About
A small, personal tutoring service.
Choosing someone to work with your child is a decision worth taking seriously. Here is who I am, how I teach, and what you can expect.
Meet your tutor
Katie
Qualified primary school teacher and founder of Mind & Bloom
Hi, I’m Katie, a qualified primary school teacher and the person behind Mind & Bloom. I trained at the University of Manchester and have experience teaching across Reception, Key Stage 1 and Key Stage 2, alongside a background in Early Years education. My experience has also included supporting children with EAL and SEND, as well as delivering phonics interventions and adapting teaching to meet individual learning needs.
More recently, I’ve worked across a variety of primary schools in Manchester, which has given me the opportunity to teach children with a wide range of abilities, personalities and learning needs.
Throughout my teaching career, I’ve always been passionate about creating a warm, patient and encouraging environment where children feel comfortable to ask questions, make mistakes and have another go. I know that sometimes children simply need a little more time, a different explanation or some focused one-to-one attention for things to begin to click.
My approach is nurturing and positive, but purposeful too: getting to know the child, understanding where they need support and finding ways of learning that work for them. My aim is for children to leave their sessions not only feeling more secure in what they’ve learned, but thinking “I can do this.”
The idea
The idea behind Mind & Bloom
I believe every child can make progress when they are given the right encouragement, time and support.
Schools provide children with rich learning experiences and opportunities to grow, but every child is different. Some may benefit from a little extra time to revisit a concept, practise a skill or build confidence in an area they are finding difficult.
Mind & Bloom is designed to work alongside school learning, offering children a calm, supportive space where sessions can be tailored to their individual needs.
With one-to-one support, there is more opportunity to slow things down, explain ideas in different ways and give children the time and reassurance they may need to feel secure in their learning.
My approach is built around patience, encouragement and understanding the individual child. The aim is not simply to complete more work, but to strengthen foundations, close small gaps and help children feel more confident in themselves as learners.
Sometimes, a little extra time and individual attention can make a very big difference.
What I hope your child takes away.
Skills matter, and we work on them properly. But the thing I most want a child to leave a session with is the feeling that they can have a go at something hard, ask when they are stuck, and be pleased with themselves when it clicks.
My approach
Small steps. Thoughtful support. Real progress.
Mind & Bloom is deliberately small. One teacher, working with a handful of families, with enough time to pay proper attention to each child.
Shaped around your child
No fixed programme to work through. Sessions follow what your child needs that week, which sometimes means going back a step and sometimes means moving on.
Taught by a primary teacher
Early years and Key Stage 1 are their own specialism. Knowing how phonics is actually taught in school matters more than general tutoring experience.
Calm and encouraging
Young children learn best when they feel relaxed. Sessions are warm and unhurried, with plenty of praise for effort rather than only for getting things right.
In your own home
Children are usually more themselves at their own kitchen table. There is no journey at the end of a long school day, and no unfamiliar room to settle into.
You stay in the loop
A short, honest update after sessions: what we worked on, how it went, and anything worth trying together during the week.
Practical next steps
Small, realistic suggestions that fit into family life — not a stack of worksheets to get through before bedtime.
What a session looks like
Every session follows the same shape, so your child always knows what is coming.
Start with something secure
We open on work your child can already do. It settles them and sets the tone for the rest of the session.
One clear focus
A single objective per session — a sound, a spelling pattern, a number bond — rather than a bit of everything.
Short, focused bursts
Young children do not concentrate in long stretches. We change activity before attention drifts, not after.
Practise until it holds
We come back to the same skill in different ways until it is secure, not just correct once.
Working with you
No portals, no paperwork. Three things you can rely on.
A conversation before we start
You know your child; I would rather ask than assume. A short chat tells me more than any form.
An update after every session
What we covered, how it went, and one thing worth practising during the week. Plain English, and brief.
An honest view
If I do not think tutoring is what your child needs, I will tell you. That is more useful than a term of sessions.
Trust
Safeguarding and professionalism
Working one-to-one with young children in their own homes carries real responsibility, and it should come with proper checks.
The details below are published only once they have been verified. If a section is not showing yet, that is because the paperwork is still being confirmed rather than because it has been left out.
- Qualified primary school teacherTrained at the University of Manchester
You are welcome to ask to see any of these documents before the first session.
Shall we have a conversation?
If any of this sounds like what your child needs, I would be glad to hear from you.