Like so many women I ended up working in education and child-care because it fitted in with a young family.

Initially, I went into the playgroup which Clara, my oldest daughter attended and asked if I could work there as a volunteer whilst I studied for my diploma in preschool practice.

Within a couple of months, I was offered the paid role of SENCo (Special Educational Needs Co-ordinator) and was asked to also assist with the planning, policies,
and procedures for the setting.

Over the coming years, I completed the diploma. Then I continued and did a degree in childcare and education
through the Open University.

As my daughter started secondary school, I questioned whether she might be slightly dyslexic. Verbally she was
very astute, but spelling was dreadful and her interest in reading; non-existent.

The school instantly dismissed the idea. At the time I didn’t have the confidence to fight my corner. So, I
decided that if they wouldn’t help her, I would do what I could to help her myself.

Over the coming years I finished my degree and also studied numerous other courses on learning styles, learning difficulties and anything I could get my hands on.

I worked in mainstream schools, creches, a residential unit for children with autism. In addition, I worked as an NVQ assessor in early years and as a childminder.

I STUDIED, I WORKED, I GREW.

One of the main things that became apparent was that we are all different. We all learn differently. Additionally,
it is far harder to embrace what we are being taught if we are not relaxed and open to learning.

Furthermore: if we do something once, we create a memory. So, for example, if we do a worksheet, that information is lodged somewhere in our mind. If we complete a second worksheet, we are reinforcing that knowledge. But our brain still only has one place to go to find the information that it needs.

However, if we do a range of different activities, we are creating more memories within our brain. When that
information is needed, our brain has more places to go to where it can find the knowledge that it is seeking.

Whilst on one course, a friend suggested that I had a go at tutoring. At first my idea was that it would be nothing more than to complement my other job.

I wasn’t sure what was expected of a tutor, even though by this stage I had about 12 years’ experience working in
education. A friend and I brainstormed what we would expect from a tutor.

WHEN I STARTED CLARA JAMES TUTORING (2012), IT WAS BUILT UPON THE FOLLOWING VALUES:

Lessons needed to be varied, enjoyable, relevant.

We are all individual and learn differently, and       

As a parent what would I expect from a tutor?

Clara is my oldest daughter; Jamie is my son. The logo is an angel holding a book, Angel is my youngest daughter.

I hoped by offering a personal name
it will reflect the personal service we deliver and demonstrate we are not a generic brand.

 We are different to most other tutoring platforms, but I think that is largely why we have done so well. We
haven’t followed the masses; instead, we followed our hearts and our conscience. Everyone is there to be helped. They want to feel important, and they didn’t just get in touch to make our bottom line (profits) grow.

Now we not only offer 1 to 1 tutoring in the student’s home and online, but we also have a range of mini courses and have a membership group (the Clara James Approach) offering resources for parents to use themselves at home.

In addition, we offer help in becoming a tutor through the Clara James Brand Associate Opportunity, Clara James Tutoring Franchise and one to one mentoring.