Marsha Blissett

Knowing the content does not always translate into the exam result a student deserves. My sessions begin by identifying where that gap arises for you: how you interpret questions, organise your thinking or respond under pressure. Understanding this allows us to focus our time where it can make the greatest difference.

Drawing on 18 years of teaching with results consistently above national averages, I develop bespoke exam preparation around each learner’s strengths, needs and ambitions. My experience includes strategic leadership for SEND, supported by a postgraduate qualification in access arrangements. I have a particular interest in neurodivergent learners, although my sessions are for anyone seeking to demonstrate their knowledge more effectively in examinations.

Sessions are interactive, exploratory, innovative and varied. You will have opportunities to discuss your thinking, work through relevant questions and consider what makes a response effective. Our work is shaped by your starting point, the demands of your examinations and what emerges as we work together. You do not need to arrive knowing exactly why something is difficult.

We may focus on interpreting questions accurately, developing clear responses, managing time or making revision more purposeful. The emphasis will depend on what you need. Feedback is specific, so you understand what is working and where to direct your attention next. There is room to ask questions, reconsider an approach and learn from mistakes without feeling that you should already have everything worked out.

Where access arrangements are already agreed, preparation includes learning to use them purposefully. Having additional time or support available is only part of the picture; feeling confident using it matters too.

Sessions typically last one hour online. I work with students at different stages of education, including adults returning to study or preparing for professional examinations. For younger learners, parents can contribute relevant background to help establish priorities.

You can expect an experienced teacher who takes your ambitions seriously, notices the detail and adapts accordingly. The aim is greater precision, confidence and independence, so that the work you put into learning is better reflected in the answers you produce.