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Philosophy

At the heart of our work is a deep belief that no child should grow up thinking they’re “bad at school” simply because the system was built before we understood how children learn best.

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My philosophy has been shaped by years of seeing play unlock deeper thinking, stronger engagement, and a level of confidence traditional approaches rarely reach. With every family I work with, I see play reveal a child’s potential more clearly than any worksheet or test ever could. Play-based tutoring isn’t a break from learning but the engine of it. Sessions feel alive because they draw on your child’s strengths, imagination, and natural ways of understanding the world. It’s the kind of learning that rewires confidence because learning starts to makes sense.

My devotion to your child's growth doesn’t end when the session does. Over the course of my career, I watched children absolutely thrive in play-based learning environments but then struggle when they went back into the classroom. 

Driven to change this pattern, I built our Advocacy Program and Tutoring Plus+ Program centred on direct collaboration with classroom teachers. Insights from our sessions, parent communication and teacher liaison translate directly into practical adjustments the teacher can use right away. When other specialists are involved, we bring everyone into alignment: parents, educators, doctors, and therapists all working from the same understanding. This is the kind of wraparound care families dream of: joyful tutoring sessions hand-in-hand with coordinated collaboration, all in service of a child being fully understood.

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What is Classroom Advocacy?

When school feels hard for a child, parents often assume the only solutions exist outside the classroom: appointments, assessments, therapies, endless expert opinions, all in the hope that something will help their child “fit” the school day more easily. Yet the classroom, the place where the struggle shows up most, often goes untouched. My Advocacy Program  and Tutoring Plus+ Program changes that. I step into the school space to work directly with your child’s teacher, ensuring the environment adapts to your child, not the other way around. Whether your child has multiple specialists (speech, OT, psychologist) or none at all, we bring clarity, alignment, and thoughtful adjustments into the room where they spend most of their day.

In practical terms, it may look like:
 

  • Adjusting sensory demands (lighting, noise, seating, movement breaks).

  • Reframing behaviour as communication, helping teachers interpret your child's behaviour as part of the story. 

  • Clarifying learning needs so tasks are scaffolded at the right level; neither overwhelming nor too simple.

  • Refining communication strategies (clearer instructions, visual cues, predictable routines, previewing transitions).

  • Building noticing habits, so teachers catch early signs of overload, anxiety, or disengagement.

  • Offering alternative ways to show learning (oral responses, hands-on tasks, drawing, movement-based activities).

  • Creating emotional safety by adjusting expectations, reducing pressure, and strengthening teacher–student connection.

  • Aligning specialist recommendations into classroom-friendly strategies teachers can implement immediately.

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I acknowledge the Traditional Custodians of the land on which I live and work, the Gundungurra people, and pay my deepest respects to Elders past and present.

 

I recognise that First Nations people have been learning on this Country, teaching children through story, song, movement, and connection for tens of thousands of years.

 

This work of listening to children, making space for their strengths, and honouring their ways of knowing walks in the long shadow of that wisdom. I hold deep gratitude for it.


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