What Good SEND Tutoring Looks Like in Felixstowe and Suffolk

When parents get in touch about SEND tutoring, they are usually not looking for buzzwords or grand promises. What they really want to know is whether their child will be understood properly, whether the support will be tailored to them, and whether it will actually help.

That is a fair question. Many families have already spent a great deal of time trying to explain their child’s needs to different professionals, chasing support, attending meetings and worrying about whether enough is being done. By the time they start looking for a tutor, they are often not just looking for extra academic help. They are looking for someone who will take the time to understand their child as an individual.

Across Felixstowe and Suffolk, there are many children with additional needs who are bright, capable and full of potential, but who have found school difficult for a range of reasons. Sometimes the challenge is rooted in reading, writing or maths itself. Sometimes it is linked to anxiety, sensory overload, attention, processing, communication or confidence. Very often, it is a mixture of things rather than one neat, simple cause.

In my view, good SEND tutoring starts there. It starts with understanding the child in front of you, not just the label attached to them.

Why understanding the individual child matters so much

Children with special educational needs and disabilities do not all need the same thing. Two children with the same diagnosis can present very differently in a learning situation. One may need more processing time. Another may need help managing anxiety around getting things wrong. Another may need very clear routines and predictable structures before they can engage fully.

This is why generic support so often falls flat. If the approach does not match the child, even well-meant help can end up feeling frustrating, overwhelming or discouraging.

Good support is not complicated in theory, but it does require care and thought. It means noticing what helps a child feel secure enough to learn. It means being realistic about pace. It means breaking learning into manageable steps, giving instructions clearly, modelling carefully and building confidence through success rather than pressure.

For some children, that might mean using visual prompts or planning frames. For others, it might mean shorter chunks of work, regular check-ins or more scaffolding at the start. In many cases, it means recognising that confidence and emotional regulation are not separate from learning. They are part of it.

How my SEND training informs my tutoring

I have recently completed the TQUK Level 2 Certificate in Special Educational Needs and Disability to support my work further. That study strengthened my understanding of ways to support children and young people with additional needs, and it also deepened my understanding of the statutory frameworks that help structure support in school.

That includes the role of EHCPs in identifying needs, setting out provision and giving clearer structure to the support a child should receive. An EHCP should never be treated as a document that simply sits in the background. At its best, it provides clarity. It helps ensure that support is not vague or left to chance, and that everyone involved has a clearer understanding of what a child needs and what outcomes they are working towards.

Even where a child does not have an EHCP, the same principle still matters. Support works best when it is informed, consistent and properly thought through. Children make better progress when the adults around them understand their needs clearly and respond in a joined-up way.

What pastoral work has taught me about supporting autistic pupils

Alongside that formal SEND study, I have also worked pastorally in school with children on the autism spectrum. That experience has shaped my thinking a great deal.

It has reinforced for me that behaviour is very often communication. A child who avoids a task may not be refusing to learn. They may be anxious, overwhelmed or unsure how to begin. A child who seems distracted may be processing far more than the adults around them realise. A child who becomes distressed or oppositional may not be trying to be difficult at all. They may simply be dysregulated and struggling to cope with what is being asked of them in that moment.

That is why I do not think good support comes from simply insisting harder. It comes from understanding what is getting in the way and adjusting the approach accordingly.

In practice, that can mean reducing unnecessary pressure, giving one instruction at a time, allowing more thinking time, keeping routines consistent and making the learning environment feel calm and predictable. It can also mean knowing when to pause, when to reframe a task and when to support a child back into learning rather than pushing them further into stress.

Good SEND support should not lower expectations

This is important. Supporting a child well does not mean expecting less of them. It means giving them a fairer route to success.

Too often, children with additional needs begin to absorb the idea that they are behind, bad at school or simply not capable. Once that belief starts to take hold, it can become one of the biggest barriers to progress. A child who has lost confidence will often avoid the very things they most need help with.

This is where tailored tutoring can be so valuable. A calm, well-pitched session can help a child experience success again. It can help them realise that learning does not always have to feel rushed or overwhelming. It can show them that they are capable of making progress when the teaching is clear, the pace is right and the support is shaped around them.

Sometimes the first signs of progress are small, but they matter. It might be a child attempting a piece of writing they would previously have avoided. It might be a pupil sticking with a maths problem for longer instead of giving up quickly. It might simply be a child feeling more relaxed and willing to engage. Those moments are not minor. They are often the start of something much bigger.

What I try to offer through MR Tutor

At MR Tutor, my aim is to offer tutoring that is calm, structured and genuinely tailored to the child. I want sessions to feel clear and purposeful, but never cold or rigid. I want children to feel understood, while still being challenged in the right way.

