speaking with their school well before the assessment date to discuss what support may be available.
Preparation is about confidence, not cramming
One of the biggest misconceptions about GL Assessments is that children need endless practice papers.
In my experience, this rarely produces the best results.
Children tend to perform much better when they understand the question styles, feel confident in their own abilities and approach assessments calmly.
For dyslexic learners, preparation often works best when it is engaging and multi-sensory.
Rather than completing worksheet after worksheet, I like to use games, discussion, visual resources and practical activities to develop reading, vocabulary and reasoning skills in an enjoyable way.
When children enjoy learning, they usually remember much more.
Remember: A score is only one snapshot
Perhaps the most important thing for parents to remember is that a GL Assessment score is simply one piece of information.
It is not a measure of intelligence.
It does not predict future success.
It certainly doesn’t define your child’s potential.
Some of the most creative, innovative and successful people in the world are dyslexic. They simply learn differently.
Every child deserves the opportunity to demonstrate what they know in a way that allows them to succeed.
Final Thoughts
If your child has dyslexia, it’s understandable to feel anxious about GL Assessments. However, with the right preparation, appropriate support and growing confidence, many dyslexic learners perform far better than they or their parents expected.
Most importantly, remember that assessments measure performance on one particular day—not your child’s worth, intelligence or future.
Here at Bedford Tutor, I have supported many children with dyslexia preparing for GL Assessments in international schools across the UK and around the world. Through personalised, multi-sensory English tuition and confidence-building lessons, I help learners develop the reading, vocabulary, spelling and reasoning skills they need to approach assessments with greater confidence and success.
To find out more, please click on the relevant links below:
Bedford, UK 
