Frequently Asked Questions

Local Area & Travel

Specialisms & Approach

  • I am based in Charlbury, Oxfordshire. I travel directly to families across Oxfordshire, Gloucestershire (the Cotswolds), Warwickshire, Buckinghamshire and Northamptonshire. I have clients in a range of places including Witney, Chipping Norton, Woodstock, Oxford, Banbury, Cheltenham and surrounding villages.

  • No. Travel time, mileage, prep work, and bespoke resources are all fully included in the standard £120 hourly fee. However, depending on the distance, I might have to insist on a minimum session length for the session to viable.

  • My sessions are mainly face-to-face because in-person sessions help to build trust, emotional safety, and allow me to observe subtle body language and self-regulation cues that get lost on video calls. However, once a strong in-person relationship is established, I do offer remote sessions for families who travel frequently or during temporary scheduling conflicts.

Subjects & Levels

  • I specialise in working with neurodivergent children, young people and adults who have struggled in mainstream education, and in life generally. This includes Autism (ASC), ADHD, dyslexia, dyscalculia, demand avoidance (PDA), sensory processing differences, and severe school-related anxiety (SEMH) amongst others. Please do get in touch to discuss your needs further.

  • Yes. I work with electively home-educated children, school refusers, and young people accessing Education Otherwise Than At School (EOTAS) packages funded via Local Authority EHCPs or privately by families.

  • The initial focus is never about academic testing. I focus almost entirely on low-demand engagement, emotional safety, and rapport-building - we can talk about anything from sport, music, Roblox, anime, pets and anything else. Learning only happens when a child feels regulated and understood; the maths or English progress follows naturally once trust is established.

  • Refusal and overwhelm are forms of communication, not defiance. I never force work or create confrontation. If a student is dysregulated, we pause, regulate, and pivot to low-pressure activities. Some of the most valuable progress happens during those moments.

  • Yes. Alongside school-age tuition, I provide specialist mentoring and progress coaching for adults—particularly university students, apprentices, and professionals navigating who seek practical strategies for work and life management.

In the Home & Logistics

  • For the initial session or with highly anxious learners, parents are very welcome to be present to help their child feel safe. Over time, as trust builds, we usually transition toward 1:1 sessions in an open communal area (like a kitchen or dining table) so the student develops independent focus, while you remain nearby in the home.

  • Very little. A reasonably quiet table space with a chair for each of us is ideal. You don’t need to purchase textbooks or equipment; I bring all required learning materials with me.

Measuring Progress & School Liaison

  • I provide regular, informal feedback after sessions, noting emotional regulation milestones alongside academic breakthroughs. For long-term or local-authority-funded placements, I can provide formal written reports and progress tracking aligned to EHCP outcomes and in the format the LA require.

  • Yes. A joined-up approach works best. With your permission, I regularly collaborate with school SENCOs, class teachers, and other professionals to align on strategies, target setting, and reintegration plans.

  • Because many of my students are home-educated, flexi-schooled, or accessing alternative provision, I provide regular daytime weekday sessions as well as after-school slots.

  • We start with an informal, no-obligation phone conversation. We’ll discuss your child’s educational history, current challenges, and goals. If we both feel it’s the right fit, we’ll schedule an initial home session; if not, I am always happy to point you toward other local practitioners or resources.

Practicalities & Getting Started

Bookings & Cancellations

  • No. There are no term-long lock-ins. Consistency produces the best outcomes—especially for neurodivergent learners—so most families book a regular weekly slot, but you are not bound by a rigid contract. In my experience, families I work with do not need to an additional stressor in the early stages of the relationship.

  • I understand that flare-ups in anxiety and family illnesses happen. I ask for 24 hours’ notice where possible to reschedule without charge. We will run through the straightforward cancellation guidelines during our introductory call.

  • Yes. I work with families who self-fund privately as well as those with direct payments, personal budgets, or direct commissioning via their Local Authority (e.g. Oxfordshire County Council) as part of an agreed EHCP or EOTAS package. Invoicing can be arranged directly with the local authority or case manager where agreed.

Safeguarding & Trust

  • I hold an Enhanced DBS check (on the update service) and comprehensive professional indemnity insurance. I have extensive experience working in both classroom and 1:1 settings with vulnerable and neurodivergent learners. Details and certification are available to inspect upon request. References are also available on request.

Funding & Invoicing