One child, one plan, a specialist in every subject.
We don't run classes. We build a plan around a single student's strengths and gaps, match them to a teacher who specialises in what they need, and teach it one-to-one until it sticks.
Early Years (EYFS)
The years before formal schooling decide how confident a child feels about learning for a long time afterwards. We teach them carefully.
Early Years teaching is not school made smaller. At this age a child is building the physical and cognitive foundations that reading, writing and number work will later sit on — and they build them through play, repetition and attention, not through worksheets. Our sessions are structured but never rigid, and they move at the pace of the child in front of us.
What we cover
- Phonics and early reading
- Letter sounds, blending and segmenting, building towards reading simple words independently.
- Number sense
- Counting with meaning, recognising quantity, early addition and subtraction through objects rather than symbols.
- Fine motor control
- Pencil grip, letter formation and the hand strength that makes writing possible without frustration.
- Listening and expression
- Vocabulary, following instructions, and the confidence to speak in full sentences.
How we teach it
Sessions at this age are shorter and more varied than for older children, because attention spans are. We work in bursts, change activity often, and use the child's own interests as the material — a child who loves dinosaurs will count dinosaurs. Parents receive a monthly written report showing what has moved.
Who this is for
Families in Nigeria, the UK, the US and Canada whose children are approaching or beginning formal schooling, and families who want an early-years foundation that matches the curriculum their child will eventually enter.
Special Educational Needs (SEN)
No child is unteachable. What looks like inability is almost always a mismatch of method.
A standard classroom runs at one speed. For a child who processes differently, that speed is the problem — not their capacity. One-to-one teaching removes the constraint entirely: we can slow down, change approach mid-lesson, and use the routes that actually work for that child. Irene holds British Council certifications in Understanding Special Educational Needs and in Engaging with SEN — Speech & Language.
What we cover
- Dyslexia
- Multi-sensory, structured literacy work that builds decoding without relying on memorisation or speed.
- ADHD
- Shorter working blocks, clear signposting, and lessons designed around attention rather than against it.
- Speech and language needs
- Vocabulary, sentence structure and expressive confidence, supported by British Council SEN training.
- Confidence recovery
- For children who have decided they are 'bad at' a subject — often the first thing that needs teaching.
How we teach it
We begin with the free assessment call, which for SEN families is longer on listening than talking. We want to know what has already been tried, what a bad lesson looks like, and what the child is like when things go well. Sessions are paced to the child, never to a syllabus deadline, and you receive a written monthly report.
Who this is for
Families whose child has a formal diagnosis, and families who suspect something is being missed but have no diagnosis yet. We are tutors, not clinicians — we do not diagnose, and we work alongside whatever specialist support is already in place.
English & Literature
Taught by a specialist with fifteen years in the classroom and a B.Ed. and Master's from the University of Lagos.
English is the subject Irene has taught her entire career, across lower primary, upper primary, junior and senior secondary. It is also the subject where gaps hide longest — a child can appear to be coping while quietly guessing at meaning, until an exam makes it visible. One-to-one teaching finds that quickly.
What we cover
- Reading and comprehension
- Not just decoding words, but extracting meaning, inference and argument from a text.
- Grammar and written expression
- Sentence structure, punctuation and the mechanics that make writing clear rather than merely correct.
- Literature
- Close reading of set texts, theme and character analysis, and writing essays that answer the question asked.
- Creative writing
- Where most children stall — and where embedding a child's own interests into the prompt turns frustration into enthusiasm.
How we teach it
Every student starts with an assessment that establishes where they genuinely are rather than where a report card says they are. From there it is a written plan with named targets, weekly one-to-one lessons on Google Meet, and a monthly written progress report so you can see movement rather than take it on trust.
Who this is for
Students from lower primary to senior secondary, in the Nigerian, British, American or Canadian systems, whether the aim is closing a gap, lifting a grade, or preparing for a specific examination.
Mathematics & Sciences
Seasoned subject teachers across mathematics and the sciences, from primary number work to senior secondary examination topics.
Maths and the sciences punish gaps more than any other subjects. A concept missed in one term quietly makes the next three harder, and by the time it shows up in a grade the cause is several topics back. One-to-one teaching lets us go find it, rather than moving on because the class has to.
What we cover
- Mathematics
- Number, algebra, geometry, statistics and problem-solving, from primary through senior secondary.
- Basic Science
- The foundation years, taught so that later specialisation makes sense rather than arriving cold.
- Biology
- Structure, systems and process, with the diagram and terminology work examinations actually test.
- Physics
- Concepts first, then the mathematics — in that order, because reversing it is why most students struggle.
- Chemistry
- Bonding, reactions and calculations, with the practical reasoning written questions demand.
How we teach it
We diagnose before we teach. The free assessment establishes which prerequisite topics are actually secure, and the learning plan works forward from there rather than from where the syllabus says the student should be. Lessons are one-to-one on Google Meet, Monday to Saturday, with monthly written reports.
Who this is for
Students at any year level in any of the four curricula we teach, including those preparing for GCSE sciences, SAT Mathematics, or senior secondary examinations.
Confidence & craft
Short, focused programmes for the things school rarely has time to teach properly.
Some of what determines how well a child does has nothing to do with the syllabus. A child who cannot be heard when they speak, or whose handwriting slows them down in every timed paper, is carrying a disadvantage no amount of subject teaching will fix. These programmes are short by design — a handful of sessions with a specific outcome.
What we cover
- Public speaking
- Projection, pacing and structure — for presentations, debates, and simply being heard in class.
- Handwriting
- Letter formation, consistency and speed, which matters more than it should in handwritten examinations.
- Creative writing
- Idea generation, structure and voice, for students who can write correctly but not yet compellingly.
- Reading and literacy
- Fluency and stamina for students who can read but avoid it.
How we teach it
These run as short programmes rather than open-ended tuition. We agree the outcome on the assessment call, set a number of sessions, and finish. Where a skills programme uncovers something more structural, we say so rather than extending indefinitely.
Who this is for
Students of any age, often alongside subject tuition, and sometimes as a standalone piece of work before a specific event such as an interview or a school entrance assessment.
Not sure which path fits?
That's what the assessment call is for. Thirty minutes with Irene, at no cost and no obligation.