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Case Studies

 

"Through Confidence Comes Success"

 

 

We have supported a number of children achieve their potential in Maths and English.
 
The following case studies have been chosen to represent the nature, techniques and level of service that we are experienced in providing.
 
The names have been changed for obvious reasons.

 

Hannah (aged 10)
 
Hannah was experiencing difficulties at school with her maths work which was affecting her confidence. She was having particular problems with subtraction and division.
 
Initial discussion showed that she had failed to understand the written methods that she had been shown at school. During the course of the tuition we developed alternative approaches to subtraction and division in carefully graded steps.
 
Care was taken to establish her understanding at each stage and at the start of the next session. In this way her confidence was greatly increased and her ability to tackle problems at school in these topics was correspondingly enhanced.
 
This then resulted in her approaching other aspects of, not only Maths but also other aspects of school life with a greater degree of assurance.

 

 
 

Natalie (aged 10)

 

Natalie lacked confidence in her ability to spell which was affecting the quality and quantity of her written work. She was reluctant to write as she was very unsure of her spelling and would limit her written vocabulary choice to the words she was secure with.

 

A variety of approaches were used to give structure to her approach to her spelling and these included:

 

Ø  Developing her phonics to help sound out and remember letter patterns

Ø  Looking at words and analysing their structure

Ø  Using a variety of writing activities to help Natalie gain an understanding of letter patterns within words

Ø  Activities to understand the meaning of words and how to use them in context.

 

This structured but flexible approach enabled Natalie to develop her written work as she gained confidence and knowledge.

 

 
Matthew (aged 9)
 
Matthew was struggling with the concept of multiplication. Initial assessment identified that there were two main factors to be tackled.
 
One was his lack of understanding of the long multiplication method that he had been shown at school. The problem was compounded by the second factor which was his poor recall of times tables facts. This meant that the process of multiplying took correspondingly longer.
 
In response to these problems he was given a range of strategies for significantly improving his times tables recall. Also an alternative method for multiplying numbers where the employment mental strategies was inappropriate.
 

These actions meant that he was able to approach problem-solving involving multiplication and division with confidence.

 

 

Andrew (aged 9)

 

Andrew was a developing reader who could read a short story reasonably well but when asked about the contents, could not remember what he had read. He was able to decode the words but did not really understand what he had read.

 

He was encouraged to share stories that he enjoyed and then talk about what he had read by discussing the actions that took place. It was important to help him talk about the story structure i.e. to understand that stories have a beginning, middle and end as well as the characters within it.

 

By giving focus to Andrew’s reading he was able to develop his understanding of the written word but also his own writing. He was encouraged to plan and write his own stories where he had to create his own story, the setting the characters and develop it. Andrew was then able to more easily use  the vital link between reading and writing together with the need to understand the written text.

 

This was the starting point towards Andrew becoming a fluent reader.

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