For some families in Felixstowe and the wider Suffolk area, tutoring is mainly about closing gaps in English or maths. For others, it is also about rebuilding confidence after a difficult experience of school. Often, it is both.

My role is not simply to get through work. It is to help children make meaningful progress, feel more secure in their learning and become more confident over time. That means adapting support carefully, building trust, and keeping expectations high while making learning more accessible.

Every child is different, and good SEND tutoring should reflect that.

Looking for a SEND tutor in Felixstowe or Suffolk?

If you are looking for a SEND tutor in Felixstowe or Suffolk, and you want support that is patient, personalised and informed by both professional experience and specialist SEND study, I would be very happy to talk through your child’s needs.

I offer tailored English and maths tutoring designed to help children feel more confident, more secure and more successful in their learning.

Is It Too Late to Start SATs or GCSE Support?

It is a question many parents ask when exams start to feel very close:

“Is it too late to get support now?”

My honest answer is simple: not at all.

In fact, even one or two high-quality, targeted tutoring sessions can make a real difference in the run-up to SATs or GCSEs. While longer-term support is always valuable, meaningful progress is still possible in a short space of time when the teaching is focused, strategic, and built around the individual child.

One of the biggest issues I see is not a lack of ability. It is a lack of confidence.

So often, I work with intelligent, capable children and young people who have the potential to do well, but who have started to doubt themselves. Sometimes they have gaps in key knowledge. Sometimes they have missed foundations earlier on. Sometimes they simply need someone to break things down clearly, rebuild their self-belief, and show them that they can do it.

That is where targeted support matters.

At MR Tutor, I do not believe in wasting time with generic worksheets or unfocused tutoring. I look carefully at where the gaps are, how much time we have, and what will make the biggest difference as quickly as possible. That might mean revisiting a few essential maths methods, securing key grammar skills for SATs, improving exam technique, or helping a student answer questions with greater confidence and accuracy.

The key is quality over quantity.

A short block of tutoring can still have a strong impact when it is built around the right priorities. Parents have already told me that they have seen clear progress after just a couple of months of support, including improved confidence and better mock exam results. That is not because of endless hours of tutoring. It is because the sessions are carefully targeted and designed to produce tangible results.

I am detail-oriented in my planning, and I care deeply about helping every child achieve their potential. Good education opens doors, and I want the children and young people I work with to feel that those doors are still open to them.

No child should feel that they are “just not good at maths” or “not an English person” when, in reality, they may simply need the right explanation, the right encouragement, and the right strategy at the right time.

So, when is it too late to start SATs or GCSE support?

Only after the exam.

Until then, there is still time to build confidence, close key gaps, improve performance, and help your child walk into the exam room feeling calmer, better prepared, and more capable.

If you know a child or young person who would benefit from targeted, results-driven support, I would be very happy to arrange a chat and talk through how I can help.

When Hard Work Isn’t Quite Enough: A Teacher’s Reflection on SATs

Every day, I see children trying their absolute best.

I see the careful concentration, the rubbed-out answers, the long pause over a question they are not quite sure how to tackle. I see children who want so badly to do well, not only for themselves, but for the people they love. They want to make their families proud. They want to feel ready. They want to walk into their SATs knowing that they can cope.

And yet, for some children, hard work alone is not always enough.

I know this because I am a Year 6 teacher. I see these children every day in real classrooms, with real pressures, real time limits and real gaps in learning that have often built up quietly over time.

Sometimes those gaps are obvious. A child struggles with fractions, arithmetic, spelling, reading fluency or comprehension and it is clear that they need more support.

But very often, the children I worry about most are not the ones making the most noise.

They are the children who stay quiet. The children who copy the method but do not fully understand it. The children who do not put their hand up when they are unsure. The children who seem to be coping well enough to avoid concern, but who are actually carrying uncertainty from one lesson to the next. Over time, those small uncertainties can become real barriers.

That is not because their teachers do not care. Far from it.

Teachers care deeply. Every teacher I know wants the very best for every child in their class. But modern classrooms are busy places. One adult, thirty children, a packed curriculum and constant demands on time mean that even with the best will in the world, some children simply do not get enough focused teaching to fully secure what they need.

That is the reality in many classrooms today.

In a perfect world, every child would have all the time, repetition, explanation and reassurance they need at exactly the right moment. In the real world, schools do an enormous amount with limited time and resources, and some children can still slip under the radar despite everybody’s best efforts.

As SATs get closer, that can begin to show.

A child may know more than they think, but lack confidence. They may understand some topics well, but have hidden gaps that make whole papers feel overwhelming. They may be bright, thoughtful and capable, but need someone to slow things down, explain clearly and help them join everything together.

That is often the difference between surviving and thriving.

So much can influence a child’s education, but one of the biggest game-changers is simple: additional time with an adult.

