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Claire F

"Claire is a qualified teacher with a PGCE in Primary education. Her years of experience in teaching and tutoring and her approach make her a favourite with our families."

Sophie, Director of Tuition, Simply Learning Tuition

  • 11+

  • 11+ English

  • Biology

  • Chemistry

  • Maths

  • Physics

  • Senior School Entrance

Academic History

2013 – 2014 Institute of Education, London PGCE, Primary

2005-2006 Newcastle upon-Tyne University MA Museum Studies Merit

2002-2005 Durham University Nat Science BSc Hons 2.1

2002 Jersey College for Girls A Levels English (A) Biology (A) Chemistry (B)

Geology (B)

2000 Jersey College for Girls GCSE English (A*) Chemistry (A*) Biology (A*) Physics (A*) History (A*) Geography (A) RE (A) Business Studies (A) ICT (A) French (A) Maths (B)

About Me

I am a full time qualified primary school teacher and enjoy tutoring for a small number of additional students. I have experience of teaching both KS1 and KS2 and currently have a year 2 class. Having completed a degree in Natural Sciences at university, I tutor pupils for GCSE science and I also have experience of tutoring for the 10+ and 11+.  Through my training, classroom experience and tutoring experience, I am equipped to work with students with a range of SEN.

I recognise the importance of celebrating the individual. Every child has their strengths and talents and this diversity should be recognised, and reflected in the way that content is accessed and explored. I believe that the tutor’s role in engaging children fully and actively begins with building a strong, personal relationship. The trust and respect that both tutor and student feel for each other is essential for effective learning, and allows for a personalised approach that incorporates students’ interests, teaches to student’s strengths and minimises student’s weaknesses. To create an environment where the pupil’s feelings and preferred learning styles are paramount, that celebrates learning as a lifelong process and encourages children to ask questions is key. Teaching and learning must support the learner to build on what they know, and challenge their misconceptions, to make sense of the world around them. The learning environment must be a supportive one where children feel able to take risks, make mistakes and take ownership of their own learning.

I enjoy running and yoga and have completed my yoga teacher training for adults, 7-11-year-olds and teens. I have used this experience to set up and deliver a yoga and well-being programme at the school where I currently work. I believe that a person’s well-being is central, and paramount, to their education.

I have worked at both the British Museum and Natural History Museum in planning, developing and delivering activities to children. As such, I am confident in my ability at balancing the rigours of teaching to pass a test, with finding creative and engaging ways to explore subjects.

Recent tuition

Please see below some snapshot examples of my tutoring experience.

Isaac (Maths, Year 1)

Isaac is an energetic little boy with mild autism. He finds maths at school difficult as they move through the curriculum quickly, covering place value, addition and subtraction and now multiplication in quick succession. Sessions focus on revisiting concepts introduced in school and ensuring they are understood and consolidated at home. Isaac is a visual and kinesthetic learner so concrete apparatus and pictorial representations are key.

Noah (Maths & English, Year 1) Noah is a sensitive boy who needs varying and engaging methods of learning to keep him motivated. He found elements of the maths curriculum at school difficult which meant he was starting to lose confidence and not want to practise maths at home. Lessons focus on using apparatus, pictures, games, songs and music to engage him in learning again while addressing any gaps and misconceptions. I use a maths mastery programme which helps to implement the new skills that need to be taught in maths to secure mastery. This development of fluency, reasoning and problem solving involves knowing ‘why’ as well as knowing ‘that’ and knowing ‘how’. This approach has seen Noah make steady progress academically, as well as gain confidence and enthusiasm for the subject. In literacy, I combine a mixture of approaches, including phonics through RWI, reading and discussing texts for reading comprehension, activities to develop vocabulary and simple sentence building and writing work.

