Inclusion Bridge Learning

30/09/2026

Learning doesn’t only happen at a table or through a worksheet. Time outdoors can spark curiosity, conversation, vocabulary and so many opportunities for meaningful learning.

A lovely reminder from Get the Kids Outside that sometimes the best learning starts simply by noticing the world around us. 🌿

https://www.facebook.com/share/p/1Hd5X8CSoX/?mibextid=wwXIfr

David Attenborough reminds us of the importance of connection.

When kids spend time outside, exploring, noticing, experiencing the natural world, they begin to love it. And that love is what inspires them to protect it.

Let's make time for that connection!

29/09/2026

Reading the words and understanding what they mean are different skills.

A child might confidently read a sentence or passage but find it difficult to hold the information in mind long enough to make sense of what they’ve read.

Working memory, language understanding and attention can all play a part.

A few things to try:

✨ Read shorter sections and pause regularly
✨ Talk about what has happened as you go
✨ Ask simple questions about who, what, where and why
✨ Use pictures, key words or visual prompts to support understanding
✨ Encourage them to retell what they’ve read in their own words

Sometimes a child doesn’t need to read more. They need more time and support to make sense of what they’ve already read. 🌿

28/09/2026

As well as supporting communication, language, reading and writing, I also offer individual maths support for Early Years and Primary learners.

Maths can be much easier to understand when children can see it, touch it and explore it.

In my sessions, this might mean:

✨ Building confidence with numbers and maths
✨ Developing number sense and calculation skills
✨ Using practical activities to make maths meaningful
✨ Supporting problem-solving and mathematical thinking
✨ Working at your child’s individual level and pace

Maths support doesn’t have to mean simply doing more of what a child already finds difficult. 🌿

26/09/2026

I’ve gone a little rogue with my advertising and had some old school postcards printed.

With Strictly back, I couldn’t resist bringing a little sparkle to Inclusion Bridge Learning.

I’ve swapped my usual style for a disco ball, glitter and a slightly bolder message - KEEP LEARNING. 🌿

24/09/2026

A really interesting new book from Pete Wharmby, Autistic Author exploring how we can better understand and support autistic children to thrive at school.

It’s so important to listen to autistic voices and lived experience. Pete also brings his perspective as a former teacher, offering insight from both sides of the classroom. 🌿

https://www.facebook.com/share/p/1HCnN46zDc/?mibextid=wwXIfr

23/09/2026

I found this little strategy game in a charity shop. It reminded me that useful learning resources don’t always need to be new, expensive or created specifically for teaching.

Pictures can be a simple and accessible way to get children talking, thinking and making connections.

In my sessions, cards like these might be used for:

✨ developing vocabulary and language
✨ describing characters, settings and events
✨ sequencing ideas and creating stories
✨ practising memory and attention
✨ noticing patterns and making predictions
✨ developing turn taking and strategy skills
✨ adapting play to different learning needs

Whether they come from an old game, a charity shop or something printed at home, pictures can offer lots of different ways into learning.

Sometimes a simple set of cards can become much more than a game. 🌿

22/09/2026

Why can my child say each sound but not blend the word?

Knowing individual sounds and blending them together are different skills.

A child might confidently recognise each sound but find it difficult to hold those sounds in mind long enough to bring them together as a word.

Working memory, processing speed and confidence can all play a part.

A few things to try:

✨ Keep the sounds close together rather than leaving long pauses
✨ Start with short, simple words and build gradually
✨ Model blending aloud before asking the child to try
✨ Use movement, objects or visual prompts to make the sounds more concrete
✨ Give plenty of repetition without pressure

Sometimes a child doesn’t need more phonics. They need a different way to practise what they already know. 🌿

21/09/2026

Starting something new can feel difficult, particularly when a child is unsure of what to expect or has found something challenging before.

Sometimes the best place to begin is with one small, manageable step. In my sessions, this might mean:

✨ starting with something familiar
✨ breaking new tasks into small steps
✨ modelling first before an attempt
✨ giving choices about how to begin
✨ allowing time to think and respond
✨ noticing effort as well as outcomes
✨ planning for small successes

New beginnings don’t have to be big. With the right support, small steps can gradually grow into something much bigger. 🌿

20/09/2026

Hello everyone 👋

I’m now organising my October timetable and have a limited number of spaces available for personalised tuition.

If your child could benefit from some extra confidence, targeted learning support or a little more individual attention, please get in touch to have a chat about how I can support them.

Supporting every learner to thrive. 🌿

Tracey

19/09/2026

Sometimes one difficulty can start to feel like everything. When something feels overwhelming, it can be hard for a child to see beyond that moment.

Some of the ways I help children find a way through include:

✨ notice and build on their strengths
✨ listen and understand what they need
✨ reduce pressure and overwhelm
✨ find another way in
✨ connect with their interests
✨ break things into smaller steps
✨ help the next step feel possible

The problem doesn’t always have to become smaller. Sometimes we need to help children discover that they are bigger than the problem. 🌿