Fortis Education

One day I will be past tense.

On Sunday morning, I made my coffee and the sun was shining. I began to read in the garden - it seems permissible if I am being efficient, reading at the same time as drinking. As I read, I am always analysing the text - a quiet voice alongside reading, noting the wonderful vocabulary, the impact of figurative language and literary devices, the past tense and third person. I can't help it, I love to think about the craftmanship of the author.

Then I thought, I will one day also be past tense.
It is obvious. I'll admit, I feel guilty if I am not prioritising 'productivity' no matter the time of day/night, whether it's weekday or weekend. There's always something to be done.

But that thought on Sunday, made me stop to appreciate reading just because I love it. I enjoyed spending time in the kitchen rather than a rushed meal. No Debbie Downer thoughts, just silent permission to take a slower day without guilt, appreciate the now.

The power of past tense perspective.

What would you prioritise if you gave yourself permission?

I was taken by surprise.

"Lisa, can I read it to you after the lesson please?"

This student made me smile at the beginning of the lesson - she had edited her name on the ipad to ' # # # # # # In The Best Lesson Ever!!!'

Too sweet. How can you not enjoy teaching when moments like this happen completely unexpextedly.

We had spent the lesson on comprehension skills - identifying literary techniques, exploring their impact on the reader, analysing language, thinking about connotations of vocabulary choice before moving on to how to phrase answers with precision. Structuring responses to create substance and clarity. No rambling, nebulous answers!

About 15 minutes before the end of the lesson, she told me about reading a picture book to a child in a lower year group in school. She had enjoyed talking about the words, pointing out the pictures and what they symbolised in her view - teaching the little one to look deeply, notice and think. The book? The Day War Came by Nicola Davies.

"Lisa, can I read it to you after the lesson please?"

This student is always enthusiastic, she always thanks me for the lesson and we usually run over our lesson time a little - genuinely enjoying studying English or wanting to show me her latest toys or art work.

There was no other response but, "Of course!" She was my last lesson of the day so I had the time. Yes I could get off and start cooking dinner or take a rest after a day of back to back teaching - but the moment was important to me. It is these little opportunities that mean a lot. This student was also at the end of a busy day - she had attended a 3hour maths workshop, worked on Reasoning skills, been to gymnastics, had bumped her head climbing a tree and there was me at the end finishing at 7.15pm.

Just wanted to share a simple moment that says so much. I know you all have them too everyday. I posted last week about another student who could not understand why teachers teach. If I could bottle the feeling at the end of that storytelling lesson (it was wonderful to be read to by the way) then that Year 10 student would understand.

I rest my case.

The Power of Reading Aloud: Why It Shouldn’t Stop at Fluency

"Reading aloud to children is the single most important activity for building the knowledge required for eventual success in reading."
- National Academy of Education, USA

As soon as children can read fluently, many schhols/families naturally stop reading to them. Once a child can read independently, teachers/parents often stop asking them to read aloud. Job done - 'Cracked it.'. ✅

But what if we’ve stopped too soon?
When we read to children, we model:

🎭 How characters sound - not just what they say
⏱️ How punctuation shapes pace and tone
📚 How rich vocabulary is used in real context
🔄 The joy of storytelling as a shared experience - discuss the characters, events, settings, new words

When children read aloud, they:

🗣️ Strengthen verbal expression and confidence
👂 Practise active listening
🧠 Develop processing skills that help with comprehension
📈 Improve working memory and verbal fluency

🧠 According to a study from the OECD, oral reading fluency is a better predictor of comprehension than silent reading speed.
📊 The National Literacy Trust found that children who read aloud regularly show stronger outcomes in vocabulary acquisition, reading stamina and oral comprehension.

If you're a parent, teacher or tutor - please don’t underestimate the power of reading aloud, even long after fluency. The best readers are also great listeners and skilled storytellers. Think of future generations.

💡 Read aloud stories written by your child and record your child reading them. Wonderful to treasure on video - but often forgotten in the busyness of life. Imagine those at the wedding!

I often record my students and send them to their parents. Beautiful.

🌱 Let’s not treat reading aloud as a stage to grow out of. Let’s treat it as an infinite joy - to confidence, connection, comprehension, and memories.

Even if we can save one life - it's worth it. Be a Change Maker 2 weeks today!

Children in care are often collatoral damage to their circumstances, the same can often be said for their parents and history has a habit of repeating itself.
It's hard. There's no blame here.

