Supporting an Olympian show jumper with her GCSEs
Background
A 16-year-old GCSE finalist represented Britain as an Olympic-level show jumper. Travel, training and competition made conventional schooling impractical. Significant dyslexia required pacing, strategy and confidence-building.
SLT’s Approach
SLT designed a hybrid programme combining in-person tuition in London with online teaching while travelling. A team of five tutors covered GCSE subjects with depth. Sessions were actively managed and stacked around shifting schedules to prevent missed learning. A dedicated academic mentor coordinated tutors, parents and SLT, ensuring outcomes were met and the student felt supported rather than overwhelmed.
Results
The student continued competing internationally without interruption while achieving the grades required at GCSE, retaining a strong educational foundation as a safeguard beyond sport.
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.
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.
How do we keep learning consistent during frequent travel?
We protect consistency through careful planning. Tutors map the curriculum in advance, maintain a predictable rhythm of sessions, and build in flexibility for travel changes. When plans shift, we adjust the timetable without losing momentum.
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
