How It Works 2025

Tutoring children to learn and love the journey!

Honesty-Commitment-Professionalism-Patience

About Us

Howard Jones:

Founder: I’ve been teaching since I left university as I discovered that I loved to help children learn.  I have now tutored 6- to 16-year-olds for 17 years.  I enjoy politics, running and reading but not at the same time!  I am married to Linda and we have two fantastic children.

Linda Jones:

Founder:  I have a huge amount of primary experience, having been a class teacher and Literacy Co-ordinator in West Sussex, and Literacy Development teacher here in Portsmouth.  I love tutoring and find working with children energising!  I also offer a Dyslexia risk assessment.

What We Offer

• A FREE Assessment for every child
• Expert, qualified tutors who are dedicated to help your child progress
• One to one tuition for each student and an individual plan for every lesson within a small group setting. Children are taught individually.
• Fun ways to learn through structured worksheets, text books and computer activities tailored for your child
• Homework is set and marked every week
• A dedicated learning space with a bit of ‘I Love to Learn’ magic
• Honest, regular feedback and re-assessment of progress

Loving to Learn: Activities and tasks that your child Can Do!

After the assessment, we use your child’s results to create an individual plan for them.  It will focus on any areas of weakness and allow us to set work at the right level.  We will give your child work that they can do so their confidence, and feeling of success, returns.

Homework

Homework is set to practise and repeat their learning- this helps them to retain it!

Our tutors will re-design their plan each week so they can continue to work on the areas of weakness, consolidate learning and extend it further.  We see the greatest progress from children who are with us for six to nine months.

Honest Feedback

We will give honest verbal feedback at the end of every session if requested.  Once the child has reached the goal agreed, we will recommend that they be re-assessed or graduated from the programme.

Real Teachers (Fully Qualified)

Our tutoring consists of 80 minutes of one-to-one tuition in a small group setting with a fully qualified teacher. All our tutors are experienced and qualified teachers.  We also give them full training in our ‘I Love to Learn’ teaching method.

Weekly during Term Time

Children need regular sessions to make progress and remember the new things they are learning. Memory issues often hold children back and so regular attendance is essential. The homework is there to repeat the work they have covered as an extra memory prompt.

Catch Ups

If you wish to cancel a lesson and reschedule, please contact us. While your child is enrolled, you will be issued with a catch-up session to be taken at another convenient time. Please note that if a catch-up is booked but not attended, the make-up credit will have been used, so do rearrange rather than not attend.

Safeguarding Policy Statement Dec 2024

I Love to Learn Professional Tuition 

Safeguarding Policy Statement 

I Love To Learn aims to provide a safe environment for all children and adults. The purpose of this policy statement is: • to protect children and young people who receive ‘I Love to Learn Professional Tuition’s services from harm. This includes the children of adults who use our services  

If the CPL is unavailable, the individual must directly contact MASH or emergency services and inform the CPL as soon as possible. 

Contact Information for MASH (Portsmouth): 

• Multi-Agency Safeguarding Hub (MASH): 

• Phone: 023 9268 8793 (Office Hours) 

• Out of Hours: 0300 555 1373 

• Email: mash@portsmouthcc.gov.uk 

Allegations Against Staff 

• Low-Level Concerns: 

• Report to the CPL or directly to the Local Authority Designated Officer (LADO). 

• Maintain confidentiality and ensure investigations are handled sensitively. 

• Serious Allegations: 

• Refer immediately to LADO. 

• The staff member may be suspended pending investigation, in accordance with LADO guidance. 

Contact Information for LADO (Portsmouth): 

• Local Authority Designated Officer (LADO): 

• Phone: 023 9268 8740 

• Email: lado@portsmouthcc.gov.uk 

Child-on-Child Abuse Policy 

• ILTL has zero tolerance for any form of child-on-child abuse, including bullying, physical harm, and cyberbullying. 

• All incidents must be reported to the CPL for appropriate intervention, which may involve external referrals to relevant agencies. 

• Preventative measures include awareness training for staff and creating an environment where children feel safe to report concerns. 

