Founded in 30 years of experience
Case Studies.
With 30 years of experience, we have worked with families and students from all backgrounds and of all abilities, enabling each of them to reach their potential and achieve success.
The below case studies are all based on students that we have worked with, thought their names have been changed for anonymity.
James
James came to us in the first year of his GCSEs. His parents were concerned that James’ predicted grades for GCSE were very low, and they felt that he could definitely achieve better than expected. His mother, as a first generation immigrant to the U.K., was anxious that she didn’t fully understand how the complex education system in Britain worked, and therefore wanted some independent advice and guidance to ensure her son got the best education he could.
James started by coming to us for tuition for two hours a week for English Literature, as this was the subject he was struggling the most with. By our second session, it was clear to us that James was an extremely talented individual, but struggled with his confidence and wasn’t aware of what was being asked of him in the exam questions.
We suggested some mentorship sessions, where we worked through some exam-style questions with him and provided reading lists for his chosen subject. These sessions really built up his self-esteem, and as a result felt more confident asking questions during class.
He achieved a fantastic set of GCSE results, much higher than his original predicted grades, and he felt much more capable of being able to reach his potential.
His parents requested an educational pathway planning assessment, and over five sessions we were able to discuss the best options available to James, including the best universities in the U.K. not only for his chosen subject, but also for extra-curricular activities he enjoyed. By the end of the sessions, he had a clear plan available to him and was able to choose his A Level subjects accordingly.
We continued working with James, providing tuition throughout his A-Levels. James worked with one of our educational consultants who was able to assist him with his personal development, and he again took part in some mentoring sessions where our mentors helped him with his University application.
James has been awarded 2 A* and an A at A Level, and is off to study at a Russell Group University in September.
Katy
Katy came to us in her final year of GCSEs for an educational pathway planning assessment. She knew she wanted to study medicine at University, but she wasn’t sure if she’d achieve the grades and wasn’t certain of the best A Level subjects she should choose. After two sessions of working with Katy, we were able to choose the A Level subjects we believed she would achieve the best grades in, as well as suggest some volunteering and work experience opportunities to help her application.
She came to us for three hours of tuition a week, and a further hour of mentorship a week, where we worked on her applications to Universities, and also provided her with techniques to handle stress and anxiety, something she really struggled with.
Katy wanted to apply to the University of Cambridge to study Medicine, and we therefore provided educational consultancy to help with preparing her for the BMAT (Biomedical Admissions Test).
Katy achieved outstanding grades at A-Level, and was offered a place at the University of Cambridge to study medicine.
Peter
Peter came to us when he was 6 years old. He’d just started at Primary School, but he’d really struggled in his first year and his parents didn’t want him to fall behind any further. His parents had relocated to another part of the world from the U.K. and it had been a stressful transition over the previous 18 months.
After his initial assessment, it became clear that Peter had a very particular way of working, and learnt much better through ‘play’ than through more traditional methods. We suggested a consultancy session with one of our educational psychologists to find out the best way of enabling Peter to achieve his potential, and from there we matched him with one of our tutors who we knew he’d work best with.
Within a term of working with Peter, his approach to school and learning had changed dramatically. He’d worked with one of our mentors who’d advised him of a good daily routine and worked on his self-esteem, and the family worked with one of our consultants to build a more positive home environment where he was able to complete his homework and read one his books before bed.
His mother said, “The main thing has been that Peter now really enjoys school, whereas before he didn’t really understand why he was there. This enjoyment and enthusiasm for learning has transformed his life and his approach to school.”