Not in the traditional sense.

This support blends personalised learning guidance with social-emotional mentoring, nervous-system awareness, and confidence building. While we may work on literacy or learning foundations, the focus is always on the whole learner, not speed, pressure, or performance.

Sessions begin gently.
The first 1–2 sessions are intentionally relationship-focused, allowing your learner to feel safe, build trust, and settle into our rhythm. This time also helps ensure the support feels aligned for everyone before moving forward.

Progress may include:

• Increased confidence or willingness

• Greater emotional regulation

• Reduced anxiety or overwhelm

• Improved self-expression

• Stronger learning foundations when the learner is emotionally ready

Growth is not always linear. This work values process over pace.

Inner Garden Learning is best suited to families seeking consistent, ongoing support. Learning and emotional growth unfold through relationship, and term-based containers allow this to develop naturally.

Brief check-ins before or after sessions are always welcome.
For deeper conversations, updates, or reflective discussion, I offer a Parent/Carer Feedback Circle as an optional add-on. This creates a dedicated, unrushed space for communication while allowing session time to remain fully focused on your learner.

I draw on evidence-based teaching strategies and curriculum-aligned foundations where helpful. Sessions are guided by your learner’s needs rather than a rigid program or checklist.

Support is primarily focused on working directly with your learner.
Communication with schools or teachers is not included in regular sessions.

If school communication is helpful, this can be arranged as an additional service, discussed and agreed upon in advance. This may include emails, meetings, or written input and is offered on a limited, case-by-case basis.

This ensures communication is thoughtful, ethical, and within my professional capacity.

Formal reports and assessments are not part of regular sessions.
If written feedback is requested, this can be discussed as an additional service.

If at any point I feel another professional would better meet your learner’s needs, I’ll communicate this openly and with care. My priority is always ethical, appropriate support.

Life happens!
Pauses can be discussed with notice, and we’ll communicate openly about availability and next steps.

Term support is offered in weekly sessions, with payments processed consistently via Square. This supports clarity and sustainability for both families and facilitator.

I support primary-aged learners.
If you’re unsure whether your child is the right fit, I’m always happy to have a gentle conversation.

This depends on the learner.
Some children benefit from a parent nearby, especially in the early stages, while others thrive with more independence. We’ll decide together what best supports your learner’s sense of safety and confidence.

Growth looks different for every human.
Some families notice early shifts, while deeper learning and emotional changes unfold gradually. This work values process over speed and honours each learner’s unique pace.

This work is best suited to families who value emotional wellbeing, relationship-based learning, and long-term growth. If you’re seeking rapid results or high-pressure outcomes, this may not be the right fit — and that’s okay.