At Inspires Tuition, we believe that every child has the potential to thrive — with the right support, guidance, and inspiration.
Founded by Rose Carter, an experienced educator and dedicated advocate for inclusive education, Inspires Tuition provides high-quality, personalised tuition for children and young people of all abilities and backgrounds.
Our specialist team is committed to helping students build confidence, resilience, and a lifelong love of learning — whether they need academic support, emotional understanding, or both.
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Education Quality
At Inspires Tuition, we are deeply committed to inclusive, equitable education for all learners — especially those with Special Educational Needs and Disabilities (SEND). Our approach is rooted in expertise, empathy, and evidence-based practice.
We understand that each child is unique. That’s why we tailor our tuition to support a wide range of SEND profiles, with particular specialism in Autism, ADHD, SEMH, and learners with complex or co-occurring needs.
Induction Process for Young People at Inspires Tuition
At Inspires Tuition, we recognise that starting a new educational setting or intervention can be a significant step — especially for young people with SEND, SEMH needs, or experiences of disrupted learning. Our induction process is designed to be welcoming, flexible, and trauma-informed, ensuring that every learner feels safe, understood, and ready to engage.
Our Induction Process Includes:
1. Referral & Information Gathering
We receive a referral form and supporting documents (e.g. EHCP, SEN support plan, risk assessments, pastoral notes).
We liaise with the referring school, LA, or parent/carer to gain a full picture of the learner’s needs, strengths, and context.
A designated lead (e.g. DSL, SEND Lead, or tutor) is assigned to oversee the induction.
2. Initial Contact & Relationship Building
A welcome call or visit is arranged with the young person and their family/carers to introduce Inspires and answer any questions.
Where appropriate, we offer a gradual transition into sessions to reduce anxiety and build trust.
Learners are introduced to key staff and given a clear, visual overview of what to expect.
3. Baseline & Wellbeing Assessment
We carry out a gentle, non-pressured baseline assessment (academic and/or SEMH) to inform planning.
Tutors complete a pupil profile including learning style, interests, communication preferences, sensory needs, and emotional triggers.
4. Tailored Learning Plan
A personalised tuition plan is created in collaboration with the young person, family, and any key professionals.
This includes academic goals, pastoral priorities, and reasonable adjustments to support engagement.
5. First Sessions & Review
Sessions begin with a clear routine, consistent structure, and predictable environment.
Feedback is gathered from the learner and family after the first few sessions.
An initial review takes place within the first 4–6 weeks to evaluate progress and adjust support where needed.
Key Principles of Our Induction
Child-centred and pace-appropriate
Trauma-informed and relationship-led
Clear communication and transparency with all stakeholders
A focus on safety, regulation, and trust before academic demands
At Inspires Tuition, we specialise in supporting children and young people with Social, Emotional and Mental Health (SEMH) needs, recognising the complex factors that can impact learning, behaviour, and wellbeing. Our team is trained to respond with understanding, consistency, and compassion — always placing the child’s emotional safety at the centre of our work.
| Policy Question | Response |
|---|---|
Does this provision/service comply with all it’s responsibilities with regard to GDPR?: |
Yes |
Does this provision Safer Recruitment processes?: |
Yes |
Does this provision/service have appropriate safeguarding policies for safeguarding children?: |
Yes |
Links to policies: |
Www.inspirestuition.uk |
“My tutor helped me believe I could actually pass my GCSEs. She didn’t rush me — she listened. I liked learning again, which I never thought I would.”
— Year 11 student
“Working with Inspires has been invaluable for our learners on reduced timetables or in transition. Their outreach support fills the gap with compassion and structure, and their reports are thorough and useful for EHCP reviews.”
— Inclusion Lead, School SEND Team