School exclusions
Homelessness
Addiction
Poor mental and physical health
Low educational outcomes
No university
Limited life chances

All far more likely if a child has experienced domestic violence or been in care.

I was a fostercarer alongside teaching as I have seen the damage first-hand. Education allowed me to build an independent life full of choice - it is a powerful currency that can open doors and build confidence.
Fortis has successfully supported many, many children through public examinations and into university - Russell Group, Oxbridge and Ivy League. Others, to gain fee-assisted places at presitigious schools. We don't just pull the rug after gaining offers, we support throughout the transition and continue along the journey.

Young people's lives are transformed - working across a wide range of highly competitive fields, travelling the world, some married with beautiful families. Never forgetting the past, of course, but safe and happy, reaching goals.

So, if you also believe in the power of education get yourself to Stowe School on the 30th June for a day of insight and inspiration - all proceeds fund our Fortis World outreach programmes. The conference for Change Makers.

You can directly make a difference.

I am very excited - visiting Stowe again this week for final meetings with Beth the Events Coordinator and Frank the videographer. You'll see them there!

Check out the lineup and book Here: www.fortiseducation.co.uk/conference

Start of the week. Carpe Diem!

I immediately think of Dead Poets Society and Robin Williams standing on a desk, urging his students to make their lives extraordinary, grab it by the collar without delay.

I like to geek out, care to know where the phrase comes from?
Roman poet Horace, writing in 23 BC in Odes, Book 1, Poem 11.
The full line reads:
'Carpe diem, quam minimum credula postero.'

A more full translation would be:
'Seize the day, putting as little trust as possible in tomorrow.'

Like all literature, I look at context. Horace wrote during a period of political uncertainty in Rome, after years of civil war. His message was not about reckless spontaneity and excitement, inciting roaring hearts. It was grounded, measured, almost philosophical in navigating an unpredictable world.

He was reminding his reader that the future is undetermined, fortune is unreliable and speculation about what may come is futile - it's more fruitful and efficient to focus upon action in the present.

'Carpe' doesn’t quite mean 'grab' in a frantic sense. It means 'pluck - like fruit when it is ripe. When we think of the phrase in this light it feels more intentional, considered and precise. Today, this moment is the only time we can be sure we can influence in our action, inaction or reaction.

Quite the opposite to impulsive or dramatic or free.

In school and in business we are trained to plan ahead.
Five-year strategies. Termly targets. Retirement projections.

But what about NOW? Often ignored as if it were taken care of in the past in that meeting, diary entry or document.

I remember my grandmother in her wisdom (that I probably met with some internal eyerolls if I am honest) that every moment takes care of itself. I thought she was being wishy-washy, lacking ambition, I misinterpreted it as throwing the cards and seeing where they'll fall.
But 'every moment tales care of itself' actually comes from the Gospel of Matthew. 'Sufficient unto the day is the evil thereof.' (Matthew 6:34). Which roughly means 'Each day has enough trouble of its own'.
Not a call to abandon planning, but a reminder that this moment is the only place where action is a certain choice.

In education, leadership and life, perhaps that is the real invitation:
Honour the opportunity and resonsibility of today
Do what's in front of you.
Say the thing that matters.
Examine, recognise, trust yourself and take the step.

He was not open to help at all. Encased by a hard shell of protection.

This young man is wonderful - he has the greatest visual memory I have ever seen in a child, he is incredibly observant and has developed an array of avoidance tactics. He watches, he quickly identifies dangers where his weaknesses are exposed, he thinks outside the box and finds his way to solutions or draws calculated conclusions based on body language or the way a question is phrased.

He has dyslexia, dyscalculia and ADHD.

He once said to me 'Lisa, no one has ever noticed that about me.' He's used to ducking in and out of the shadows, sliding out of view. I am fascinated by the way he thinks - the mainstream school setting is challenging for him. I have loved gaining his trust, showing him what I notice, as his confidence has grown he shares how he thinks and eventually he let me in.

It was not easy - at the beginning there were days when he refused to speak to me or even look in my direction. He was not open to help at all. Some might see it as rude, disrespectful, difficult. He could be charming, he could also hurt peers. I saw pain under that armour. A vulnerability that was too embarrassing to show. Perhaps rather seen as having an 'attitude' than be truly seen.

Yes, the academics have progressed and because he is now independent in the classroom, more importantly, he seems happier in his own skin. He sees a future, he values himself and the 'fight or flight' energy has been replaced with a spirit of potential and confidence. He doesn't have to battle the world alone, he sees that others believe in him. He has developed tools and strategies and he knows I am there if ever needed in the future.