Time to notice exactly where the confusion starts.
Time to revisit what was missed.
Time to practise without fear of getting it wrong in front of the whole class.
Time to build confidence as well as competence.

That is where targeted one-to-one tuition can make a real difference.

At MR Tutor, I offer personalised SATs support designed to identify gaps, strengthen understanding and help children feel genuinely prepared. Not just drilled in a few tricks, but more secure, more confident and more able to walk into the room believing they can do this.

Because they can.

I have already seen what happens when a child gets the focused attention they have been missing. I have seen children begin to answer with more confidence, tackle questions they would once have avoided and make real progress simply because someone had the time to sit beside them and teach what they specifically needed.

Sometimes it is not that a child is incapable. It is that they have not yet had enough of the right support.

And although SATs are front of mind for many families at this time of year, I am seeing something similar in my tutoring with older students too. I am currently supporting GCSE pupils who are working hard but still carrying gaps in key areas, particularly where confidence has been knocked by topics they never fully secured the first time round. The pattern is often the same: capable children, trying hard, but needing more focused teaching and encouragement than a busy system can always provide.

Sometimes parents already know this.

Maybe you have noticed that your child seems a little more anxious lately. Maybe homework is taking longer than it should. Maybe they say they are fine, but you are not completely convinced. Maybe you have bought the revision books, looked at the websites and meant to sit down and help, but life is busy and time keeps moving.

That does not make you a bad parent. It makes you a real one.

If your child is at risk of flying under the radar, or if they simply have a few areas where some extra focus could make all the difference, now is the time to act.

A little targeted support now can change how they feel going into their SATs and how they perform when they get there.

If that sounds like something your child would benefit from, get in touch with MR Tutor. I offer tailored one-to-one support to close gaps, build confidence and help children approach SATs feeling calmer, stronger and more ready to shine.

Worried your child has a few gaps before SATs? Get in touch with MR Tutor for personalised 1:1 support in Suffolk.

Exam support that actually helps: calm, tailored SATs and GCSE tutoring in Suffolk

Every year, as SATs season approaches, I see the same pattern in Year 6.

Some children are quietly confident. Many are trying hard but feel overwhelmed. A few are carrying a weight that adults do not always spot at first: the sense that one set of papers will define them, that they have to be “ready” in a way that feels impossible, that they cannot afford to slip.

And at the other end of the school journey, I see similar pressures playing out again at GCSE. Teenagers who have absorbed the idea that they are “bad at Maths” or “can’t do English”. Students who could pass, but who have lost momentum, confidence, or belief. Young people who are capable, but stuck.

That is why I run MR Tutor. Not to add more noise, more pressure, or more panic… but to give children and teenagers something that is surprisingly rare in exam prep:

calm, structured support that meets them where they are, and gets them moving forward again.

My approach: calm does not mean soft

When I say calm, I do not mean low expectations.

I mean a space where a child can think.

A space where mistakes are treated as information, not evidence of failure. Where we slow down long enough to rebuild the bits that are wobbly, then speed up again when the foundations are solid. Where practice is purposeful, not endless. Where we work hard, but without the emotional cost that so often comes with “catch-up”.

I am a teacher currently working in Year 6, preparing children for SATs. I understand the current landscape, the pressure points, and the skills that actually move the needle in the real papers. I also tutor teenagers who are aiming to pass their GCSEs, especially those who need a clear route to a Grade 4 (and beyond).

And in both cases, the goal is the same:

build confidence through real competence.

SATs support: Year 6 that feels manageable again

SATs preparation works best when it is steady and targeted, not frantic.

For Year 6 pupils, I focus on:

• Closing gaps without making children feel like they are “behind”

• Maths fluency + reasoning, with step-by-step methods that reduce cognitive load

• Reading comprehension, especially retrieval, inference, and answering in the style the mark scheme rewards

• SPaG confidence: punctuation for meaning, sentence control, and the patterns that appear again and again

• Test technique that is practical, child-friendly, and never fear-based

Most importantly, I help children feel like SATs is something they can do, not something that is happening to them.

GCSE support: for students who need a pass, quickly and realistically

GCSE tutoring is not about vague motivation talks. It is about a workable plan.

Many of the teenagers I support are aiming for a Grade 4 because that is what unlocks college pathways, apprenticeships, or simply the next step they want. Often, they are closer than they think, but they need:

• The missing building blocks explained properly

• A simple, repeatable exam method

• The right practice (not “more” practice)

• Someone steady in the room who does not judge them

That is the work: calm, focused sessions that rebuild the basics and convert them into marks.

SEND-aware tutoring that is genuinely tailored

One of the reasons families come to me is because their child does not thrive in one-size-fits-all support.

