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Wealth of Knowledge Tuition Cheshire

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Wealth of Knowledge Tuition Cheshire

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Specialist SEND & EOTAS tuition in Cheshire. English, Humanities & Functional Skills. Dyslexia specialist. Cheshire East approved Alternative Provision.

Supporting learners through flexible, individualised education. I have a PhD in English Literature and Creative Writing from the University of Manchester. I am an enthusiastic reader of all literature, and love to communicate this to my students. My PhD means that I am able to teach most humanities and social science subjects to a high standard. I focus on the skills required across the different disciplines, and I enjoy learning about other subjects in my spare time. My PhD has also involved extensive research in Disability Studies, so in conjunction with a high level of knowledge of English I am able to teach, and understand the special needs of some students with a lot of depth. I have a Masters in Medical Humanities from Kings College London, and a First Class Honours BA(Hons) from The University of Kent in English and American Literature with Creative Writing. These degrees have taught me how to critically analyse sources, but also how to teach them successfully. I was lucky to go to university and have such a good education, and I like to encourage others to do the same, illustrating the possibilities that education can provide. I am a published writer, and have recently been published in a variety of magazines and a forthcoming anthology, as well as winning many as for my poetry. I can teach creative writing, as well as give advice on where and when to submit work. I come from a long line of secondary school teachers! I keep up to date with the curriculum, while also considering how I can teach the subjects interestingly to different types of students. Most of all I love the enthusiasm my students show me in their tutored subjects! I teach very flexibly, and always adapt my lessons to the individual needs of the tutee, making sure we focus on the curriculum, while also concentrating on the weaknesses and strengths of the tutee. I`m friendly and approachable, and hope to work together with the tutee and the parents to achieve the desired outcome of the sessions. I really enjoy teaching, and hope that comes across to the students. I am flexible in what we can study and can cover a wide range of subjects in my lessons.

14/10/2026

Autumn is a brilliant time for building vocabulary!

We took a little train ride through the park, and Orson was absolutely fascinated by everything going past. Trees, birds, people, leaves and, of course, the excitement of being on a train!

At this age, so much language development happens through these little everyday experiences. We can talk about the leaves changing colour, the train going faster or slower, the trees being tall, the wind feeling cold and the leaves going crunch under our feet.

And it’s not just about naming things. Words like through, around, behind, under and past become much easier to understand when children can experience what they mean.

One of the things I particularly love about autumn is how much it changes the familiar world. The same park we visited in summer suddenly looks, sounds and feels different. That gives us new things to notice and new reasons to talk.

Although, judging by Orson’s enthusiasm, waving at absolutely everyone we passed was probably the highlight!

13/10/2026

What if phonics isn’t the only way into reading?

For older learners who have struggled with reading for years, going back to basic phonics can sometimes feel frustrating, particularly when they’ve already spent years trying to learn the same sounds and rules.

This is where morphology can be really useful.

Morphology is about understanding how words are built from meaningful parts. Rather than looking at individual sounds, we explore prefixes, suffixes and root words to understand how words work.

Take the word heat, for example. By adding different prefixes and suffixes, we can create heating, reheating, preheat, overheated and many more.

Suddenly, we’re not learning ten completely separate words. We’re exploring how one familiar word can change and grow.

For some of my older learners with dyslexia and other literacy difficulties, this can be a much more accessible and age-appropriate starting point. It allows us to work with interesting vocabulary, make connections between words and develop spelling and reading skills without everything feeling like another phonics lesson.

Of course, morphology doesn’t replace phonics or the need to develop decoding skills. But it can provide another route into literacy, particularly for learners who have become disengaged after years of finding reading difficult.

And sometimes approaching something from a different direction is exactly what’s needed.

08/10/2026

Apparently spiders are celebrities when you’re one.

Orson spots them everywhere. Real ones, pictures of them, toy ones — and apparently a giant robotic one absolutely deserves his full attention.

I find it fascinating watching the things children choose to notice. We can take them somewhere packed with things designed to entertain and educate them, and they’ll very firmly decide for themselves what deserves a closer look.

And actually, I think there’s something lovely in that. We don’t always need to turn an interest into a learning opportunity or think about what skill it might develop. Sometimes we can just give children time to be fascinated by something.

Today, it was a spider, and it led to finding a spider at home on the floor, in a Halloween book and in the flowers outside too!

06/10/2026

Sometimes the lesson plan just isn’t happening.

