Frequently Asked Questions

We provide targeted support for both primary and high school students who need help with English and Mathematics. Our teaching experience is more primary-focused, but we can support some high school students who are behind in their learning, particularly those with dyslexia and dyscalculia. At this time, we do not support students with graduation exam preparation.

We tailor our teaching approach to suit individual learning needs, including students with learning differences such as dyslexia, dyscalculia, and dysgraphia. We are experienced with neurodivergent learners, including those with autism and ADHD.

No — a formal diagnosis is never required. Many children we work with have not been formally assessed, but they are clearly struggling with reading, writing, maths, or confidence. We conduct our own informal assessment at the start so every session is targeted from day one. If your child has existing educational or psychological testing reports, they are genuinely useful, and we will always incorporate them into the learning plan.

Our specialist training covers dyslexia and dyscalculia. We have extensive experience supporting students with autism, dysgraphia, ADHD, processing disorders, executive function difficulties, and general learning delays. Beyond these specific profiles, we regularly work with students who simply need more support than a busy classroom can provide — children who are bright and capable but not yet reaching their potential. Whatever your child's profile, the starting point is always the same: we get to know them as a learner before anything else.

A general tutor typically reinforces what your child's school is already teaching. A specialist learning support educator goes a step further — we assess the underlying reasons your child is finding things difficult and use structured, evidence-based programmes to address those root causes directly. For children with dyslexia, dyscalculia, or other learning differences, this distinction matters a great deal. Standard tutoring approaches often don't produce lasting change for these learners, because the teaching method itself needs to be different, not just the content.

Yes — general English and Maths support sessions may be available both in person and online, giving families across the Sunshine Coast greater flexibility. Intensive dyslexia and dyscalculia remediation sessions are conducted face-to-face. These sessions rely heavily on hands-on, multi-sensory materials — physical manipulatives, letter tiles, tactile tools — that simply cannot be replicated as effectively on a screen. If you are unsure which format suits your child, we are happy to talk it through before you commit to anything.

The NDIS does not typically fund standard academic tutoring, as this is generally considered part of a school’s responsibility. However, in some cases, funding may be available for specialised, disability-specific support where it is considered reasonable and necessary. This is usually linked to building functional skills, supporting learning needs, and working towards a child’s individual NDIS goals.

While we are not registered providers, some families may be able to use their NDIS funding to support their child’s learning, depending on the goals outlined in their plan. It may help to discuss this with your NDIS planner or support coordinator, especially if your child has communication or learning goals.

If your child is feeling apprehensive when starting out, or if you’d like to learn strategies to support them at home, you’re very welcome to sit with us at the table and observe during lessons. Otherwise, many students find it easier to focus and engage when I’m working one-on-one with them, so you and any siblings are welcome to wait just outside during sessions. This helps us build strong learning momentum and encourages independence over time.

Staying connected with you is an important part of how we work. After sessions, we are happy to share brief updates in the Learning Plan on what we covered and what your child can practise at home. We also conduct regular progress reviews and adjust the Learning Plan as your child develops. We welcome your questions at any time — you are never left wondering what is happening in sessions or whether things are moving in the right direction. If helpful, we can also communicate with your child's classroom teacher or other specialists involved in their care.

The time it takes to see results from specialised learning support can vary depending on several factors, including the student’s starting level, the subject matter, session frequency, and the child’s unique learning needs. However, here’s a general guideline:

• Short-term improvement (2–4 weeks): Students often begin to feel more confident and better understand key concepts within the first few sessions.

• Mid-term progress (1–3 months): Measurable academic gains typically appear with consistent effort and targeted support.

• Long-term results (3–6+ months): Sustained tutoring over an extended period can lead to significant academic improvement, closing learning gaps and enhancing overall performance and independence.

Every student is different, so progress depends on individual goals and needs. Sunshine Coast Learning Support regularly assesses progress, provides feedback, and adjusts the approach as needed to ensure ongoing improvement.

Reading Support at Home

1. Read together daily:
   Set aside 15–20 minutes a day to read aloud together. Choose high-interest, age-appropriate books—even below grade level—to build confidence and enjoyment.

2. Use audiobooks:
   Listening to audiobooks while following along with the text can build vocabulary, fluency, and comprehension without the pressure of decoding.

3. Break reading into small chunks:
   Short, manageable reading sessions with frequent breaks help prevent frustration and fatigue.

4. Practise phonics and sight words:
   Use flashcards, word games, and apps like Nessy or Reading Rockets to reinforce phonics patterns and high-frequency words.

5. Talk about what you read:
   Ask questions before, during, and after reading to boost comprehension (e.g., "What do you think will happen next?" or "Why did the character do that?").

6. Use multi-sensory strategies:
   To engage multiple senses, incorporate tools like magnetic letters, sandpaper letters, or apps with visual and audio support.

Maths Support at Home

1. Use real-life maths situations:
   Practise maths in everyday contexts, such as cooking (measuring), shopping (making change), or telling time.

2. Break problems into steps:
   Teach how to tackle maths problems step by step. Use colour-coded notes or diagrams to visualise the process.

3. Incorporate hands-on tools:
   Use manipulatives like counters, base-ten blocks, number lines, or fraction tiles to build understanding of abstract concepts. See our FREE RESOURCES for more ideas.

4. Practise maths facts with games:
   Play maths-based games (e.g., Sum Swamp, Sleeping Queens, Rat-a-tat Cat, card games, or apps like MathTango) to build fluency in a fun way.

5. Repeat and review often:
   Frequent repetition helps reinforce skills. Mix new problems with familiar ones to build mastery without overwhelming the student.

6. Celebrate small wins:
   Focus on effort and progress, not just accuracy. Encouragement builds confidence and motivation.