Workshops in Southampton near me

Online P. and Literacy Support (No In-person services) Does your child need extra support with reading or phonics? Hi, I’m Kara—a passionate, fully qualified teacher and phonics expert with over 24 years of experience. I specialise in helping children aged 4-7 build confidence in reading, writing, and spelling. Whether your child is in the early stages of learning to read or struggling to keep up, I provide expert, personalised support to help them thrive. At Just 2 Imagine Tutors, my mission is simple: to make learning to read fun and engaging while building your child’s confidence and skills. My lessons are interactive, tailored to your child’s unique learning style, and designed to inspire a lifelong love of reading. Lessons are 30-40 minutes long. Why choose me as your child’s tutor? ✔️ P. Expertise: Official Jigsaw P. Tutor with proven results. ✔️ Experienced & Qualified: Master’s in Early Years Education (UCL) and over a decade as a Literacy Specialist. ✔️ Personalised Learning: Every session is tailored to your child’s needs, with a focus on building independence and a growth mindset. ✔️ Convenient Online Lessons: Learn from home with hands-on, digital resources that keep your child engaged. About My Tutoring Ages: 4-7 years Subjects: Reading, phonics, writing, and spelling Formats: mini group sessions for ages 4-7 (max 4 children) Method: Online lessons are active, child-led learning with a focus on buliding confidence, having fun and making progress. My Credentials: Master of Arts in Early Years Education (UCL, UK) Qualified Teacher Status (Primary Education, UK), Jigsaw P. Expert Training & Certification, Literacy Specialist with expertise in Dyslexia, Member of The Tutors’ Association since 2021, Enhanced DBS checked What parents love about my tutoring: Sessions are engaging and stress-free for busy families. Flexible, personalised plans keep children motivated. Clear progress updates and support every step of the way. 📞 Ready to get started? Contact me to discuss how I can help your child succeed!

Coaching lessons in Southampton, UK.

Happy to help in any way I can with homework, extra tuition or assistance with student concerned for their exams.

I have taught Art and Design courses at Secondary School level across KS3, 4, and 5.

I have been an Art & Design teacher in the Southampton area since September 1997. My experience of working as a free-lance artist/illustrator has been an essential skill throughout my teaching career, providing learners with a wider knowledge of creative practice during tutorials and group presentations and giving the student an experienced insight of working as a professional practitioner either after their degree or in terms of work based learning after a sixth form programme. I have always fostered excellent relationships with my students and particularly prize the strong working relationships I have developed with a range of learners. I also feel in some cases that it is important to develop links with parents allowing them to support and encourage the students further in their education. Within my time in education I have produced dynamic and creative areas of learning which offer a range of academic and vocational courses where students have experienced studying from level 1 to level 4. I have assisted younger students with their progression from school as well as adult learners into college and onto higher education and employment. I aim to develop students work to meet or exceed the requirements of their expected qualifications, learning goals or employment. I ensure that the students feel happy and confident in their studies. I strongly believe that students should be able to express themselves and understand the world around them. Through their studies students should be able to communicate their thoughts and ideas and demonstrate the development of their practical skills. I am enthusiastic about encouraging students through my pastoral role to research their subjects and their progressionary aims using appropriate resources such as journals, books and appropriate internet sites. I have provided good liaison throughout my time in education between schools, colleges and local HE providers such as Southampton Solent University, The Arts University Bournemouth and Winchester School of Art. I am always constantly striving to improve student confidence through high quality teaching and learning. I am now keen to use and develop my skills and knowledge within the wider area of art and design teaching and I am particularly excited about tutoring individual students to fulfil their individual goals.

I am an enthusiastic and passionate French national who has been teaching in the UK for over 19 years. Currently teaching French and Spanish in a secondary school with 6th form in Southampton, UK. Currently mentoring a year 10 student for French since year 9. Previous experience in teaching adults. I love languages and I would love sharing my passion and enthusiasm for learning French. I can help students prepare for their exams, learn French in a fun and effective manner. I can help adult learners learn French from beginner level or help improving and deepening their knowledge.