Safer Recruitment Policy and Volunteers 

• Recruitment Steps: 

• All positions include safeguarding responsibilities in job descriptions. 

• Comprehensive checks, including enhanced DBS, references, and interviews, are mandatory. 

• Annual DBS renewals through the update service are required for all staff and volunteers. 

• Volunteers: 

• Volunteers are closely supervised and must adhere to safeguarding policies. 

• Safeguarding induction is provided prior to engagement. 

Whistleblowing Policy 

• ILTL encourages staff and volunteers to report concerns about unsafe practices or misconduct. 

• Reports can be made anonymously to the CPL or an external organization, such as the NSPCC helpline. 

• No individual will face repercussions for raising genuine concerns in good faith. 

• Support mechanisms include access to the CPL, confidential discussions, and external resources. 

Safeguarding Policy 

Policy Statement 

I Love To Learn Professional Tuition Centres (ILTL) is committed to safeguarding the welfare of all children, young people, and vulnerable adults. This policy provides a framework to ensure a safe environment and clear procedures for safeguarding, in alignment with the Child Protection Policy. 

Scope 

This safeguarding policy is inclusive of: 

• Clear guidance on how to report incidents to the Multi-Agency Safeguarding Hub (MASH). 

• A child-on-child abuse policy. 

• Procedures for safeguarding concerns or allegations made about staff, including low-level concerns, and reference to the Local Authority Designated Officer (LADO) policy. 

• A safer recruitment policy and use of volunteers. 

• A whistleblowing policy, including support mechanisms. 

• Reference to the Child Protection Policy and Child Protection Statement. 

Reporting Safeguarding Concerns 

Reporting to MASH 

1. Any safeguarding concerns should be immediately reported to the designated Child Protection Lead (CPL). 

1. An Incident Report Form must be completed to document observations or disclosures. 

1. The CPL will assess and refer concerns to MASH without delay. 

Contact Information for Whistleblowing and Support: 

• NSPCC Helpline: 0808 800 5000 

• Portsmouth City Council Whistleblowing Hotline: 023 9283 4702 

• Email: whistleblowing@portsmouthcc.gov.uk 

Reference to the Child Protection Policy 

This safeguarding policy should be read in conjunction with the ILTL Child Protection Policy, which provides detailed procedures on: 

• Types of abuse and indicators. 

• Dealing with disclosures. 

• Procedures for responding to concerns or allegations. 

• Data protection and confidentiality. 

• Anti-bullying and online safety. 

Review and Monitoring 

This policy is reviewed annually or sooner if required by legislative changes. 

Last Reviewed: 03/10/22 

Designated Child Protection Lead: Linda Jones 

Contact Information: 

• Email: tutors@ilovetolearn.co.uk 

• CPL Phone: 023 9273 1234 (example direct contact) 

Signed: 

Linda Jones 

Child Protection Lead 

Date: 01/01/25 

Contact details Nominated child protection lead Name: Linda Jones tutors@ilovetolearn.co.uk: 

NSPCC Helpline 0808 800 5000  

We are committed to reviewing our policy and good practice annually. This policy was last reviewed on: ………………4/9/22…………………………(date) 

 Signed: responsibility for safeguarding in your organisation, for example the safeguarding lead on your board of trustees].  

Date: …………………………4/9/22……………………………………………… 

…………………Linda Jones…………………………………… [this should be signed by the most senior person with  

20th Anniversary Party Portsmouth Centre

A Day to Remember: Celebrating 20 Years of Learning in Southsea

On Saturday 28th July, we marked a truly special milestone — the 20th anniversary of I Love to Learn! What began in 2005 as a small, family-run tutoring service in Southsea has grown into a thriving community of learners, teachers, and families across Portsmouth, Fareham, and Havant.

We were honoured to celebrate this occasion with so many of you at our Portsmouth Centre. A heartfelt thank you to all the parents, children, tutors, and friends who joined us — your support over the years is what made this celebration possible.

A highlight of the day was the visit from the Lord Mayor and Lady Mayoress of Portsmouth, who joined us for cake-cutting, a lively spelling bee, and plenty of fun. Their presence made the event all the more memorable, and we’re incredibly grateful they took the time to support our work with local children.

