Inclusive Education and Personalised Learning are at the heart of Another Level Tutors. Founded by Alan Cottington, an experienced teacher, tutor, former SENDCo, and parent of a neuro-atypical child, the mission is to champion inclusion for all learners. Education has the transformative power to change lives and should be a universal right for everyone. Every child—regardless of race, gender, social class, sexuality, or additional need—deserves an education that nurtures confidence, fosters independence, and opens new opportunities.
Another Level Tutors is dedicated to promoting equal opportunities and specializes in supporting children and young people with Special Educational Needs and Disabilities (SEND). We work closely with families to ensure that learners feel understood, supported, and empowered to thrive.
Please read on to learn more about the Another Level Tutors approach to tuition that prioritizes inclusive education and supports all learners in making real progress.
A positive, non‑threatening, familiar, and safe learning environment is particularly crucial for students with Special Educational Needs and Disabilities (SEND). This is why we advocate for face‑to‑face tutoring in the student’s home for the majority of learners with SEND, as inclusive education thrives in a familiar setting. Learning in this environment helps reduce anxiety, build trust, and maximize engagement, which is essential for personalised learning.
Ideally, sessions should occur in a quiet room with minimal distractions and consistently take place in the same space each week. This structure not only provides predictability but also supports emotional regulation, allowing students to feel secure, confident, and ready to learn.
While face‑to‑face sessions are often the most effective for students with SEND, online tutoring can be appropriate in certain circumstances, such as:
- When a student feels more comfortable engaging from behind a screen.
- For older students who are confident using technology and can benefit from digital tools.
- When health, mobility, or geographical factors make in‑person sessions impractical.
- For short‑term support, revision sessions, or check‑ins.
Online sessions are carefully adapted to ensure they remain structured, engaging, and supportive, aligning with the principles of inclusive education. The suitability of online tuition is always considered on an individual basis, with the student’s emotional wellbeing, needs, and learning profile at the heart of any decision.
Before meeting with your child for the first time, the tutor will reach out to discuss your desired outcomes from tuition and to gain a deeper understanding of your child as an individual, especially in the context of inclusive education. This includes learning about your child’s: Likes and dislikes, hobbies and areas of interest, preferred ways of learning, and any topics or approaches that may cause anxiety or should be avoided. This information allows the tutor to plan lessons that are personalised, motivating, and meaningful, incorporating your child’s interests wherever possible to support engagement and emotional safety, particularly for those with special educational needs.
All lessons are carefully adapted to suit your child’s individual learning style, needs, and strengths, ensuring a focus on Inclusive Education. Teaching is flexible and responsive, promoting Personalised Learning that makes sessions accessible, supportive, and appropriately paced. Regular, informal assessment is employed to monitor progress and identify any gaps in understanding, particularly for those with Special Educational Needs. This allows learning to be revisited and consolidated as needed, reducing pressure and enhancing confidence.
Another Level Tutors' approach to tuition is informed by SEND best practice, including principles outlined in the SEND Code of Practice, with a strong emphasis on inclusive education through: Individualised support, predictability and structure, building positive relationships, reducing barriers to learning, and supporting emotional wellbeing alongside academic progress. By placing the child at the centre of planning and adapting teaching responsively, we aim to create an environment for personalised learning where learners feel safe, understood, and capable of success, particularly for those with special educational needs.
Children and young people with Special Educational Needs (SEND) learn best when they feel safe, understood, and supported as individuals. This inclusive education approach is designed to remove common barriers to learning while building confidence, trust, and motivation.
Familiarity and consistency help reduce anxiety. Learning in the same space, with the same adult, and a predictable session structure allows students to focus their energy on learning rather than managing uncertainty. Personalised learning means lessons are built around the child, not a generic programme. By incorporating interests, preferred learning styles, and sensory needs, learning becomes meaningful and engaging rather than overwhelming.
Flexible, responsive teaching ensures that sessions move at the child’s pace. Concepts are revisited when needed, pressure is reduced, and progress is built securely over time. Regular, low-stakes assessment helps identify gaps in understanding early, preventing small misunderstandings from becoming long-term barriers. This approach supports steady progress without damaging confidence or self-esteem.
Strong relationships and emotional safety are central. Many SEND learners have experienced frustration, failure, or anxiety around education. A calm, supportive, and respectful relationship allows students to take risks, ask questions, and re-engage with learning.
By combining structure with flexibility, and academic support with emotional understanding, this approach enables SEND learners to make progress in a way that feels achievable, empowering, and sustainable.
Our dyslexia screening offers an indication of whether your child may exhibit signs associated with dyslexia, along with insights into the potential severity of common traits. This is particularly important in the context of inclusive education and personalised learning for children with special educational needs.
It's important to note that this screening is not a formal diagnostic assessment. Its purpose is to provide insight and guidance only. If you seek advice on how to obtain a full dyslexia diagnosis, please reach out for further information about the process. However, only qualified specialist practitioners are trained to carry out a formal diagnostic assessment.