Hi, I'm your tutor Sophia. Together we can make language learning enjoyable and effective. I can help you with your international exam preparation (Cambridge Exams or DELF), homework or uni projects as well as teach you the language you like for everyday use. Looking forward to having you at my lesson.

Hello, My name is Renee, I'm happy to help non speaking English adults help in learning English. I'm also available for children age up to 11 for help on extra work, homework or any help with English language or reading and writing skills. I am a mum of two children aged 5 and 7, I have a English degree.

Clarify Training Limited has been offering bespoke training to business and individuals for over 10 years. Our training is well known in Southampton, Bournemouth, Portsmouth, and surrounding areas. We design our training based on your needs and deliver training in an informative, fun and practical way. Now we're offering our training courses on TutorExtra UK for Excel, from beginner to advanced and our Adaptive Manager course for managers newly promoted or long term managers who need to adapt to a new way of working. Contact Claire today to find out how Clarify Training can help you if you are a business owner, professional, or an individual seeking to upgrade your skills in the IT and Software world.

The most powerful tool of advocating, protecting, supporting and educating children is to continuously have an affirmative impact on children’s lives. I believe education is something which everyone, despite cultural, societal or religious barriers, have the right to obtain whilst offered equal life chances and outcomes. Every single individual has the right to the freedom which education allows; teaching facilitates me to empower, support and be an ambassador for all children to reach their full potential. Through teaching I hope to facilitate children to be agents of change, positively shaping their future by equipping them with life-long tools aiding emotional, mental and physical www.*** want to provide children with sound foundations through giving them the building blocks of education to allow them to flourish in their personal and educational development. Similarly, applying my learning from a wide variety of teaching opportunities and placements, I want to further develop children’s thirst for knowledge and set their educational compass in the right direction. I am passionate and committed to providing accessible and equal opportunities for all children focussing on and celebrating every child as an individual. I strongly believe in educating children about the wider world to encourage compassion, empathy, inclusivity and a sense of belonging. It is this enthusiasm and passion to inspire, empower and support all children through education. I have a clear vision for the type of school and classroom I would like to create and below I have outlined the most integral elements of this. Building Enriching Experiences I believe it is extremely important for children to have enriching experiences whilst learning. I think very carefully about the lessons and topics I have planned to create moments of interest and ensure learning is fun as well as rigorous. An example of this is the medium term planning of the Stone Age Topic I implemented. I enjoyed this as I could practically apply knowledge from my degree. Planning and implementation of the topic was covered through a cross-curricular approach to secure the children’s learning process in a multi-faceted way. I have also made use of carousels within all Creative Me Topics and taken a ‘child as teacher’ approach within these. Through this, children were engaged in their learning and developed their skills as independent learners. One significant example the children seemed to enjoy the most was an afternoon to introduce the topic (a WOW day), I placed the learning motivation on the children by encouraging them to teach me and detailing how I had not taught them anything, they taught themselves through facilitating an accessible carousel of activities for all. These encompassed creating a fact file; finding 5 facts in fact books; caveman experience (drawing under the table of what potentially could be found in a cave); reading ‘The Stone Age Boy’ and observing tools, rocks and fossils from this era. This was a great hook into the topic and a fundamental means to ensure a learning experience with lasting impact. In observations and reviews a strength of mine is to build experiences such as these, which intuitively engage children and achieve fulfilment of potential. The curriculum pathway needs to be designed to be motivational and I believe that I can ensure this is continuously built and incorporated into your school. Ensuring Impact, Pupil Progress and Recognising Individual Needs During teaching I utilise AfL to continually adapt planning as needed to inform proceeding lessons, to address misconceptions and support learning. It is particularly interesting to note the vital need to root a topic in all subjects and see the greater progress children make and the ‘sticky knowledge’ concept at play. From teaching, studies and various opportunities of placements, my significant awareness of individual children’s metacognition needs and my capability to always strive and deliver inclusive and child-centred lessons was noted. I have been lucky enough to have a wide range of diverse teaching opportunities in both specialist and mainstream provision. In all settings I was aware of safeguarding and followed school guidelines. I have experience of pupil premium, SEN and SEMH needs and children with EAL, high achieving students and a mixed age class. While teaching in specialist provision I worked with students with PMLD and SLD needs; I planned and implemented tasks through a small steps approach, to create inclusive learning and holistic measures to meets their needs. I was then able to transfer these skills to a mainstream classroom practice, to incorporate various stimuli: creative and sensory-driven activities which are visually, auditory and kinaesthetically stimulating to actively engage each individual child. My colleagues have recognised my ability to adapt to individual needs and my analytical approach as a strength. My degree has reinforced my knowledge and awareness of a holistic approach towards children’s education, when teaching the ability to adapt, plan, and deliver the curriculum as far as possible to the child’s individual needs and abilities is essential. Through appropriate deployment of support staff and differentiation in resourcing and approach, this allows me to anticipate potential barriers to learning, but also to challenge and advance the higher attaining pupils. I recognise it is essential for all children to be appropriately challenged and accomplish maximum progress. I consistently make use of assessment to advance progress. During teaching I observe and employ questioning, live-marking, written feedback and peer assessment as strategies to address a child’s understanding of a method or concept. I utilise specific positive and constructive oral feedback throughout all of my lessons, this offers in-the-moment feedback which provides the chance to address misconceptions that may inhibit learning. It has been