I am trained and experienced in working with children and young people with autism, dyslexia, and ADHD, and I have experience supporting school-refusers and home-educated pupils too.

That matters, because “try harder” is not a strategy.

What works is thoughtful adjustment: pacing, clarity, routines, chunking, scaffolding, and teaching in a way that reduces friction and increases success. Often, the first big win is simply helping a child feel understood. After that, learning becomes possible again.

Who I’m best placed to help

You might be considering tutoring because:

• Your child is capable but anxious and needs confidence

• They are working hard but not seeing results

• They need structure and routine to stay on track

• They have SEND needs and school support is stretched

• They have missed learning through absence, anxiety, or disrupted schooling

• You want someone experienced to guide the run-up to SATs or GCSEs with a clear plan

If any of that sounds familiar, you are not alone, and it is not too late to make progress.

A quiet rallying cry

I will be honest: I care deeply about this work.

I have taught long enough to know how quickly a child can internalise the story that they are “not clever”, “not academic”, “not the sort of person who does well in exams”. Those stories can stick for years.

And I have also seen, again and again, how quickly that story can change when the right adult sits beside them and teaches them properly.

Not perfectly. Not magically.

Just consistently, thoughtfully, and with high standards delivered in a calm way.

That is what I offer.

If you’re thinking about getting in touch

If you feel your child could benefit from SATs or GCSE support, I would genuinely love to hear from you. A short message is enough to start: tell me what year group they are in, what you are hoping for, and what feels hardest right now.

From there, we can talk about the most sensible next step.

Because exam success is not about pressure.

It is about clarity, practice that makes sense, and confidence built the right way.

And that is exactly what we can build together.

Being Prepared When it Matters Most

Over the weekend I completed my Outdoor First Aid qualification in the Peak District. It was a demanding, intense, and deeply worthwhile couple of days, delivered brilliantly by Stu from Peak Mountaineering.

The course was unapologetically practical. We worked through a wide range of scenarios, from the everyday and manageable to the genuinely serious. That included treating minor cuts and bruises, managing broken limbs, responding to heat stroke, heart attacks, and severe wounds, and even dealing with poisoning from adder bites. We spent significant time looking at how to assess and support spinal, neck, and head injuries, and how to stabilise a casualty while waiting for professional help.

A key part of the training focused on what happens next: how to communicate clearly with emergency services and how to work effectively alongside Mountain Rescue teams when they arrive. We covered CPR in depth, the use of defibrillators, Epipen deployment, and a substantial section on paediatric first aid, which was particularly relevant to my work.

The setting mattered. Training outdoors, often cold, tired, and under time pressure, brings a realism that simply cannot be replicated in a classroom. It forces you to think clearly when conditions are not ideal and to prioritise calm, structured decision-making when someone is frightened, in pain, or deteriorating.

This qualification directly supports my pastoral role in a local primary school, where safeguarding, reassurance, and calm responses are essential. It also offers parents additional confidence that their child is in safe hands when working with me, whether in school, in tuition, or in outdoor contexts.

It also complements my ongoing Mountain Leader training, as I look to offer more outdoor and active opportunities for children and young people across Suffolk. If we want young people to benefit from the physical, emotional, and cognitive advantages of being outdoors, we have a responsibility to ensure that those experiences are well-planned, competently led, and safely supported.

More broadly, I strongly believe that first aid training should not be a one-off experience. It should be revisited throughout life and kept up to date. A society surrounded by trained first aiders is simply a safer one. First aid is not just a professional qualification, it is a life skill.

Many schools I have worked in already do excellent work in this area. For very young children, this might be as simple as knowing who to call in an emergency and how to describe what has happened using accurate vocabulary. For older and more independent children and young people, first aid knowledge can genuinely be life-saving for themselves, their friends, and their families. These are skills that extend far beyond the school gates.

In other news, I have begun taking on clients for GCSE English Literature and Language, as well as GCSE Maths at Foundation level. I will be sharing more about this over the coming weeks, but if you, or a young person you know, have received mock results and are looking at the difference between a grade 3 and a 4 or 5, please do get in touch. I offer personalised, targeted approaches that focus on finding those extra few marks that so often make the difference between just missing and securely achieving those essential grades.

Finally, I am currently reading A History of the World in 47 Borders by John Elledge. It is an absolutely compelling tour of world history through the lens of borders. What can seem like little more than lines on a map actually represents centuries, sometimes millennia, of social, political, and cultural history, forces that continue to shape the world today. It is one of those rare books that makes you see familiar things differently, and I genuinely cannot wait to open its pages each night before going to sleep.

National Year of Reading 2026: Go All In

Happy New Year, and welcome back to MR Tutor’s first blog post of 2026. I hope the start of the year has been kind to you. For me, returning to work in January always carries a sense of optimism, especially when there’s a national moment like the National Year of Reading 2026 to rally around.

