Individual Learning Support and Tutoring

I provide individualised, holistic and high-quality learning support, for a range of learner profiles:

  • teens seeking academic enrichment, study skills, structure or support

  • learners with conceptual gaps

  • children learning outside the system, or who aren’t thriving with traditional tutoring or in the mainstream education context

I am happy to work in tandem with educational psychologists or other care providers.

My approach is structured and methodical with the crucial element of being holistic and tailored to the individual child. I adapt our work to the child’s nervous system and emotional capacity which is important for building safety, resilience and true confidence.

Many children become tightly wound at school, as they try to keep up or adapt in different ways. Low-pressure and safe experiences where children experience mastery and work at or beyond their own limits. I am talented in finding this edge in children (and over time, extending it).

Effective learning is grounded in connection. When a child feels safe they will reveal what they don’t understand and will be more willing to approach challenges and extend beyond their comfort zone.

I make use of concrete materials to support children in developing conceptual understanding. I also integrate opportunities for children to apply their skills in new contexts.

I provide weekly learning and progress updates.

  • $100/hour (home visits)

    $80/hour (Saturday mornings in Kurraba Point)

  • 15 years experience across mainstream, Montessori, and home-based education settings. I hold a postgraduate teaching degree, AMI Montessori Diploma and extensive experience with a range of children and learning needs.

    • ANU - Law (2009- 2012)

    • University of Sydney - B Science, B Arts (psychology, art history), University Exchange Scholarship

    • UNSW - Masters in Education & Teaching (specialising in creative arts and english)

    • Centro Internazionale Studi Montessoriani - Montessori Diploma 6-12 years, highest exam mark in the course.

    • Lindamood-Bell - many years’ experience providing explicit literacy support for children with dyslexia and dysgraphia, or difficulties with spelling, reading or symbol imagery.

    • Sydney Rudolf Steiner College - Waldorf training in theory, form drawing and early years curriculum

    • Green Schools - foundational principles for sustainable and green schooling and education

    • Neufeld Institute - Attachment based neuroscience, courses on bullying, understanding children and home education.

    • 4C Transformative learning - developing transferrable ‘soft’ skills in children and innovating teaching practice.

    • Lee Trew - Rapport-based relating

    • Bush school training & experience

  • K- Y8 (all subjects + enrichment)

    Y9-12 (english, writing)

    General learning support: finding and extending aptitudes and talents, building confidence and self-concept while working on areas of difficulty in a holistic way incorporating child-led projects and creative work.

  • Real life, always.

  • Home visits Monday - Friday PM

    Kurraba Point Saturday AM

  • The context for effective learning must always be connection. Once there is a sense of trust the child will approach challenges and be open to being extended.

    I work across many philosophies and I draw on different approaches depending on the child. I love Montessori mathematics materials for supporting children with abstract concepts.

  • I utilise concrete materials and abstract methods, explicit teaching and self-directed. I am talented in finding a child’s edge and extending them beyond their comfort zone, helping them discover new confidence and skill.

    Explicit teaching is necessary to some extent for most children, particularly those with a greater need for clarity and simplicity.

    When fundamental skills have been developed, children require further challenge or practice applying this to new contexts. Self-directed learning may look like giving 2 children a challenging problem to solve, and guiding them gently at each roadblock they encounter. It may involve them deriving formulas alone using visual materials, such as the formula for the area of a rectangle, or Pythagoras’ theorem.

    Concrete materials enable children to bridge between the concrete and the abstract. Mathematics requires children to have rich mental schemas which can only be developed through experience with the material world. Children show us when they are beginning to abstract concepts. These can then be applied to problem solving, novel contexts and more advanced mathematics.

    Montessori uses concrete materials for everything, including binomial and trinomial cubing, square root, algebra and geometry.