From the smiling faces of students past and present to the warm conversations with parents and tutors, the day was full of joy and reflection. We had games, refreshments, memory boards, and even a few surprises — all to honour the incredible journey we’ve been on together over the last two decades.

Looking Back on 20 Years

When we — Howard and Linda Jones — launched I Love to Learn in 2005, it was with a simple but powerful aim:

• To help children grow in confidence through learning
• To support families with integrity
• And to be honest about what children really need to succeed

We started with just a handful of local students and a big dream. Today, we’re proud to operate three vibrant centres and work with a team of tutors who share our values and passion.

Tutors like Grazia Naylor in Fareham, and David Byrne, Adam Ashworth, and Maxine Burch in Portsmouth bring not only subject expertise but also genuine care and commitment to every child they teach. Their work, and the trust you place in us as parents, is what allows us to keep making a difference.

Our Promise to You

At I Love to Learn, we remain committed to the principles that got us started: honesty, personalised support, and a deep belief in each child’s potential. We’re not about gimmicks or grand promises — we’re about doing the right thing, one student at a time.

As we celebrate this 20-year milestone, we’re also looking ahead — to continue growing, improving, and helping children become confident, capable learners who can take on the world.

Thank You

Whether your child came to us this year or ten years ago, whether you’ve stayed for a few months or many years — thank you. Your trust and partnership mean everything to us.

And to the Lord Mayor and Lady Mayoress of Portsmouth: your presence and kind words were a great encouragement to all who attended. Thank you for helping us mark this milestone with such grace and warmth.

Here’s to the next 20 years of learning and growing together!

With heartfelt thanks,
Howard & Linda Jones
Co-founders, I Love to Learn

www.ilovetolearn.co.uk/free-assessment
Helping children love learning since 2005

Finding the Best School for Your Child

A Quick Guide to Choosing the Right School

A child’s education is a very high priority for most parents, but there are so many considerations. Of course, fees, cost of travel, and maybe even moving house have to be taken into consideration. This is a very big topic, so here are some suggestions.

Research: What Are the Options?

School type, cost, location, and culture—there are many factors to consider, so it’s time to make a list. It will need to be affordable, although do not despair; many private schools offer scholarships to the right candidate. If you are thinking of a fee-paying school, make sure you find out exactly how to apply for a scholarship and what the criteria are, as it will vary from school to school. Of course, you will want to choose the best school academically, but there are lots of other considerations.

For all school choices, it is important to do your research. This is much easier nowadays with so many great websites:

– Locrating
– Good Schools Guide
– School Performance Tables

Talk About It: Time for a Family Meeting

If the child is older, you might want to consult with them. Where are his or her friends going? Is there a sport he or she wants to play? Where do most students go on to afterwards? Again, the emphasis needs to be on matching the child’s needs to the school, so make sure it is clear that is the aim. Of course, it will be up to the parents to make the final decision, but it is usually good to hear everyone’s opinion.

Visit, Ask, and Meet

There is no substitute for visiting an institution to get the feel of it. Go on the open days, talk to the pupils and teachers, and ask as many questions as possible. This will give you a lot of ‘soft’ information about the ethos and culture which you can’t pick up from a glossy brochure. Are the students confident to answer questions? Do they respect the teachers, and what kind of expectations do they have?

You do not want to feel that you are fighting against the school ethos when you visit and talk to teachers. Your child is going to spend a lot of time at school, which you hope will have a very positive influence on them for much of their early life.

—

Summary

Choosing the right school for your child involves considering various factors such as cost, location, and school culture. Begin by researching your options using online resources, and don’t forget to look into scholarship opportunities. Engage in family discussions to ensure the school meets your child’s needs and aspirations. Finally, visit schools, talk to students and teachers, and ask plenty of questions to get a true sense of the school’s environment and values.

What is a T-Level Vocational Qualification?

Explaining T-Level Qualifications

The T-Level qualification is a new technical education route introduced in the UK, designed to offer students a vocational alternative to A-Levels. You may have heard of BTECs which they are designed to replace.  The T-Level is designed to give 16-18 year olds more work experience and more access to challenging vocational qualifications.   The main difference is the amount of time the qualification allows for students to work in industry.