This year, the UK has declared 2026 the National Year of Reading: a campaign designed to help more people rediscover the joy, meaning, and culture of reading. Branded Go All In, the initiative is led by the Department for Education and delivered by a coalition of literacy partners, with support from organisations including the National Literacy Trust, The Reading Agency, BookTrust, World Book Day, and Queen’s Reading Room, among others. Its aim is to address the sharp decline in reading for pleasure and to make reading relevant across homes, schools, workplaces, and communities.

Go All In isn’t about guilt or obligation; it’s about meeting people where they are and showing that reading isn’t a separate world but is embedded in culture, passions, and everyday life. The core message is simple: if you’re into something, whether that’s football, film, science, baking, crafts or history, reading can take you deeper into it.

Why I’m Proud to Pledge

As a tutor and educator, I’ve seen both the challenges and tremendous opportunities that reading presents. That is why MR Tutor has pledged significant support to this national movement. Here is what we have committed to:

Pledge 1: Targeted Reading Support
Structured one-to-one and small-group reading tuition for ages 5–14, prioritising decoding, fluency, vocabulary and comprehension using evidence-informed approaches, including systematic phonics where appropriate.

Pledge 2: Supporting Families to Read at Home
Providing parents and carers with clear, practical advice on book selection, reading routines, questioning for comprehension, and alignment with school reading schemes.

Pledge 3: Promoting Reading for Pleasure
Encouraging children’s engagement with high-quality fiction and non-fiction matched to interests and reading level, with regular discussion and author recommendations to make reading meaningful and enjoyable.

Pledge 4: Re-engaging Reluctant and Disengaged Readers
Working specifically with children who are reluctant readers or disengaged, including those with additional support needs, with short, achievable reading goals and personalised texts to rebuild confidence.

Pledge 5: Strengthening Reading Across the Curriculum
Helping pupils apply reading skills in science, history and geography by teaching subject-specific vocabulary and strategies for extracting key ideas from informational texts.

Pledge 6: Professional Advocacy for Evidence-Informed Reading Practice
Advocating for research-based reading instruction and sharing insights with parents and educators about the foundational importance of phonics, fluency and language comprehension.

These pledges reflect what I know to be true from years of classroom experience and tutoring: reading is not just a skill to be taught; it is a gateway to learning, confidence, connection, and lifelong curiosity.

What Reading Means to Me

Growing up, reading was a constant friend. To this day, if I have a moment to spare, I love to put my head in a book. While I aim for an hour a day, ten minutes a day can significantly improve a child’s reading outcomes. It doesn’t need to be long; it just needs to be regular.

In my time as a teacher and tutor, I have seen firsthand why reading matters:

• Children who read seem more settled, with a constructive low-tech boredom cure at hand.

• They educate themselves beyond the classroom.

• They become more skilled communicators, with expanded vocabulary and empathy for experiences different from their own.

• Books expand imagination and offer a form of “slow entertainment” that counters the instant gratification of screens.

• Books can be affordable and sustainable – from libraries or second-hand, and passed down through generations.

• Almost all modern workplaces involve reading, making literacy a lifelong advantage.

• Reading together builds shared family pleasure and connection.

One of my favourite teaching moments is reading aloud to a class, using voices, pausing to explore vocabulary, feeling the rhythm of Julia Donaldson's rhymes, and getting lost in the music of language. This simple act can spark enchantment and curiosity far beyond the text.

This week, I was reading a Dylan Thomas poem with a nine-year-old who had struggled with comprehension earlier in the year. Watching that child not just access but understand and enjoy the text reaffirmed why this work matters. I also witness the transformation that phonological awareness can bring, opening the door to confidence, imagination, and self-expression.

My tutoring focuses on both confidence and achievement, and progress is tracked through professional assessment and thoughtful judgment on next steps.

What’s Coming in 2026

This year, MR Tutor plans to Go All In with a series of activities:

• Extra-curricular reading clubs for children

• Free support for parents on how to help reading progress at home

• Collaborations with local bookshops and authors

• Reading-focused SATs preparation sessions

• Support sessions for parents who want to help their children with SATs reading

All this complements our SATs booster sessions, more on those later in the year.

What I’ve Been Reading

Over Christmas and New Year:

• The Age of the Strongman by Gideon Rachman. A haunting reminder of the cost of ignorance and the power of reading history.

• Dogs of War by Frederick Forsyth. Pulpy, well-paced action and a palate cleanser.

• Gulliver’s Travels by Jonathan Swift. As sharply satirical and powerful as ever.

• Harry Potter and the Philosopher’s Stone (full-cast audiobook). A brilliant production that brings childhood magic to life; top performances from Hugh Laurie and Mark Addy as Dumbledore and Hagrid.

