The stresses of the 11+ can take its toll on children and parents, and that is why wellbeing is at the core of what we do. We aim to instil a sense of security in our pupils so that they can take risks and apply new skills, as well as develop the resilience and self-confidence they need to perform well in tests, in the classroom and in life.
The additional work and pressure of preparing for this monumental test at such a young age can feel heavy on small shoulders, so we feel it's important to have empathetic and supportive teachers, who can ensure children are excellently prepared for the challenge.
Making warm connections with children and bringing out their thoughts and ideas is something that comes naturally to me; it is something to which the children in my work respond enthusiastically and which I find incredibly rewarding. I can vividly remember what it was like to be a child; my feelings, interests, imaginings and fears, and my need for nurture and guidance from adults. I had teachers who inspired me. While I may not remember all of the specifics they taught me, their influence lay in how they made me feel about a subject and my sense of security in my own progression and ambition. It is this inspiration I hope to instil in all of the children I work with, and in all of the subjects I teach.
I have a BA (Hons) in Combined Studies (English Literature and History) from Newcastle University, an MSc in Development Studies from the School of Oriental and African Studies, and a Postgraduate Certificate in Education (PGCE) and Qualified Teacher Status (QTS) from Goldsmiths University. Prior to entering the education sector in 2013, I spent eight years of my professional life in the charity sector. This included managing projects in disadvantaged communities in the Global South, including a street children programme in Uganda and a U.N. verified cook stove programme in rural South Africa.
In schools, both here in Watford and in London, I have predominantly worked in Years 5 and 6, so have an excellent understanding of this age group, the Key Stage 2 curriculum and the challenges around secondary transfer. I have also been a 1-1 and small group tutor for the South West Herts Schools Consortium examinations for six years, supporting a large number of children and parents to achieve the school placements of their choice.
My ambition is for Cedar Tree Tuition to operate with a difference; to provide an holistic service that compassionately supports children, academically and emotionally, as they face this challenge.