Full team support for GCSE student with acute anxiety and dyslexia
Background
A daughter of a high-profile fashion family experienced acute anxiety and dyslexia, leading to frequent absence and falling behind in GCSE work.
SLT’s Approach
SLT introduced four tutors who worked closely with mother and clinical team. Practical learning — including cooking and clothes-making — was used to teach GCSE concepts in ways that felt accessible and non-threatening, rebuilding confidence. Attendance was reintroduced gradually, increasing as resilience grew
Results
The student completed GCSEs at school and transitioned successfully into a liberal London sixth form specialising in Art, where she thrived.
Can we provide a programme like this for your family?
Yes. Most of our programmes begin with a thoughtful discussion about what you need right now, what you want to achieve long term, and what success looks like for your child. We then propose a structure, a timetable, an estimated budget and realistic outcomes - and we refine it with you before anything begins.
Do we work alongside schools and existing teachers?
Yes, we can run fully aligned with the school where helpful. Some programmes run independently; others are closely aligned with a school’s curriculum, set texts and coursework - particularly where a return to school is planned. We are used to operating in a joined-up way with teachers, SENCOs, and pastoral teams.
Can we combine cultural experiences with curriculum objectives?
Absolutely. Home schooling is uniquely well suited to “real-world” learning. Theatre, galleries, historic sites and local culture can be integrated into English, history, geography, languages and even science — making learning more memorable and often more enjoyable, without sacrificing rigour.
How do we start gently when a child feels overwhelmed?
We begin with a pace the student can tolerate. Often that means starting with one or two sessions a week in familiar or preferred subjects, with tutors chosen for warmth, calm authority and emotional intelligence. As confidence and trust develop, we build the timetable gradually and introduce greater academic demand.
Can we work alongside therapists, counsellors or medical teams?
Yes. The strongest programmes are often multi-disciplinary. With consent, we collaborate with clinicians and therapists so that academic planning reflects the child’s emotional and physical reality. We also recommend additional support if tutors observe that a child might need it.
How do we measure progress and report back?
Progress is monitored continuously rather than retrospectively. Families receive regular written reports outlining academic development, engagement, confidence and any emerging concerns. For longer or more complex programmes, we also track trends over time, allowing us to refine the programme proactively rather than waiting for issues to arise
How do we ensure continuity and oversight across multiple tutors?
Each family is assigned a Home School Manager who oversees the timetable, coordination across tutors, exam logistics (where required), and regular progress reporting. For many students, we also appoint an Academic Mentor - a single guiding presence who keeps the programme coherent for the child and acts as the bridge between tutors, parents and SLT.