What I’m reading now:

• Nexus by Yuval Noah Harari. A thoughtful continuation of themes from Homo Deus. Harari’s early discussion of AI resonates even more in today’s ever-changing world.

Reading is not just an academic skill; it is a human one, connecting us to ideas, to each other, and to ourselves. This National Year of Reading is a chance for all of us to re-engage, share, and cultivate that power.

Let’s Go All In.

Find out more at: https://goallin.org.uk

Coming Home as a Teacher: Returning to My Old Primary School

Stepping back into my old primary school in Felixstowe felt strangely like stepping through time. I walked past classrooms where I once sat as a wide-eyed pupil in 1996, worrying about SATs and puzzling over handwriting joins — only now I entered those same rooms as a fully-fledged teacher. It’s the first time I’ve experienced school life from both sides in the very same building, and it has been far more powerful than I expected.

The school's landscape has changed, of course. The blackboards I learned from have long since gone, replaced by sleek interactive whiteboards glowing with digital ink. Some of the classrooms that once echoed with the noise of our times tables are now nurturing spaces; calm, supportive rooms that reflect the growing awareness of children’s mental health and wellbeing. The trees we used to climb and play around are now off limits, unsurprising with today’s health and safety expectations, though the conkers still fall each autumn as if unchanged by time.

Yet so much is the same. The old climbing frames are still perched along the hall’s sidelines like familiar friends. The rhythm of learning feels unchanged, too; the medium might now be an IWB rather than chalk, but the core of education - children learning, questioning, discovering - remains reassuringly steady.

What surprised me most, though, was how quickly I slipped back into my younger self's perspective. Standing in a Year 6 classroom, I could vividly picture myself at that age, sitting right there, imagining the future, wondering what secondary school would be like. That feeling of dual perspective, teacher and former pupil combined, has sharpened my empathy for the children I now work with. It’s easier to meet them where they are when I can remember exactly what it felt like to be them.

And then there’s something deeply grounding about recognising surnames in the register, seeing people I went to school with now bringing in their own children, and hearing Suffolk accents that feel like home. After years away, I spent a long time searching for belonging without realising I already had somewhere I belonged. Returning here hasn’t just been a geographical homecoming; it’s been a professional and personal one too.

Teaching geography recently, I found myself drawing on my knowledge of Felixstowe's beaches, ports, heathland, and estuaries, not as abstract examples but as part of our shared story. These children aren’t just pupils I teach; they’re the young of my people. Supporting their learning feels like contributing to the future of a community that raised me.

It’s reminded me of something important we often forget in teacher training: schools are more than institutions. At their best, they are community hubs where relationships, identity and belonging are shaped. And while we spend a great deal of time thinking about how to be teachers, we cannot overlook the importance of remembering what it is like to be a pupil. Returning to my old primary school has brought that sharply back into view.

A Lesson Idea Inspired by Returning to School

If you want to bring this theme into the classroom, here is a simple activity that works beautifully with KS2 pupils:

Lesson Idea: “What Will You Remember?”

Learning intention:
To reflect on how school experiences shape us.

Activity:

1. Ask pupils to imagine themselves returning to this school as adults.

2. What will they remember about being in Year 5/6?

3. What skills do they think will carry them into the future?

4. What difference do they hope to make to their community?

They can write short reflections, create a memory map of the school, or record an audio message to their future selves.

It’s a gentle, meaningful way to develop metacognition, emotional literacy, and a sense of belonging, while reinforcing that the learning they do today continues long after they leave the building.

What I’m Reading Right Now

I’m almost finished Homo Deus by Yuval Noah Harari, and it has left me thinking deeply about the skills today's children will need in a world shaped by artificial intelligence, automation and rapid change. Knowledge still matters, but so do adaptability, critical thinking, creativity and empathy. Returning to my old school while reading this book has made me appreciate even more the quiet power of primary education. These early experiences — the ones I am now helping to shape — are the foundations upon which future lives are built.

Returning to Phonics Reminded Me Why Early Reading Matters So Much

Last week I stepped back into a Reception classroom after a little time away from early-years teaching, and it was like being handed a reminder of why phonics is such a powerful, beautiful part of a child’s educational journey. Watching four- and five-year-olds crack the code of written language never loses its magic. I saw children confidently recognising graphemes I knew they had only recently been introduced to, segmenting new words with real pride, and blending sounds together to read in a way that was nothing short of astonishing.

What struck me again, clearly and loudly, is that this progress isn’t accidental. It comes from routine, consistency, and from teachers following a structured, research-backed phonics programme with real integrity. When a school commits to a systematic synthetic phonics (SSP) approach, and teachers deliver it faithfully, children flourish. You can see it in their developing phonological awareness, their growing independence, and the little spark they get when they realise, “I can read that!”