observed that I consistently deploy a range of AfL strategies such as the use of highly effective open-ended questions to enable and promote a high proportion of pupil talk to assess and address knowledge, understanding and misconceptions during input to ensure misconception are minimised prior to task completion. Employing the use of AfL I have implemented various provisions, support strategies and various medium-term plans to accommodate the needs of students who struggle with reading comprehension, and maths. Here I recognised the essential need to adapt planned content, even if this means taking a step back, to simplify and embed subject knowledge in a small-step-by-step approach. During teaching I recognise that Enhancement is a crucial tool to utilise to maximise learning potential for all, whether it be to address previous misconceptions, or provide an enhancement of knowledge prior to lesson to be able to deploy cutaway groups to ensure optimum progress is consistently facilitated. Through effective assessment/planning, it was imperative to ensure a student-voice and child-led approach was prevalent to encourage participation. For example, peer-learning, where understanding can be increased. I consistently instil a collaborative approach between me as the practitioner and the child/children where all voices and ideas are equal. I am aware of the need for Pace within a lesson that is appropriate to children’s needs to ensure consistent engagement. Creating a Positive Culture with High Expectations and Outstanding Relationships I consistently model and encourage the positive attitudes, choices and values expected from the children. My compassionate, empathetic and encouraging character ensues a learning environment where children are equal, have a voice and feel safe and supported in both aspects of educational and wellbeing development. This enables achievement of positive learning outcomes and growth socially, emotionally and academically. An in-depth understanding of the whole child is crucial. A knowledge of the child’s educational, social, emotional and mental health need and their family life is fundamental to minimise behavioural challenges. My responsibility is to consistently maintain a proactive approach that strives always to build and maintain a positive and inclusive environment, which takes into consideration the reasons for a child’s behaviour. I work to build respectful, positive and meaningful relationships with the children and their families. My belief is that behaviour management should be a restorative process, of moral reasoning and conflict resolution, and not a blanket approach. It is imperative that a child should be treated as an individual and teaching and behaviour strategies should, as far as possible, be flexible to ensure a positive outcome is achieved for each child. For example, I have written and implemented numerous EHCP's, individual behaviour management plans and strategies to support children who are struggling with certain aspects of the school environment. Emphasising my belief to take measures to reduce the possibility of challenging behaviour through establishing a stimulating, engaging, participatory, fun, and creative learning environment that encompasses all learning styles. Encouraging positive behaviour through praise and reward which will promote a growth mindset and a positive atmosphere. Inclusion Inclusion is of utmost importance and something I employ in my practice every day to ensure all are supported and have an understanding of the wider world. Practice, research and literature has emphasised the broad definition of inclusion and the need for it to be a person-centred approach and what may be acceptable and inclusive for one human may not be for another. Ergo communication, positive relationships is crucial to the overwhelming notion that the child is at the centre. Inclusion appears to be the social transformation of education and practice. The view and vision of the ideal concept of inclusion is to recognise the salient active-involvement to pursue common-place values. Ergo the trajectory for responsible inclusion is to recognise the multidiscipline of needs, whilst seated in practice, pedagogy, curriculum and access. Thus in practice I endeavour to recreate societal norms and educational commodification and pressures. Thereafter, identifying if strategies are feasible, funding is implemented, and necessary resources provided to accommodate all needs, regardless of disability, placement and provision. For example implementing emotional regulatory provisions with an Occupational Therapist and emotional support worker. Conducting a weekly social skills group and a safe space to converse and share problems through a variety of methods has also proved to promote inclusion in my classroom. A specific example would be the diverse needs of children in my class who require different types of inclusion through differentiation of need, emotionally, academically and physically. Whether this be through seating, reward system, chill-time, voice utilised, mannerisms around the class and work given. For example I have two children in my class who have Autism with and EHCP and their needs are starkly different therefore I alter my approach with each of them through understanding their likes and dislikes, to ensure they make rapid academic progress. Inclusion happens in my every day practice as a teacher not just with children but also parents. Dependent on parents background, language needs, and personality my approach differs to ensure they feel their voice is heard and that I have a strong understanding of their backgrounds. Refuting stereotypes is significant also therefore every day I promote to all my children they are capable of anything and everything in this world. I do this by educating them on Women's rights, Black History, and current affairs through watching the news and having regular open conversations. Alike the children within my class are from a variety of backgrounds therefore we do regular presentations, festival celebrations and show and tell to promote a further learning of diversity. Inclusion and diversity is of utmost importance to ensure we learn, share and enhance our knowledge of all people in the world. In the education profession, I want children to receive a well-rounded education. By volunteering I developed personal attributes such as patience, enhanced knowledge of children’s needs, diligence and a positive conscientious attitude. I understood the huge impact a child’s background has on their development in all broad areas of need; therefore, the necessity to develop strong and trusting relationships with the children and be sensitive to their individual needs. Throughout volunteering experience and teaching opportunities, I have been complimented on my interaction and rapport with all children many of whom had a high level of additional needs and my ability to engage hard to reach children through appropriate implementation of strategies and support. Thank you for considering my application. I would value the opportunity to share more with you at an interview about how I can contribute towards educational visions and ethos to create a positive, happy, welcoming and inclusive learning environment.