And sometimes the best thing I can do is recognise that, put it to one side and find something we can do together.

On this occasion, it was building increasingly ambitious structures out of UNO cards. No pressure, no battle to get back to the task I’d planned. Just sitting together, experimenting, laughing when the whole thing inevitably collapsed and trying again.

For some learners, that connection is far more valuable than forcing another ten minutes of “work”. It keeps the relationship safe, gives us a shared success and means we have somewhere to start again next time.

Knowing when to change course is as much a part of teaching as knowing what you planned to teach.

01/10/2026

There’s something about a pebble beach that makes you slow down.

A few weeks ago, Orson discovered that walking on pebbles is very different to walking on a pavement. Every step needed a little adjustment: finding his balance, negotiating the uneven ground, deciding whether the water was exciting or slightly suspicious, and stopping approximately every three seconds to inspect another stone.

It reminded me that experiences we barely notice as adults are completely new when you’re small. He wasn’t doing a sensory activity. He was simply experiencing the seaside — and his brain and body were doing an enormous amount of work along the way.

Sometimes learning really is just being somewhere new and having enough time to investigate it.

29/09/2026

Sometimes the thing a child is seeking isn’t more quiet — it’s more movement.

Pushing, pulling, climbing, carrying, hanging, running… all of these can provide the proprioceptive input often described as “heavy work”.

Even something as simple as giving the swing a really good push uses the whole body. Muscles and joints are working, there’s resistance to push against, and lots of sensory information is being fed back to the body.

For some children, this kind of movement can be really regulating. And it doesn’t have to look like a planned “sensory activity”. It can happen naturally at the park, in the garden, carrying the shopping or moving things around the house.

Another reminder that play and movement are doing far more than we can always see.

24/09/2026

Special interests are such a brilliant way into language.

At the moment, diggers are a very big deal in our house. So when we find an entire wall of them, there’s suddenly an awful lot to talk about!

Big digger. Yellow digger. Little digger. Digger up high. Another digger. Dump truck.

It might sound like a very simple conversation, but this is how language grows. We take something a child is already completely fascinated by and gradually add words around it — colours, sizes, positions, actions, comparisons and eventually longer sentences.

There’s no need to persuade them to pay attention because they’re already interested. We’re simply joining them there and adding language as we go.

It’s something I use in my teaching too. A special interest isn’t something we need to steer a learner away from. Quite often, it’s exactly where we should start.

21/09/2026

Sometimes the lesson plan lasts about five minutes…

One of the most important parts of my job is being able to change direction when something just isn’t working. And with some of my learners, that happens a lot!

This week, that change of direction became a Minecraft alphabet. We used Minecraft stickers alongside a little thermal camera to find, photograph and label things for each letter.

Suddenly, working on alphabet order, letter recognition and initial sounds had a purpose. It wasn’t “let’s practise the alphabet” — it was which Minecraft thing can we find for B? What comes after F? What could we use for K?

For learners who find direct demands difficult, following their interests can completely change how an activity feels. The learning goal stays the same; it’s the route we take to get there that changes.

And sometimes the improvised activity ends up being far more successful than the carefully planned one!

19/09/2026

Learning to take the leap.

There’s something really valuable about giving children opportunities to take healthy risks.

Climbing a little higher than last time. Working out where to put their feet. Deciding whether something feels safe enough to try. Getting halfway up, changing their mind, coming back down… and perhaps trying again five minutes later.

We can be so tempted to say “careful!” or rush in to help, but sometimes standing back gives children the chance to work out what their bodies can do for themselves.

And that confidence carries over. Taking a risk, coping when something feels uncertain, problem solving and discovering “actually, I can do this” are skills that matter in learning too.

Not every risk needs removing. Some are there to be explored.

11/09/2026

Looking after the baby

It looks like simple pretend play, but there’s so much going on here.

Picking the baby up carefully, putting her into the pram, making sure she’s comfortable, pushing her around and copying all those little caring routines he sees happening around him.

Children learn so much by watching us and then trying it out for themselves. Through this kind of play they’re exploring relationships, empathy, communication, sequencing and their understanding of the world — without anyone needing to turn it into a “learning activity”.

Sometimes play really is enough.

Address

Lower Heath
Congleton
CW121NJ

Opening Hours

Tuesday	9am - 7pm
Wednesday	9am - 7pm
Thursday	9am - 7pm

Telephone

+447546527950

Website

http://wealthofknowledgetuition.co.uk/

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