T-Levels are two-year technical courses that combine classroom learning with industry placements. They were introduced to provide young people with practical skills and experience needed to succeed in the workplace. T-Levels were launched in September 2020, with the aim of offering 25 different subjects by 2023.

Example Subjects

Digital Production

Agricultural, Environmental and Animal Care

Catering and Hospitality

Construction

Creative and Design

Health & Science

Education and Childcare

Sales, Marketing Procurement

Engineering and Manufacturing

Business Administration

Legal, Finance Accounting

Strengths
1. Industry-Relevant Skills: T-Levels are designed in collaboration with employers to ensure that students gain the skills and knowledge needed in the workplace.
2. Work Placement: Each T-Level includes a substantial work placement, giving students real-world experience and helping them build valuable connections in their chosen industry.
3. Clear Pathways: T-Levels offer clear pathways to employment or further study, providing students with a direct route into their chosen career.
4. Recognition: T-Levels are recognised by many universities and employers, providing students with a credible qualification.

Summary

T-Levels are still relatively new, and there may be some stigma attached to vocational education compared to traditional academic routes like A-Levels.  Some students have been disappointed that they have not been as widely accepted by universities as promised.  While there are plans to expand the range of subjects available, the initial offering of T-Levels is limited compared to the wide range of subjects available through A-Levels.  This has improved more recently with the release of more qualifications, however, the resourcing and teaching of each subject my vary.

It is will be important for students and parents to make sure that the course they apply to has good quality teaching and is properly resourced.  Also, be aware that students will need to do 315 hours of work placement.  These placements are an important part of the course, but again may vary in quality.  Make sure the institution is well organised to place students is appropriate positions as this will have a big impact on the student’s experience.Overall, T-Levels offer an innovative approach to technical education in the UK, providing students with valuable skills and experience to succeed in their chosen careers. However, there are still challenges to overcome in terms of implementation and perception.

Fun Spelling Rules

Making Spelling Fun

One of the ways we can help students with their English is by having some fun with some commonly misspelt words. In many exams marks are allocated for spelling, it also builds confidence to know that you have spelt a word correctly without resorting to spellchecker.

I had a rather eccentric school English teacher who believed that if you could spell ACCOMMODATION (two C’s and two M’s) you would pass your O level and he made the whole class recite it most lessons.

Alternatively you could just test each other over a meal or on the way to school, we all love a challenge and the rules mean ‘no phones’.

Here are a few you might want to test each other on:

SEPARATE is a tricky word, two A’s separated by a P.

Big Elephants Are Usually BEAUtiful.

I before E except after C applies to BELIEVE, FRIEND and RECEIVE.

You can DEFINITELY find the word with FINITE in it.

Do you go Really Red And Smile Shyly when EMBARRASSed?

You certainly do if you are caught short with DIARRHOEA, you need to Dash In A Real Rush, Hurry Or Else Accident.

You can even put some words to music as RHYTHM Helps You To Hear Music.

Give it a go, no need for a special OCCASION (although if it is you’ll need to travel over two seas (C’s) to get to it.

To enhance students’ spelling, incorporate fun practices with tricky words, as exam scores often include spelling accuracy, boosting confidence without spellcheck reliance. An eccentric English teacher swore mastery of “ACCOMMODATION” ensured exam success. Engage in spelling challenges during meals or commutes without phones. Practice words like “SEPARATE,” with mnemonic aids like “Big Elephants Are Usually BEAUtiful” for “BEAUTIFUL,” and the rule “I before E except after C” for words like “BELIEVE.” Reminder mnemonics for “EMBARRASSED” and “DIARRHOEA” can assist recall, as can setting words like “RHYTHM” to music. Use these techniques anytime, not just for special occasions.

Here are some more spelling rules..

Why Are They Banning Mobile Phones?

Why Schools are Banning Mobile Phones and What You Need to Know

You might have caught wind of the new guidance from the government in the news or through other parents, but what’s the fuss about?  The guidance says that the government backs headteachers who choose to ban mobile phones from the school premises from Feb 19 2024. Is your headteacher clamping down on phone use, and what does it mean for your child? Let’s break it down.