In addition to the teaching of A-Level Sociology, I have experience of teaching other subjects to A-Level such as Psychology and Citizenship. I have a proven track record of ensuring the students I teach achieve far above the national average in terms of their results. I am an effective, lead teacher of Sociology with a range of different teaching and learning techniques to help secure the best possible grade for the individual student.

Nigel H. has been a student of Shotokan Karate for over 30 years and studied with a number of Japanese and European Sensei (Instructor). He visited Japan and Okinawa in 2000 and briefly trained at the Japanese Karate Association HQ in Tokyo. He holds the grade of Yon Dan (4th Dan) and his Karate rank is registered in the UK and Japan. He is also a registered Yoga teacher and holds a Yoga Diploma with the Yoga Alliance. Nigel is an NHS Technical Instructor (Sports & Fitness) and registered with the Royal Association of Occupational Therapists. NFKC is a family club and welcomes beginners and experienced students of all abilities, aged 14 years and above. Nigel remains focused on supporting his students development and improving their understanding and technique. His ability to deliver traditional Shotokan Karate lessons is underpinned with a comprehensive understanding of physiology & anatomy, which was gained during 21 years served with the NHS. His life experience and understanding of human development is enhanced with a background of teaching physical exercise to those with limited abilities. Nigel has a keen diverse interest in teaching Karate to everyone and believes Karate compliments existing therapies and reduces stress, anxiety and depression.