Freddie (Year 3, Maths)

Freddie lacked confidence in maths which was beginning to have an impact on his work at school. Initially we worked through the key concepts from the year 3 syllabus to identify if there were any gaps. After addressing misconceptions, we then moved on to being able to use this understanding for more abstract concepts and problem solving. We focus on building confidence with using the strategies known for answering questions in different contexts and I ensure that we talk through the process using mathematical vocabulary. Freddie requires quite a lot of thinking time which in a classroom can mean he doesn’t always have a chance to answer. Working one-to-one allows the time and space for him to tackle questions and build confidence by using what he knows.

K (Year 4, 10+ preparation)

Ongoing tuition with K in preparation for the KCS and St. 10+ assessments. The family are also considering St. Paul’s at 11+ entry. K is making great improvements with his work. English is his weaker area, and after a lot of hard work he has ended the 2016/2017 academic year with the highest mark in his class for his end of year creative writing assessment.

Lux (Year 4, Maths, 11+) Sessions focused on identifying and addressing misconceptions, revision strategies and exam technique. Lux was competent at carrying out calculations using multiplication, division, addition and subtraction but found it difficult to employ this knowledge to answer word problems or in problem solving. As such, we focused on unravelling what word problems were asking her to do and at developing perseverance and resilience in problem solving. Teaching her how to approach a problem, using what she knew to have a go, and from there, refine, self-correct and use mental strategies such as estimating to check whether her answer was plausible, meant that her scores on practice papers improved significantly.

Zak (Science, GCSE, OCR) Zak is mildly autistic and also struggles with dyspraxia, OCD, and processing. Zak is a focused learner, and is keen to do well but can struggle with his studies when he doesn’t understand a concept, becoming agitated and upset. Through patience, a willingness to try different approaches to accessing content, and consistent reassurance and positive praise, Zak has made good academic progress. He has moved from being a year behind academically, to working towards taking the higher paper for his GCSE science.

Xanthe (Science, GCSE, Triple Award, AQA). Xanthe is a bright, conscientious student who is academically a high achiever. As she is studying the triple award for GCSE Science, she sometimes finds that content is covered too quickly in lessons at school. Sessions focus on revising what has been studied at school, ensuring that the content has been fully assimilated and can be applied in context to answer practise exam questions.

Jane (Science, GCSE, AQA, Double Award). Jane is a studious pupil who is well organised in her revision. Sessions focus on filling in gaps in her knowledge and also on exam technique, where she feels less confident at being able to select and apply relevant content to answer the longer mark questions.

Danielle (Science, GCSE, OCR) Danielle saw science as a subject she ‘couldn’t do’ and ‘didn’t like’ and struggled to see how it was relevant or of interest to her. Consequently, as well as learning and reviewing a large amount of the curriculum, I focused on finding ways to make the subject relevant, linking it to her passion for dance and ensuring content was always set in a real life context. With enthusiasm, positive reinforcement and humour, I was able to help her see that science was in fact accessible, and that she was capable of achieving. With this came self-confidence and a more positive attitude to her learning which resulted in her both achieving better results, and enjoying her studies more. She was more engaged and focused in her work, and started to take ownership of her learning, often researching and studying beyond what was set for homework. Her final GCSE results were 2 grades higher than her predicted results.

Ash (Science, GCSE, EdExcel) Ash had a good understanding of the curriculum but struggled to use this knowledge in exams. She would often write large quantities of factually correct information for which she would not receive any marks against the marking criteria. In this instance I focused on using past papers and practice exam questions to really hone her skills in selecting relevant information. We marked exam answers together to draw awareness to what the examiner was looking for. We also focused on summarising large pieces of information, first verbally, and then in writing. Talking can help to clarify thinking, which translates into the coherence and fluency of a written answer. She received 3 A*s in her final exams.

Hobbies and Interests 

I enjoy running and yoga and have completed a 200 hour yoga teacher training programme. I love to visit museums, art galleries and theatres and make the most of the rich cultural scene London has to offer. Having worked at both the British Museum and Natural History Museum in the past, I believe strongly in the power that objects and artefacts have to inspire and support visitors in their lifelong learning.

  • Qualified Teacher