Firstly: Why are schools banning mobile phones? Well, it turns out there’s a lot more to it than just a knee-jerk reaction to the latest tech craze. In fact, researchers like Anderson and Jiang have been shedding light on the impact of excessive screen time on children’s mental health.

So, what’s a concerned parent to do? Here’s what you need to know:

Teachers have the authority to confiscate mobile phones in schools from your child, so it is important to be aware of this.  If you child needs a phone for essential communication outside schools, you may need to make an arrangement with the school.  Many schools allow children to drop off their phone at the beginning of the school day at the school office.

1. **Distraction Detox:** One of the primary reasons schools are banning mobile phones is to minimise distractions in the classroom. It’s no secret that a buzzing phone can derail even the most focused student. By limiting phone use during school hours, educators hope to create a more conducive learning environment.

2. **Social Connection vs. Social Media:** Many teachers have noticed that heavy screen use has reduced children’s ability to communicate face to face.  They are reading less and are poorer at explaining and describing.  It has been suggested that children (and adults) are now more use to showing each other images, rather than describing events or ideas.  It is easier to show each other funny memes that tell each other funny jokes.

3. **Digital Detox Benefits:** There is now a great deal of evidence that heavy Social Media use has a negative impact on metal health, especially in girls.  As girls are very socially aware and sensitive to social status, the contstant comparison and perfected images on sites like Instagram can anxiety inducing.  In fact Facebook’s own research showed this! By encouraging students to disconnect during school hours, educators are promoting healthier habits and teaching valuable life skills for managing screen time responsibly.

Haidt, a social psychologist and author, has highlighted the detrimental effects of constant smartphone use on young minds. From increased anxiety and depression to decreased attention spans and social skills, the evidence is mounting against unrestricted phone access for kids.

In conclusion, the decision to ban mobile phones in schools isn’t about demonising technology but rather about promoting a healthier relationship with it. By working together with educators and taking proactive steps to manage screen time, we can help our children thrive both in and out of the classroom.

So, the next time you hear about your child’s school implementing a mobile phone ban, remember that it’s not about restricting freedom but about creating a better learning environment for everyone. Let’s embrace the opportunity to disconnect, engage, and prioritise our children’s well-being in this digital age.

How Can TV Interfere WithYour Child’s Learning?

Does TV Help or Hinder?

Most homes nowadays have more than one TV screen. They are part of the furniture and have been for two or maybe three generations. My dad was a TV repair man, so we were never without one when I was a child!

However, at our education centre we advise parents to take the TV out of children’s rooms.  For children to develop vocabulary, expression and story telling skills they need to read and hear stories.  Our experience is that TV does not help this process.

Some researchers have found that watching television can result in delayed development, emotionally and mentally. In fact it is recommended that before the age of 2 children should not watch television at all! Let’s look at why;

• TV replaces interactive learning experiences which are vital in the early years.
• TV overloads the visual part of the brain, depriving other areas such as, creativity and imagination.
• TV uses too many fast paced images, which means children find it difficult to be patient and focus for any length of time.
• TV does not need a response, no skills are needed and so none are developed. Important skills such as planning and judging are neglected
• TV interferes with building relationships and interacting with real people.
• TV replaces physical activity with sedentary, leading to unhealthy lifestyle habits.

This is hard for us parents to take because as we all know TV is also the best babysitter the world has ever known! So what can we do? Well, here are some suggestions;

• Keep under twos away from the TV!
• Limit viewing, no more than one or two hours a day
• Choose programmes and DVDs which you think are suitable (monitor the violence and content).
• Absolutely no TV in any bedrooms as this has an impact on sleep.
• Watch and discuss together, promote a critical approach to what they see.
• Think of alternative activities.

As children grow and learn they need interactive experiences with their physical surroundings and people. A screen wastes precious time and does not provide these experiences. Children who watch television before the age of two often experience language delay and perform poorly later on at school.

Building Resilience

Building Mental Resilience in Children

The growing mental health crisis is a concern for all parents.  All parents want to encourage their children to be resilient.

