Supporting a GCSE student following chronic ill health to prepare for a return to school for Sixth Form
Background
Our client lives in London and wanted to home school their son to prepare for GCSE exams in Year 11. He had attended a highly academic co-educational London senior school; however, following chronic illness he had missed a large amount of Year 9 and Year 10. The goal was to get a minimum of four grade 8’s at GCSE and for him to be ready to reintegrate and be successful at the school’s competitive Sixth Form.
Results
We started with a full range of academic assessments to identify areas of strength and subjects needing development. We also commissioned SEND assessments that identified additional support required including occupational therapy, study skills, challenges with reading and touch typing.
We created a dedicated home school classroom, outside of the family home, and taught the full two-year GCSE curriculum in nine months. The initial six months focused on curriculum content. To prevent overwhelm and burnout, peak performance strategies were introduced in the final three months in parallel with exam preparation. Coaches were introduced to support with somatic pain relief and weekly mentoring sessions.
Weekly reporting from the tuition team to us and from our team to the family was augmented by occasional informal reporting whenever the boy’s father was in London, usually at short notice. The home schooling needed to be adaptable to the boy’s ongoing health needs, the family’s lifestyle and the unusually high trust level they placed in their son and Simply Learning to make autonomous decisions.
Our key team included three subject specialist tutors and two education consultants from the SLT team. Progress was coordinated through weekly ‘team around the child’ meetings. This allowed for the development of a highly personalised structure, weekly timetabling that worked with the student and his family and incorporated additional enrichment activities. The wider team included therapists and the Senior Leadership Team of the boy’s school, who remained in contact throughout and facilitated access arrangements, coursework, mock and final exams at school.
Behind the scenes, we felt confident enough in the boy’s rapid and sustained progress, as well as his strong work ethic to suggest to his school that he be allowed to return even if he did not attain four 8’s. As a back up measure we secured places in two nearby schools.
The family noted the significant change in their son following the period of home schooling,
“What has been achieved over the past year has been nothing short of remarkable. It was not an easy task, and I know how much effort, patience, and energy each of you invested along the way. Together, you have done an extraordinary amount of work, and our family is deeply grateful for it.
Beyond the academic progress, you have helped him develop discipline, consistency, and confidence in his own abilities. Most importantly, you showed him that learning can be interesting, rewarding, and not nearly as difficult as it may seem when approached with regular effort and the right guidance.”
How much does a home schooling programme cost?
Fees are based on the number of subjects, the intensity of the timetable, and the type of provision required (UK-based, hybrid, or residential). Our programmes are designed around outcomes and complexity, not hours alone. Indicative ranges for London-based programmes typically sit between £10,000 and £30,000 per term. Full-time residential tutoring can rise to circa £350,000 per year depending on scope, travel and exclusivity. We will always outline a proposed budget in advance with clear rationale.
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.
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 coordinate specialist input (OT, Education Psychologist Reports etc.)?
Yes. We frequently work alongside existing professionals and incorporate recommendations into teaching plans. Where useful, we can also recommend additional specialists - for example occupational therapists, SPLD specialists, or educational psychologists - and help ensure everyone is working cohesively rather than in silos.
Can we support exam entries if a child is not enrolled in a school?
Yes. Where students are fully home schooled, we manage exam board registration, access arrangements (where applicable), and exam centre coordination. This ensures that academic outcomes remain secure and formally recognised, even when education is delivered outside a traditional school setting.
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
