KS2 — Sam (Age 9): Building Reading Fluency & Working Memory for Dyslexic Learners
Challenge: Sam is in Year 4 with dyslexia. He reads slowly, avoids reading aloud, forgets multi-step instructions, and shows anxiety around literacy tasks. His progress is inconsistent in class.
Learning Design Response (SEN Special Education): The Specialist SEN Learning Designer conducted a parent interview, reviewed school reading records, and ran a baseline fluency task. Over 12 weeks, three measurable goals were set: (1) increase oral reading fluency by 20 wpm, (2) follow 3-step classroom instructions independently, (3) reduce reading-related anxiety via a graded exposure plan.
Tutor + Learning Designer Roles: The tutor delivered two 45-minute sessions weekly using decodable texts, illustrated dual-coding aids, and retrieval practice starters. The Learning Designer provided scaffolded scripts, fluency trackers, and caregiver templates. They modelled teaching strategies and monitored fidelity in early lessons.
Outcomes: Oral reading fluency increased by 24 wpm. Sam followed 3-step instructions correctly 80% of the time (from 30%). Anxiety decreased, and he read aloud once a week in a small group. Teachers noted improved participation.
KS3 — Aisha (Age 13): ADHD, Organisation & Exam Readiness with Executive Function Coaching
Challenge: Aisha is in Year 8 with ADHD. She understands content but struggles with deadlines, revision planning, and test-day panic.
Learning Design Response: The Learning Designer created a 10-week plan combining subject tuition (English & Maths) with embedded executive function coaching. Goals: (1) on-time homework 90% of the time, (2) 20-minute focused blocks using Pomodoro timers, (3) improve maths test scores by one grade.
Tutor + Learning Designer Roles: Weekly 60-minute sessions alternated subjects. Lessons opened with EF warm-ups (checklists, visual timetables). The Learning Designer designed a revision timetable, digital planners, and a home reward system. Weekly planner reviews and tutor coaching maintained consistency.
Outcomes: Homework punctuality jumped from 45% to 92%. Focused work time increased from 8 to 25 minutes. Maths test scores improved by one grade band. Parents saw fewer meltdowns and greater confidence before tests.
KS4 / GCSE — Daniel (Age 16): Managing Exam Anxiety & Improving Technique for Autistic Learners
Challenge: Daniel, preparing for GCSEs, has autism and social anxiety. He knows the content but underperforms due to anxiety and weak exam technique.
Learning Design Response: Over 16 weeks, the Learning Designer combined tuition, graded timed exposure, and metacognitive training. Goals: (1) reduce anxiety by 40%, (2) boost English Lit grade by one band, (3) complete 2 full papers/month with feedback.
Tutor + Learning Designer Roles: Tutors used scaffolded prompts and model answers, with fading support. The Learning Designer arranged gradual timed tasks, delivered CBT-based anxiety tools, and coordinated with school on accommodations.
Outcomes: Anxiety dropped by 45%. English Literature grade moved from 5 to 6. Mock scores rose by 15 percentage points. Teachers praised improved structure and clarity.
IGCSE — Mei (Age 15): Closing Curriculum Gaps & Boosting Confidence for Internationally Schooled Learners
Challenge: Mei missed a year of schooling and needs to catch up in IGCSE English and Maths. English is her second language.
Learning Design Response: A 20-week catch-up plan using UDL principles prioritized key concepts, vocabulary, and exam-readiness. Goals: (1) 70% mastery in key maths topics, (2) grow academic vocabulary by 300 words, (3) reach predicted grade C.
Tutor + Learning Designer Roles: Tutors used visuals, spoken summaries, and weekly vocabulary drills. The Learning Designer scheduled spaced reviews, bilingual glossaries, and exam templates. Monthly check-ins ensured progress stayed on track.
Outcomes: 75% mastery in targeted maths topics. Vocabulary grew by ~320 words. Predicted IGCSE grade improved to a solid C, with B potential. Class confidence and participation increased.
Twice-Exceptional (2e) — Jonah (Age 14): High Ability in Maths with Anxiety & Executive Function Needs
Challenge: Jonah excels in maths but struggles with planning, test anxiety, and emotional risk-taking due to masked autism.
Learning Design Response: The Learning Designer designed a dual-pathway plan: enrichment maths (UKMT-style tasks) + EF/anxiety coaching. Goals: (1) 70% accuracy on challenge problems, (2) increase task initiation from 10% to 60%, (3) build coping scripts.
Tutor + Learning Designer Roles: The tutor delivered advanced maths with gradual scaffolding. The Learning Designer introduced graded exposure, micro-goals and cognitive reappraisal tools. Biweekly syncs adjusted challenge levels and reviewed emotional responses.
Outcomes: Task initiation rose to 65%. Accuracy on extended problems hit 72%. Anxiety decreased. Teacher noticed more class participation. Jonah was nominated for a regional maths enrichment programme.
Why Our Approach Works?
Each case uses specialist SEN learning design, executive function coaching, dual-role support (tutor + Learning Designer), and research-backed strategies — ideal for students with ADHD, autism, dyslexia, and twice-exceptional learners preparing for KS2, KS3, KS4, GCSE, or IGCSE.
Book your free consultation to explore how our approach can support your child’s unique learning journey.