Viola Fort - Private Tutor
OVER 15 YEARS'
EXPERIENCE &
WORD-OF-MOUTH
RECOMMENDATIONS
"D keeps telling us how helpful your lessons are and how happy she is; thanks a lot once again for your great support, highly appreciated."
CASE STUDIES
Yasmine - 10 years old
Yasmine was an extremely bright and able pupil aiming for St Paul’s School for Girls. Her parents were aware of how competitive entry is and wanted to implement regular tutoring to accelerate Yasmine’s preparation, but also to cushion any pressure and ensure she felt supported at all times. She had lessons twice a week to practice past papers and develop comprehension technique and creative writing skills. These were interspersed with ‘book club’ lessons to boost her vocabulary and writing, and interview practice. Yasmine was accepted at St Paul’s and is loving her time there.
Ella – 6 years old
Ella’s parents decided to give her a term at home after the double disruption of an international move and a long period of illness. The extended time out of school had left her behind academically and lacking in confidence. Lessons were a mixture of educational games and creative learning, and core curricular work. This intensive focus in a relaxed environment allowed her to improve and develop in all areas, and start to enjoy learning again. Over the course of half a term her reading level rose significantly and she is now an independent reader. She is writing imaginatively in cursive and her numeracy is on a par with her peers – significant improvements on all fronts. She is back on track and has rejoined her elder sister at an independent primary school in London.
Katherine – 17 years old
Katherine studied English, Drama and History of Art ‘A’ levels at Hurtwood House. She had a good grasp of the course content but struggled to structure her essays and develop her ideas. Lessons focused on essay skills: finding a thesis, researching material, formulating a strong plan and finding a way to comment intelligently and relevantly on the source materials. Her essay marks steadily improved to the point she was able to work independently with confidence and purpose.
Tabitha & Stephen – 10 & 11 years old
Tabitha and Stephen’s parents made the decision to take them out of school for a term and teach them at home after they had successfully done the same with their two older children. Both children were doing well academically and this was seen as a chance to offer them a more varied and wide-ranging curriculum before they entered secondary school. Viola worked with each of them on English (focusing on literature and theatre) and maths (ensuring they kept up with their school work and developing an advanced program), as well as regular cultural projects and visits. They also had other tutors in various subjects, with whom she worked with closely. The term at home was a success, and both students returned to school ready to tackle their entrance exams. They went on to gain places at St Paul’s Girls and Westminster.
Peony – 11 years old
Viola home schooled Peony through years 5 & 6, teaching her curricular maths, English and history, as well as additional lessons in current affairs, debating and conversation. Peony is a gifted musician and champion fencer, and home-education allowed her both more time to pursue these passions. She was able to tackle more challenging topics, books and ideas, and spend more time in discussion, rather than text-book teaching. Peony maintained an active social life, and thrived academically. She sat the 11+ and was offered places – including three scholarships – at City, Francis Holland, Highgate, Queensgate and Godolphin & Latymer, where she is now thriving.
Leonora – 7 years old
Leonora started lessons during a mid-year transition from one school to another. She was a bright, able student with mild dyslexia, but because there was a disparity in the teaching levels between the two schools she had a lot of catching up to do. She had lessons three times a week over the course of a term and a half to ensure she was fully supported. Lessons focused on numeracy and literacy, getting her up to speed with her new classmates. This time was also used to develop the underlying foundations of her writing, spelling and vocabulary, to read together (she is now an avid reader), and develop her confidence. She started the next school year without the need of home support and is now thriving at her new school.
William – 6 years old
William was preparing for 7+ entry to Collet Court. His maths was very strong but (like many younger boys) he was a reluctant reader which was affecting his writing and comprehension. Lessons began with by simply reading together, discussing the story and characters and keeping a list of new words. William's reading ability (and interest) swiftly improved, which had an immediate effect on the maturity and quality of his written work. The comprehensions which had only recently fazed him, he now found well within his ability and his story writing showed all the hallmarks of a keen and curious reader. Maths focused on mental arithmetic and word problems – he began reading questions more carefully and making fewer mistakes. William was offered a place and started Collet the following year.
Matthew – 15 years old
Matthew had recently made the transition from a specialist to a mainstream school and was doing well but needed extra support due to his dyslexia. He had tutorials three evenings a week, helping with homework and going over anything that was not understood at school. One lesson was dedicated to key skills such as essay planning and writing, maths support, and reading for research. Matthew exceeded all expectations in his GCSEs and gained strong grades in all his subjects.