How Parents Can Support Without Disrupting the Routine

Parents often ask me how they can help at home, and the good news is: you absolutely can, but the way you support matters.

The single most important thing you can do is find out which phonics scheme your child’s school uses. Every validated SSP programme has its own order of introducing sounds, specific grapheme–phoneme correspondences, and precise pronunciation guidance. If you inadvertently teach a sound too early or model it differently, it can make reading more confusing for your child rather than easier.

So:

• Ask the teacher or the school which scheme they follow.

• Request any parent guidance that the school already provides. Most programmes have pronunciation videos or booklets.

• Keep communication open. A quick chat at pick-up time or an email to the class teacher can help you know exactly how to complement what’s happening in the classroom.

• Stick to the sounds they’ve learned so far. Supporting consolidation is far more helpful than pushing ahead.

• Celebrate effort as much as accuracy. Confidence is a major factor in early reading success.

A well-aligned home–school partnership doesn’t disrupt the routine; it strengthens it.

Phonics Tuition: In Person or Online

For parents looking for additional support, I also offer one-to-one phonics tuition, both in person and online. The online sessions use interactive tools that mirror what children experience in the classroom, which makes learning feel purposeful and fun.

If you feel your child would benefit from a targeted boost, or if they’ve fallen behind and need a structured, reassuring approach, please get in touch. I’m always happy to talk through what might help.

What I’m Reading

Homo Deus by Yuval Noah Harari – a jaw-dropping exploration of humanity’s past and the dizzying possibilities of our future. It’s the kind of book that makes you pause, look at the world around you, and wonder what sort of future the young humans we teach will eventually inherit.

Finding the Balance: Rewards, Sanctions and Building a Strong Class Culture

Teachers walk a constant tightrope when it comes to motivation. We want children to feel encouraged and supported, but we also want them to build the intrinsic motivation that underpins genuine learning. Too many rewards, and their value diminishes. Too few, and pupils feel unseen. Too much emphasis on sanctions, and a classroom becomes tense; too little, and expectations lose their meaning. The real art lies in finding the balance.

The Value – and Limits – of Rewards

Rewarding good learning behaviour matters. When pupils feel their effort is recognised, they are more likely to repeat it. A simple verbal acknowledgement, a note home, or a well-timed positive point can reinforce a clear message: your choices matter.

But rewards quickly lose impact when handed out too freely. When every small action earns a sticker or a point, the motivational value drops. More importantly, children become dependent on external validation rather than developing perseverance, curiosity and pride in their own progress.

The aim isn’t to create reward-chasers. It’s to help pupils notice what good learning feels like – focused, satisfying, calm, productive, so that over time, the reward becomes internal.

Clear and Consistent Sanctions

The other side of this equation is equally important. Sanctions aren’t about punishment; they’re about boundaries. Pupils need to know what will happen if they cross the line and that the response will be the same every time.

Consistency is what builds trust. It turns behaviour management from a negotiation into a structure. A predictable system removes emotion from the process and reassures pupils that the classroom is a safe, fair environment. When expectations are firm but reasonable, sanctions become less about stopping poor behaviour and more about protecting everyone's learning time.

The Power of Class Culture

Rewards and sanctions alone cannot create the kind of classroom where pupils thrive. That foundation is laid in the first term, when routines, norms and relationships are being built.

Class culture is subtle, but powerful. It’s the collective understanding of what we do here, how we speak to one another, and what we value. When that culture is deliberately shaped with warmth, structure, and high expectations, it begins to do the heavy lifting.

In a strong class culture, even the “class clowns” start to recognise that their audience has changed. Their peers aren’t impressed by disruption; they’re invested in their own learning, social currency shifts. Children begin to support one another in making positive choices, not because of a sticker chart, but because it’s who we are as a class.

That’s when motivation becomes meaningful: when it comes from belonging, purpose and shared pride.

What I’m Reading

I’m currently reading Foucault’s Pendulum by Umberto Eco, a novel that plays with the boundaries between truth and fantasy. It’s a timely reminder that intellect and rationality don’t always walk hand in hand, and that the stories we choose to believe can shape our behaviour far more than facts alone.

What My Grandfather Taught Me About Teaching Historical Enquiry

As Remembrance Sunday approaches, classrooms, families and communities often pause to honour stories of courage, service and sacrifice. This year, for me, that reflection has been deeply personal.

Recently, I delivered a talk at The Hold, Ipswich Archives, about my grandfather, Stanley Rose, a gunner in the 67th Medium Regiment, Royal Artillery, captured at Tobruk in 1942 and held as a prisoner of war in Stalag IV-B.