The pyschologist Jonathan Haidt has been doing a great deal of research in tracking the trends in child mental health.  He see the changes in parenting in the 90s, along with the rise of social media and the almost universal ownership of mobiles phones by young children as the causes of the crisis.

Understanding Antifragility and Resilience

If we face a tough situation we can either move forward or run away.  I read a book years ago call ‘Feel the Fear and Do It Anyway’.  At the time I didn’t really understand it, but looking back I realise that the only way to face your fears is to get braver.  If you wait until the fear goes away it never will.  If you watch ‘The Fear Factor’ the contestants often feel much better for facing their fear of spiders or whatever.  This is why trigger warnings and other ‘fear’ markers are so unhelpful as they make us look for ‘danger’ rather than ‘keeping calm and carrying on’. It’s like building mental muscles through facing and overcoming challenges. Additionally, Haidt delves into the significance of resilience, highlighting the importance of children bouncing back from tough times and emerging emotionally stronger.

The Dangers of Coddling

One of the key aspects of Haidt’s work is the exploration of the dangers associated with overprotecting and shielding children from every obstacle. He addresses the detrimental impact of “coddling” and its potential to hinder the emotional growth of children.

Haidt’s identification of the three great lies –

“What doesn’t kill you makes you weaker,” e.g. stress or challenge may traumatise you which encourages catastrofising.

Instead, point out that we can’t get stronger without resistance.  No challenge no growth!

“Always trust your feelings,” e.g. the whole ‘true to yourself’ thing.

Instead, try to revise negative feelings like ‘I hate maths’ into ‘I find maths difficult, but I am going to do my best’.

“Life is a battle between good people and evil people” – e.g. the world is a dangerous place of struggle

Instead, encourage them to see that no one is perfect and we can all learn and improve every day.

Nurturing a Balanced Environment

As parents, we’ve got a big role in this game. We need to create an environment where our kids can talk openly, take some risks, and learn from their challenges. It’s all about finding that balance between support and letting them spread their wings.

Watch Jonathan Haidt video here….

Help with ADHD Children

Help and Advice for Children with ADHD

Recently I read ‘The Boy Crisis’ by Warren Farrell, an American author who writes about family, the gender crisis and relationships.  Whilst not all children with ADHD are boys, the vast majority are, and he had some interesting things to say on the topic.

Here are five tips, inspired by general advice for managing ADHD, that parents can consider.

1. Establish Consistent Routines:
– Create structured daily routines to help children with ADHD anticipate and manage their activities
– Consistent schedules for meals, homework, playtime, and bedtime can provide a sense of stability and predictability

2. Encourage Regular Exercise:
– Physical activity is known to have a positive impact on attention and behavior
– Engage your child in regular exercise, such as sports, biking, or swimming, to help channel excess energy and improve focus. It is important for parents to engage in activities with children.  Especially in what we would call rough-and-tumble play with fathers.   This, Farrell claims surprisingly, helps the development of empathy and confidence.

3. Limit Distractions:
– Create a conducive environment for concentration by minimizing distractions
– Designate a quiet study space, reduce screen time, and establish clear rules about electronic devices during homework or other focused activities

e.g. Devices must be charging after 6pm, no devices in bedrooms

4. Provide Clear Instructions:
– Break tasks into smaller, more manageable steps and provide clear, concise instructions.
– Using visual aids, charts, or written lists can help children with ADHD better understand and follow instructions.

e.g. Write some household rules together, have a behaviour chart related to homework.

5. Implement Positive Reinforcement:

-Parenting styles can vary due to gender and family experience.  It is important that parents work as a team in this.

– Recognise and reward positive behaviors to motivate and reinforce good habits.
– Offer praise, encouragement, or small rewards for completing tasks, demonstrating self-control, or following routines.

It’s important for parents to work closely with healthcare professionals, educators, and specialists to develop a comprehensive and individualized approach for managing ADHD. While these tips draw from general advice on ADHD, specific strategies for each child may vary based on their unique needs and circumstances. Always consult with professionals who specialize in ADHD for the most accurate and effective guidance.

Here our article on Understanding Learning Difficulties.

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