At a glance
- Who we support: Autistic learners, ADHD learners, dyslexia/dyspraxia, anxiety, executive functioning difficulties, and twice-exceptional (2e) students.
- What we provide: Specialist tutoring (subject + exam technique), executive function coaching (organisation, starting work, planning), and academic mentoring (confidence and accountability).
- How we work: Calm, practical, neurodivergent-aware support with clear structure and literal communication when needed.
- When families often contact us: After disappointing mocks, during Easter holidays, and in the run-up to GCSE/IGCSE exams.
- Format: Online 1:1 sessions after school and at weekends.
A note to parents
If your child is bright but their grades do not reflect their ability, you are not alone. For many neurodivergent students, the barrier is not potential; it is the gap between what they know and what they can show under timed exam conditions. Our work is designed to bridge that gap.
Our three pillars of support
Pillar 1: Executive function coaching (the “how”)
Many students do not struggle because the work is too hard. They struggle because the process of starting, planning, and sustaining effort is too demanding.
We support:
- Getting started (task initiation): reducing “stuck” moments and procrastination.
- Planning and organisation: turning a messy revision wish-list into a realistic weekly plan.
- Overwhelm and workload management: breaking down revision into clear, achievable steps.
- Accountability: gentle, consistent check-ins that keep revision moving.
Typical tools we use (tailored to the student):
- A simple weekly plan that fits school, energy levels, and homework.
- Micro-steps (so revision feels do-able, not impossible).
- Clear routines for “what to do when I don’t know what to do”.
Pillar 2: Specialist tutoring and exam mechanics (the “what”)
We provide SEN GCSE & IGCSE Tutoring in key subjects (for example Maths and Combined Science) alongside exam technique.
We focus on:
- Clarifying understanding: fixing misconceptions quickly and calmly.
- Exam language and mark schemes: teaching students how questions are written and how marks are awarded.
- Methods and structure: step-by-step working for Maths, and “what the examiner wants” phrasing for Science.
- Retrieval practice: building durable learning (not just re-reading notes).
For autistic learners and literal communicators
When a student needs literal communication, we use:
- Clear, unambiguous instructions.
- Explicit explanations (no “guess what I mean”).
- Visual structure: worked examples, checklists, and predictable lesson formats.
Pillar 3: Academic mentoring (the “why”)
Mocks and exam pressure can knock confidence, particularly for students who already feel different.
We help students:
- Rebuild confidence after disappointing mocks.
- Develop calmer, more realistic self-talk.
- Prepare for the emotional side of exams (stress, panic, blanking).
- Create routines that support mental health as well as performance.
How support normally works?
1) Initial conversation
We start by understanding what is happening now: strengths, current grades, exam timetable, what triggers overwhelm, and what has (and has not) worked previously.
2) Matching
We match the student with an appropriate tutor/coach/mentor based on:
- Subject needs (e.g., GCSE Maths, GCSE Combined Science)
- Learning profile (autism/ADHD/anxiety/executive function)
- Communication style (including literal communication)
- Personality fit (calm and steady support matters)
3) A simple plan for the next 2–4 weeks
Especially during exam season, we keep plans practical. The aim is momentum:
- Prioritise high-impact topics.
- Use past paper questions in manageable chunks.
- Build confidence through small wins.
4) Ongoing sessions (online)
Most families choose 1–2 hours per week, after school or at weekends. During Easter and the lead-up to exams, some choose short, focused intensives.
What makes our approach different?
- We do not just teach content. We teach the skills that make content usable in an exam.
- We are calm, practical and neurodivergent-aware.
- We use structure and evidence-based study methods.
- We help students who are “bright but underperforming” to show what they can do.
Frequently asked questions (for parents)
Do you offer support just for revision and executive function, not more subject teaching?
Yes. Many families come to us specifically for revision structure, accountability, and exam confidence.
Do you work online?
Yes. Online tutoring allows students to learn from a familiar environment and reduces the strain of travel during a busy school term.
When should we start?
If exams are close, start now. Even a few weeks of structured support can reduce overwhelm and improve performance.
Do you support autistic students and ADHD students?
Yes. We tailor communication, lesson structure and pacing to the student’s learning profile.
Next step
If you would like calm, structured SEN support for GCSE/IGCSE exam season, visit SENSpecialists.org and get in touch.