What started as a family question became a research journey — and ultimately, a powerful model for how we teach historical enquiry.

Please watch my talk (which my father kindly recorded) below:

The space between memory and evidence

Growing up, our family knowledge of Stanley’s wartime experience came from two fragile threads:

1. A handwritten note my grandmother kept, summarising what she knew

2. Fragments of conversations my father once had with former comrades of my grandfather — men who recognised his regiment, remembered the desert, or recalled the camp, and filled in small details the family had never heard before

There were no long retellings. No stories offered or pressed for. No neat narrative to inherit.
Only snippets, impressions, and silence.

That silence became the starting point.

Because this is where real historical enquiry begins:

• What can we prove from the evidence we have?

• What questions does it raise?

• What might be true, but cannot be confirmed?

• And how do we honour a story without inventing what is missing?

These are the same questions we ask students when teaching history well.

From fragments to facts

Using that note and those remembered conversations as clues, I began tracing archival records through:

• the International Committee of the Red Cross

• wartime service records

• POW camp transfer lists

• regimental histories

• geographical movement across war fronts

A timeline slowly formed, from Suffolk, to the Western Desert, to capture at Tobruk, to Italy, then by overcrowded train to Stalag IV-B in Germany after the 1943 Italian armistice.

His POW number, 224787, transformed him from a remembered man into a documented one.

Walking the ground history left behind

Last year, I travelled to the site of Stalag IV-B in Mühlberg.

There is no museum.
No reconstructed barracks.
No guided tour.

Instead, there are quiet fields partitioned by hedgerows, brick outlines of former huts, the remains of camp latrines, a scattering of memorials, and the weight of absence. Nearby lies a cemetery — not for the Allied POWs, but for the thousands of German prisoners who later died there in Soviet custody, a layered testament to the long shadow of that place.

Standing there, I realised something central to both remembrance and history teaching:

History does not always speak loudly. Sometimes it speaks through gaps, traces, and quiet landscapes.

Why this matters in the classroom

The value of this journey is not simply in retelling a family story.
It is in modelling how history is uncovered, not inherited.

This is the work we want children to do:

• Interrogate a primary source

• Test reliability and limitation

• Distinguish evidence from inference

• Build a narrative that respects truth without embellishment

• See individuals inside vast historical events

Because history is not just information to absorb. It is a discipline of curiosity, patience, and respect.

A simple lesson rooted in real enquiry

(A classroom or 1:1 activity, ages 9–14)

Starting point

Show one source (for example, a handwritten recollection).
Ask students to split a page into two columns:

What this provesWhat we think might be true but can’t prove

Investigative phase

Provide three source types:

• A family account or testimony

• An official document

• A map showing movement

Ask students to:

1. Extract 3 facts from each source

2. Write 2 questions each source raises

3. Identify 1 limitation per source

4. Plot movement chronologically on a blank map

Writing prompt

“From the evidence, we can say that…”
(no invented details - inference must be clearly labelled)

Reflection

Why do individual stories matter when studying events involving millions?

What I learned

My grandfather rarely spoke of the war.
But in reconstructing his silence, I found the blueprint for how history should be taught:

Not as a list of answers,
but as a process of discovery.

On this 10th of November, as we prepare for Remembrance, his story reminds me that commemoration is not only about looking back, it is also about equipping the next generation to ask, question, evidence and understand.

Because remembrance is not passive.

It is enquiry.

It is attention.

It is care.

A return to environmental education (briefly)

As I return to teaching after half-term, I am reflecting on how lucky I was to get out and about in nature during the holidays. I was able to return to Moray, Scotland, to work with the incredible environmental education charity Wild Things. With instructors Paul and Jamie, we took a group of Primary 2 to Primary 7 children from local schools to the woodland on the Moray Firth coast. The children were selected because they come from Forces families based at RAF Lossiemouth and Kinloss Barracks. They were chosen to be part of the group to help them settle into their new homes and schools.

What a fantastic experience it was. The weather wasn’t great, but with some resilience and problem-solving, we were able to set up the tarpaulins, and a more than adequate shelter served us well whenever the weather was poor. We started with the classic Meet a Tree activity, where the children guided their blindfolded companions to various trees. This was followed by one of my favourite activities, where the children made nests for toy birds, created their own dawn chorus and had to collect ‘food’ for their birds, all the while avoiding predators! The children loved every second, and it was an absolute honour to be part of the fantastic work that Wild Things do again. It had been a while since I had last been out with the team, and it was good to know that I still love working with kids outside just as much as I used to.

What a fantastic week, and part of me will miss the great outdoors when I am back teaching in class this week!

I can’t wait until I get to join the Wild Things team for another expedition!

Wild Things is a charity constantly seeking donations to support the fantastic work they do. Find out more at https://wild-things.org.uk