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Since 1989 we have matched students with tutors who understand the specific way they process information. That match is the variable that changes the outcome. You can read more about how we select and match tutors in our approach.

Our Approach

There is no single SEN method here. We identify the specific difficulty, then build the lesson around how that student takes information in. Four examples of what that looks like in practice.

Weak phonological decoding often sits alongside strong visual memory. Literacy is taught through the intact route rather than the impaired one. Colour-coded word mapping, picture association and structured multi-sensory phonics build reading without relying on the skill that is not working. Progress is measured in independent reading, not in worksheets completed.

Number recall and number sense are separate skills. A student who cannot hold arithmetic facts may handle logic and pattern well. Tutors teach through visual grids, physical objects and applied contexts such as money, measurement and distance. maths stops being abstract and becomes something the student can see.

Concentration is not available until sensory needs are met. Lessons are built around what keeps the student regulated. That may mean movement breaks at fixed intervals, reduced lighting, weighted equipment or a session structure agreed in advance. The academic content does not change. The conditions around it do.

Overlapping conditions need one coherent plan rather than three separate ones. A student with dyslexia, ADHD and auditory processing difficulties needs written instruction, short task segments and attention support in the same lesson. We match tutors who have worked with layered profiles and can adapt across them within a single session.

Dyslexia
Dyscalculia
Sensory Processing and Anxiety
Complex Needs

Specialist Support For

Some needs require a specific kind of tutor and a specific kind of session. These pages set out how we work with each.

Our Services

Tailored support where it matters most

  • One-to-one tuition

    Subject specialists trained in SEND teaching, across all subjects and levels. Differentiated, multi-sensory methods adapted to the individual profile. Primary through to A-levels, in person or online.

  • Homeschooling programmes

    Full home education provision for families who need an alternative to school. SEND-adapted curricula delivered around the child's capacity and pace.

  • Executive function coaching

    Direct teaching of organisation, planning, time management and task initiation. These are skills, not character traits, and they can be taught to students for whom they do not develop naturally.

  • EHCP & SEND consultancy

    Guidance on what an EHCP covers, how provision should be delivered, and which schools suit a particular profile. Advice on evidencing needs through academic work. We do not provide legal representation, tribunal support or advocacy, and we do not draft submissions.

  • Examination support & access arrangements

    Lionheart is a JCQ and CAIE registered examination centre. Students can sit GCSEs, IGCSEs and A-levels here, in a setting they already know, with access arrangements applied for and administered in-house. This matters for students who cannot manage a large unfamiliar hall.

  • Educational psychology assessments

    Access to qualified educational psychologists for assessment, diagnostic reporting and ongoing consultation, supporting formal diagnosis and a clearer picture of how a child learns.

"What such children need above all is a small school within which they can begin to feel familiar with their surroundings and the people who will teach them, where they will not be bullied or made to feel, more than they do already, that they are Outsiders."

Baroness Mary Warnock, National Autistic Society

"Each child has individual educational needs. Special educational needs are those which require help or resources that are not usually available in their educational context."

Warnock Report, 1978 - Foundation of UK SEND policy
Child sitting at table
Two students studying

Why families choose Lionheart

Specialists, not generalists

Our tutors include former SENCOs, specialist teachers and practitioners qualified in dyslexia, ADHD, autism and SpLD support. Every tutor is assessed on their ability to work calmly with complex needs, not on subject knowledge alone. A strong graduate who has never taught a dysregulated child is not a match.

Teaching built around the individual

No two profiles are the same. Programmes are shaped around cognitive profile, emotional capacity and how the student prefers to work. That might mean fixed routines, a sensory-aware setting, executive function coaching or academic stretch. The plan follows the child.

Support that grows as needs evolve

SEN needs move. A child may go through crisis, then stability, then examination preparation. Families stay with the same team and the same point of contact throughout, so the history does not have to be explained again each time something shifts.

Our Ethos
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Testimonials

“After exclusion from two schools, we were rather dejected and didn't have much hope. The homeschooling tutor our son worked with saw past the behaviour to the unmet learning needs. Your consultancy has also helped us shortlist two schools which we are delighted to be visiting next week.”

Parent of Year 5 student, Pimlico

Frequently asked questions

  • How do you match tutors to children with SEND?

    We consider the specific learning difference, communication style, sensory needs, and personality. A child with dyslexia who’s visual needs different support than one with dyscalculia who struggles with number sense. We interview families extensively about what’s worked before, what hasn’t, and what accommodations your child needs to thrive.

  • Are all your tutors DBS checked and qualified?

    Yes. Every tutor undergoes Enhanced DBS checks, qualification verification, and reference checks. Many hold SpLD qualifications, teaching certifications (QTS), or SENCO experience. We select for both credentials and genuine understanding—someone who recognises that behaviour often signals unmet learning needs.

  • Can you support complex or multiple SEND needs?

    Absolutely. Many of our students have overlapping conditions—dyslexia with ADHD, autism with anxiety, multiple learning differences combined. We match tutors experienced in layered challenges who can adapt holistically rather than addressing each need in isolation.

  • What if my child has had negative experiences with tutors before?

    This is common. Previous tutors may have lacked SEND training or misunderstood your child’s needs. The difference is specialist matching—when a tutor genuinely understands your child’s learning profile and has the training to adapt appropriately, tutoring becomes supportive rather than stressful.

  • How do you work with schools and SENCOs?

    We complement school provision, not replace it. With parental permission, we communicate with SENCOs to ensure consistent approaches. Many families use us to provide additional support that schools can’t resource, or to bridge gaps during EHCP processes or school transitions.

  • Can tutoring help with EHCP applications and appeals?

    Yes. Our educational consultants provide expert guidance through EHCP applications, annual reviews, and tribunal processes. We help families articulate needs clearly, gather supporting evidence, and challenge inadequate provision. Many families work with us for both tutoring and EHCP support simultaneously.

  • Do you provide online or in-person tutoring?

    Both. Some SEND students focus better in their own controlled environment online. Others need in-person connection and hands-on resources. Many alternate based on the day’s energy levels or specific lesson content. We prioritise what works for each student.

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