Academic Strategy & Performance for School & Home-Educated Families
Bright children don’t fail 11+ and SATs because they can’t do the work.
They struggle because pressure changes how they think. More practice alone won't fix that.
In Year 5, timed mocks begin.
Scores fluctuate.
Comparison increases. Habits harden quickly.
✔ If your child has started rushing, freezing or second-guessing in tests, this is the moment to address it properly.
These habits don’t usually disappear on their own.
If nothing changes, children either keep repeating the same patterns
or they start to believe “this is just how I am.”
That’s why I don’t offer one-off sessions.
Changing how a child responds under pressure takes time and consistency.
So we work in structured 12-week blocks.
We strengthen understanding first.
Then we gradually introduce timed conditions in a way that builds confidence - not panic.
If you’re unsure whether this is just a phase or something that needs addressing properly, the next step is a readiness conversation.
The right fit matters. Not every family is accepted
The 12-week Academic Readiness & Performance Programme (Year 5–6)
Here's What Changes First
In real life, change starts with test behaviour, not grades.
It's shown in how they handle challenge.
“Before working with Sabina, my daughter knew the content but would panic in every timed paper. By the end of the programme, she approached exams calmly and her 11+ mock scores jumped significantly. It wasn’t because she did more practice - it was down to how she started thinking.”
I felt a bit odd in the beginning, being so involved in the tuition process. I’m more used to just handing my child over to the tutor and saying, “I’m paying for you to fix this.” But that hadn’t worked for us in the past, so I thought I’d try this method. And surprisingly, I actually liked being informed and being more involved. It was such a relief to be able to help my son when he got stuck and to know how to help him, rather than have to look the answer up on Google. I learned some new things myself. Sabina is so gracious too; she makes you feel at ease, especially because it’s been such a long time since I was at school and I don’t remember half this work now.
Before we even spoke, after going through the readiness check and the assessment, I could see where the problems were, and that’s what made me decide to choose you. We also love how you really teach in the lesson and there is so little homework. The other tutor we had, gave so much homework, and it caused so many arguments at home. Not having as much work to do after the lesson made such a big difference to our family, because children need to rest. I can’t believe my son did less work with you and learned so much more.
✔ They stop rushing questions >
They finish papers in time to check
✔ Mock stability improves >
Scores become more predictable.
✔ Home dynamic settles >
Pressure arguments reduce.
✔ Parent Confidence rises
You feel in control again.
If this sounds familiar, the next step is a Readiness conversation.
You’ll leave knowing whether this is a performance pattern or a content gap.
Who This is For
If a child rushes in Year 5, they often rush in Year 7.
If they freeze now, they usually learn to avoid later.
These aren’t personality traits.
They’re habits being formed.
That’s why we step in early - before these become ingrained in identity.
About Sabina
Sabina holds an MSc in Psychology and a PGCE, alongside advanced qualifications in Child Development, Neuroplasticity and SEND.
Her work integrates cognitive science, child development and structured academic retraining to stabilise performance under pressure.
With a background in engineering and education, she approaches 11+ and SATs preparation as a behavioural and cognitive system - not just subject tutoring.
Sabina Bashir - Founder, The Parent Teacher
Structured Performance Work Requires Parent Alignment
This programme is delivered online and designed for Year 5–6 children
whose performance shifts under pressure.
Because this work is about changing how a child responds under pressure — not just covering content — parents are part of the process.
You won’t need to sit in every session.
But you will need to:
✔ Make sure your child is focused and ready for online lessons
✔ Learn what helps when they start to rush or doubt themselves
✔ Understand the method so homework feels supported, not stressful
✔ Join short weekly parent check-ins (10 minutes)
When parents know what to say — and what not to say — things settle faster.
And when things settle at home, performance stabilises more quickly.
This is structured performance retraining — not outsourced tutoring.
Investment
The 12-week Academic Readiness & Performance Programme (Year 5–6)
Structured support to build confidence, capability and calm under pressure
At this stage, many families increase practice hours.
More papers
More Marking
More correction
More papers and more practice don’t automatically fix rushing or panic.
What changes things is helping a child think differently when the pressure starts.
That’s why this isn’t bits-and-pieces tutoring.
We work in a clear, structured way so the habits actually change - not just the homework load.
Inside the 12-Week Performance Framework:
✔ We identify where rushing or freezing is happening — and why
✔ We strengthen understanding before adding time pressure
✔ We gradually introduce timed work in a controlled way
✔ You’re shown how to support without increasing stress
✔ We track how mock performance changes over the 12 weeks
✔ We help your child reflect so mistakes don’t turn into avoidance
“Doing more test papers isn't the answer when pressure is the problem.”
Limited Spaces. High Standards. Lasting Results. Fit matters.
This is structured performance work - not casual tutoring.
Case Example:
“A recent Year 6 child came to us with mock results swinging between 58% and 84%.
By week 8, scores had stabilised and rushing reduced.
The content didn’t change, their behaviour did.”
£1950
(3-month structured programme total investment)
or £650 per month
Begin with a Readiness Conversation
Book a Year 5–6 Academic Performance Strategy Call
In this 30-minute call, we will:
✔Talk through what’s currently happening in tests
✔ Look at where rushing, freezing or doubt is showing up
✔ Decide whether this stage calls for structured intervention
Then: if it feels like the right fit on both sides,
I’ll explain exactly how the 12 weeks would work for your child.
We had tried other tutors and more papers, but nothing changed. Then here his mindset changed under pressure and he walked into a mock exam feeling confident and it showed in his results.
I hadn’t come across this type of tuition before where you buy blocks of 12 weeks. I didn’t think that would be enough time to teach everything, but I prefer the structure now. I like how your child is assessed and you only focus on some gaps in learning for the 12 weeks and everybody is involved in helping your child meet those targets. You also teach the parents too, which I haven’t seen before, so you don’t have to waste time Googling for the answer and still not understand it. Just this time-saving element, makes the tuition well worth the money. It’s also improved my relationship with my son, because I can actually help him now, which I couldn’t do before and this has made our homelife so much more stress free. Sabina is so supportive and genuinely wants your child to do well too, which is a comfort.
Please Pick A Time To Book Your Call
FAQs
Find quick answers to the most common questions parents and students ask about our tutoring services.
Q1: What if my child’s mock results dip before they improve?
A: That can happen when old habits are being unlearned. We expect short-term fluctuation before stability improves. We track behaviour first, not just scores.
Q2: We’ve already tried tutoring. How is this different?
A: Most tutoring increases practice. This programme changes how your child thinks under timed pressure. If practice alone worked, you wouldn’t be here.
Q3: Is Year 5 too early to do this?
A: Year 5 is when performance habits form. Waiting often means correcting deeper patterns in Year 7.
Q4: What if my child resists?
A: Resistance is usually pressure-related, not motivation-related. We design around that from the start.
Q5: What if we decide it’s not the right fit?
A: The call is designed to assess fit honestly. I only take on families where I believe this will help.