Jessie - Wrenon Education

Excited to be launching a small number of A Level and GCSE Business & Economics groups from September 2026.

Sessions will be taught in very small groups with a strong focus on exam technique, building confidence and helping students achieve their full potential.

* Online options available
* In-person options, Hayes/Bromley venue
* Exam-board focused support
* Strictly limited spaces available

The timetable and priority booking information will be released over the coming weeks.

If you would like to join the waiting list or find out more, please feel free to message me directly.

Jessie x

If your child came out of their first exam feeling disappointed last week, please try not to panic.

I’ve already spoken to students who knew the content but struggled with timing, second guessed themselves halfway through, or came out realising they’d misunderstood part of a question. After months of preparation, emotions are running high and it’s very easy for one paper to feel bigger than it really is in the moment.

But one paper does not define the final outcome.

There is still plenty of time to improve across Papers 2 and 3. Often, students perform much better once the first exam is out of the way because they know what to expect, settle their nerves and adjust their approach.

Right now, the most important thing is helping them move forward positively rather than dwelling on what’s already gone. Confidence, exam technique and clear structure can still make a huge difference over the next few weeks.

Jessie x

May already, how are we here?

Are exams starting to feel very real now? Probably seeing the pressure build up at home.

This time of year can feel a lot for both students and parents.

But here’s the thing, they do not need to have everything perfect right now.

The biggest difference in these final weeks is having focused support, clear exam technique and knowing how to turn their knowledge into top marks.

If your child needs calm, structured support before exams for Economics or Business, I may be able to help.

You’ve still got time.

Jessie

One of my students showed me this today.
A great example of active revision. Annotating, linking concepts, identifying diagrams, and turning the specification into real understanding.
the top grades come from how students revise, not just how much they revise.

Is your child’s revision passive, or are they learning to think like an examiner?

Honestly… messages like these mean everything.

One of the best parts of what I do is seeing confidence grow.

This week, after working closely on exam technique, structure and helping a student turn strong knowledge into stronger exam performance, I received these messages from both student and parent and they genuinely meant a lot.

Often the biggest shift is learning how to think more clearly, structure answers naturally and actually believe you can do it.

I’m incredibly proud of the hard work my student has put in and I’m so glad our sessions have helped build both skill and confidence in Economics & Business.

Wishing him the absolute best. 💪

This is exactly why I love what I do.

Jessie x

It’s Earth Day today, so I've been discussing this with me Economics and Business students.

A lot of students think environmental issues are just about “saving the planet” but in Economics, we look at "why" these problems happen in the first place.

Pollution is a negative externality.
Climate change is a form of market failure
Businesses focus on profit maximisation

Which means, if you leave businesses to it, they end up producing too much that harms the environment.

So what’s the solution?

Taxes (e.g. carbon taxes)?
Regulation?
Subsidies for greener alternatives?

The real exam question and the real-world debate is always:
Which policy actually works best - and why?

This is usually where students start to get ahead, when they can actually use this knowledge, not just know about it.

Students often learn…
just as much from hearing other students’ mistakes and ideas as they do from their own answers.

When one student asks a question others were too afraid to ask, or when we break down why one answer scores higher than another,
the learning becomes far deeper.

Group sessions done properly create discussion, challenge thinking, and expose students to multiple ways of approaching exam questions.

It’s been brilliant to watch my students grow in confidence over the last three weeks.

Well done to all my group students - I’m rooting for you. 📣

Jessie

One thing I’m noticing with many of my students right now...

They’re not necessarily lacking effort.
They’re lacking clarity on what actually moves marks up at this stage.

Many are spending literally hours revising content they already know reasonably well,
when the real issue is often exam technique, application and structuring answers under pressure.

At this point in the year, the students making the biggest jumps are usually the ones focusing less on passive revision and more on learning how to convert knowledge into marks.

If your child knows the content but still isn’t getting the grades they expect,
exam technique may be the missing piece.

Jessie x

I was in Canary Wharf today and it took me straight back to where it all started for me.

Before teaching, before Wrenon, I worked in investment banking. That’s where my interest in economics and business really came to life -real decisions, real risk, real strategy. It was never just theory on a page to me.

And it reminded me why I teach the way I do now. The group setting has been powerful this week.

Students aren’t just learning from me, they’re learning from each other, seeing what strong answers look like, and raising their level quickly.

So we’ve been focusing on applying real-world thinking to exam questions, helping them build clear, logical chains of reasoning, use context properly, and structure answers so they actually pick up marks.

It’s been such a great week seeing that shift happen in real time.

Still a few sessions running next week if anyone is looking for last minute support.

Jessie

“Miss, I’m going to do lots of past papers over the Easter break…”

If I had a pound for every time I heard that recently… I hear it a lot.

And on the surface, it sounds like a good plan.

But here’s what often happens next…

Students do a paper.
Mark it themselves.
Maybe look at the mark scheme.

Then move on to the next one.

And nothing really changes.

Because doing past papers isn’t what improves their grade.

It’s understanding these important things:

Why they didn’t get the marks
What the examiner actually wanted
And how to answer it differently next time

Without that, they’re just repeating the same mistakes… faster.

So if your child is planning to do lots of “past papers” over Easter, that’s great.

But please, just make sure they’re not doing them alone, without feedback or direction.

Jessie x