Oliver Fisher

Every parent knows the difference between a good day and a bad day with their child.
I know it too. Within the first two minutes of every session.
I hold a degree, SENCo certification, and specialist certificates in SEND pedagogy, dyslexia, autism, and Alternative Provision delivery. I have been tutoring for nearly 10 years, 4 of those full time online, working with students across AQA, Edexcel, OCR, WJEC and Functional Skills Level 1 and 2. I hold an Enhanced DBS on the Update Service and complete 50 hours of CPD annually to stay current with the latest SEND research and teaching methods.
When a student joins my Google Meet, the first thing I do is not open a textbook. I ask how they are. I watch. I listen. I have worked with these students long enough to read their mannerisms, to know whether today is a day we fly through the lesson or whether I need to change everything I had planned and find a completely different way in.
That is not a weakness in my approach. That is the approach.
My sessions look nothing like a school lesson. Camera off always. For anxious students, self-conscious teenagers, and young people who have had difficult experiences in education, removing that pressure means they can stay focused on the work rather than how they look on screen. From there the lesson takes whatever shape the student needs, a science video they control for ten minutes, then a gamified question set switching between quiz style, true or false, match-up, short answer and long answer. Responsibility handed to the student. Engagement built rather than demanded.
I spend 20 minutes writing up every session and 40 minutes planning the next one. Every time. Because a student who has been failed by the system deserves a tutor who treats their education as seriously as their parents do.
For maths I use a Pictorial-Conceptual-Abstract approach combined with scaffolded learning, breaking concepts down to where the student actually is, building gradually and removing support as confidence grows. For science I use multimodal approaches, combining visual, auditory and kinaesthetic methods. What works for one neurodivergent student rarely works for the next, so I adapt between subjects and within sessions in real time.
I specialise in students with EHCPs who are educated outside of school. I advise on qualification pathways, source exams that fit individual needs, arrange access arrangements and psychology assessments, and build schemes of work from scratch. A student who couldn't use their hands reliably needed a science qualification. I found the route and they got it. A student with 0% school attendance across three consecutive terms reached 98% attendance in the two terms they worked with me.
If your child has an EHCP, is EOTAS, has been out of school for a significant period, or has needs that other tutors have said are too complex, that is exactly where I work best.
Subjects: Maths, Science, English, Functional Skills, and other academic subjects

Exam boards: AQA, Edexcel, OCR, WJEC

Age range: KS2, KS3, KS4, Post-16