I look forward to seeing him soar and along the way, I will treasure this card.

“When should my child start preparing for entrance exams?”

It is one of the most common - and emotionally loaded - questions parents ask.

The reality is that UK independent school admissions, particularly in London, have become intensely competitive. Many families enter the process believing natural ability alone will be enough, only to discover later the scale of preparation happening quietly behind the scenes.

As an educator who has spent years teaching in and advising top independent schools, I have seen both the opportunity and the pressure this world can bring.

Some children begin gentle preparation at 5 or 6 through reading, discussion and developing confidence with language and numbers. Others start later and need more focused support before 7+, 8+, 11+ or 13+ entry points.

There is no single “correct” timeline.

Every child is different:
✨ Different learning styles
✨ Different schooling backgrounds
✨ Different levels of confidence
✨ Different family priorities

The key is understanding the landscape early enough to make informed choices - without losing sight of your child’s wellbeing in the process.

At Fortis Education, we believe preparation should build confidence, curiosity, enthusiasm and resilience, not fear. Whether families want a highly ambitious pathway or choose a less competitive goal, we help create bespoke programmes tailored to each child and family.

Exams do not define a child, however the right guidance, mindset and preparation can make an enormous difference.

If you are navigating 7+, 8+, 11+, 13+ or sixth form entry and would value honest, expert support, we are here to help.

The future starts with the first conversation:
https://www.fortiseducation.co.uk/contact

Chef's kiss!

It was a Saturday, 5.30am, I returned to London for our summer term group classes. It's a full day of English classes in South Kensington, preparing gorgeous children for school entrance examinations.

The trains ran smoothly (let's not mention the strikes last week), the sun shone, I grabbed my coffee and the first class started at 8am.

We began with a Gratitude activity. 'We have all come together today, what are we grateful for about that before we work together on comprehension skills?'

It was wonderful to see their thoughts - Learning with friends came up a lot. How wonderful to see eachother as friends and it makes sense, there is always a fabulous vibe of fun, humour, challenge and safety. It is exactly why we do the group classes in person, the interactions IRL are meaningful.

Some students were grateful for the learning, improved scores at school, widening their vocabulary, creative writing skills. It was great to see what mattered to each individual as they worked metacognitively, reflecting on what works well, the value - before we dived into focused text analysis skills.

At lunchtime I popped out into the sun, browsed in my favourite French book shop on the way to my go-to Birley Bakery, picked up some flowers at Bibendum. The work on Gratitude isn't lost on me - as I walked the streets I noticed how special London is - the architecture, fresh juices sold on the street, the diversity - popping to yoga, art galleries, lunching whatever takes your fancy...and...yes sometimes a bit of SW3 boujee is fun.

Back to teach and the last class finished at 5.45pm.

It says something when the Saturday alarm rings at 5.30am and I return home at 7pm and I genuinely look forward to it. Those group sessions are special. Fantastic children and families, for whom I am so grateful!

There’s not long left to secure your place at the Fortis Education Conference 2026.

Following a sold-out event in 2025, we are delighted to return on Tuesday 30th June at the stunning Stowe School for a day of inspiration, insight, connection and impact.

Join education leaders, school heads, SEND specialists, consultants, tutors, governors, admissions professionals and parents for a conference designed to spark meaningful conversations and drive positive change across the sector.

You'll hear from an exceptional line-up of speakers, including:

• Patrick Derham OBE – Former Head Master of Westminster School
• Sir Anthony Seldon – Historian, Author and Educator
• Gary Aubin – SEND Specialist and Author
• Steve Chinn PhD – International Expert in Maths Learning Difficulties
• Katrina Cochrane – Director of Positive Dyslexia
• Barnaby Lenon CBE – Dean of Education, University of Buckingham
• David Walker – Executive Director, BSA/TIOB

Your ticket includes:

✓ Inspiring keynote presentations from leading voices in education
✓ Valuable networking opportunities with professionals from across the sector
✓ A guided tour of the spectacular Stowe School
✓ Lunch in the State Dining Room
✓ Refreshments throughout the day
✓ Vintage bus transfers from Milton Keynes station (if catching the train).

Most importantly, proceeds from the event support Fortis World, helping to bridge the educational gap and improve opportunities for young people.

Places are limited and demand is high.

If you'd like to be part of a room filled with education's leaders, visionaries and change makers, now is the time to book.

We look forward to welcoming you.

Book your seat today.
30th June. Stowe School

www.fortiseducation.co.uk/conference.