We place the highest value on our unique nurturing Educational Philosophy. Your chosen tutor will be trained to follow this philosophical approach and will provide an unrivalled education as a result.
Learning is long-term engagement with important life skills.
Hot-housing is about passing exams.
1. LEARNING FOR LIFE
Difficulties in inspiring students are partly due to an inflexible focus on topics that are out-dated and irrelevant to the children, and partly to the difficulty involved in small numbers of teachers attempting to lead large numbers of independent, free-spirited children. All of our tutors encourage students to approach learning as a life-long pursuit
We see academic excellence as a facilitator of wellbeing and recognise that academic ability is useful only for its capacity to produce happy, well-balanced individuals. We will always resist the prioritisation of academia and careerism over the nourishment of well-being. Our programme is designed to enable our students to maximise their ability to flourish in life, not to find themselves in careers that are incompatible with hard-earned freedoms.
Our tutors are trained to encourage the growth mindset.
2. ENCOURAGE A GROWTH MINDSET
This is the theory, promoted by psychologist Dr Carol Dweck, that the most successful and happy individuals believe that ‘their most basic abilities can be developed through dedication and hard work’. This is in contrast to those who have a fixed mind-set: those who believe intelligence and talent to be inherent and unchanging. The growth mind-set encourages a love of learning and a positive view of challenges that both students and adults face throughout their life. It also warns about offering praise to children for the wrong reasons. Children should be praised for effort, dedication and work ethic, not for good scores in tests. For more information about the growth mind-set and Dr Dweck’s ideas go to Mind Set Works.
The combination of curiosity and educational authorship.
3. CURIOSITY AND AUTHORSHIP
We believe curiosity to be an inherent characteristic present in all people, young and old, and this curiosity motivates learning above all else. If a child shows little curiosity to learn a particular topic, then this motor of learning must be fired up before all else begins.
If intrigue and curiosity drives the learning process, having authorship of the learning process allows learning to continue into later life. One of the failings of the current results driven system is that students are often given everything on a plate, to then repeat when they take their exams. To remedy this, we encourage educational independence as a vital condition for life-long learning.
When students finish school and enter into work, college or higher education, the spoon-feeding stops. Therefore, one of the most valuable dimensions of their school experience will not be what they learned, but knowing how they learn. To feel like an author and to design the world around them for the better.
Seemingly impossible problems are solvable.
4. INCREMENTAL LEARNING
Consider the experience of someone explaining something difficult to you, too quickly, not checking you are following, and without making sure that you already know enough to get started. This is an everyday experience for too many learners, and one that hugely inhibits potential. Difficult subject matter must only be presented when other necessary knowledge has already been well integrated. This allows students to flourish, and ensures that the experience is enjoyable.
Our programmes ensure that more fundamental concepts are taught and understood sufficiently before moving forward. When following this basic principle, the difference in a student's capacity for learning can be astounding.
Those have found a particular concept difficult at school will benefit from the Incremental Learning principles that ensure no challenge is prohibitively difficult. In fact, previously impossible maths can seem eerily straightforward. The high levels of satisfaction when tackling the original problem successfully are incredibly rewarding, triggering a change in the toxic relationship to study that many students develop.
Every student will experience a fundamentally different learning experience.
5. TEACHING THE INDIVIDUAL
We all have different ways of processing new information. Sometimes new information miraculously sticks with no effort at all, and at other times students struggle to remember what they were taught that day at school. One child will labour through a game and relish the opportunity to demonstrate their skills with a page of sums. Another will labour through that page of sums, relishing the game that teaches and reinforces those very same concepts. The key to maximising learning experienced is to tailor lessons specifically to fit with a students learning style, so whether they gain most understanding from Visual stimulus, Aural discussion, Reading and Writing tasks, Kinaesthetic activities, or a mixture of all of these styles, the student will fulfil their potential, be truly engaged and enjoy their tutorials.
Our uniqueness must be cherished and capitalised on, in a manner that mainstream education will always find difficult due to the student:staff ratios. In the optimal learning environment, a student’s individual preferences and life experiences will be considered. With sensible guidance, the things that inspire us can be further crafted into hobbies and, eventually, vocations and careers that enable an individual to feel empowered and successful in their lives.