Online specialised tuition and coaching for children and teenagers in Singapore.

A child who has changed school in the middle of a year often has to join friendship groups that formed long before they arrived. That is a social task, not a personality problem, and it can be practised. So can knowing what to say when someone asks where you are from and the honest answer takes three sentences.

There is also the question of where home is. Children who have lived in several countries frequently hold more than one answer to that at once, and they can carry it quietly for years. Sessions give them somewhere to think about it out loud with an adult who is not worried by it.

Ruby and your child look closely at what actually happens in a break time or a group chat: how conversations open, how they stall, and what your child can try next time. For a child who has recently arrived, that is often more useful than being told to be confident.

Teenagers tend to work on harder ground, including friendships that have quietly changed and how to say something difficult to someone they still want to keep.

There is more detail in the social and friendships coaching programme.

School days here are often long, with activities stacked afterwards, and a child who struggles to plan can look disorganised when they are actually overloaded. Ruby and your child build a system your child can run themselves: how to break a task down, how to start, and what to do when they get stuck halfway.

This is deliberately low tech and specific to your child. Parents usually notice the difference first in the amount of chasing they are doing.

This work follows the organisation and independence programme.

Children rarely announce that a move has been hard. It tends to appear later, in bedtimes, in reluctance to go in on a Monday, or in a temper that seems out of proportion. Ruby and your child work on noticing the feeling earlier and having something to do with it.

Where a child is anxious about attending school, Ruby goes slowly and works in partnership with you, and with school when that helps.

Ruby has spent years working with autistic children, children with ADHD, and children whose profiles include differences in processing speed, working memory or executive functioning. The approach is neurodiversity-affirming: Ruby is not teaching a child to appear less autistic or to mask, she is looking at what makes the day workable and what strengths to build on.

For families abroad who are waiting on assessment or have not found a suitable local specialist, online sessions can be a practical way to get experienced support in the meantime, without any suggestion that coaching replaces assessment or clinical care.

You can read more about SEN coaching and how it is adapted for each child.

Tuition is available alongside coaching for ages 7 to 13, aligned with the UK National Curriculum and with Cambridge Primary and Checkpoint, and adapted for children in IB schools. It is most often used to close gaps left by a mid-year move, or to rebuild academic confidence after a period of feeling behind.

Families applying to selective UK schools from here can also read about 7+, 9+ and 11+ preparation, including interview practice.

Ruby works from the UK, generally between 9am and 6pm UK time. Singapore is seven hours ahead during British Summer Time and eight hours ahead in winter, so late afternoon and early evening here fall comfortably inside her working day. A four o'clock session locally is a morning session for her.

Sessions are one to one over video call at a regular weekly or fortnightly time, with written notes to you afterwards. If you are not sure whether a particular slot works, ask Ruby and she will check it against the school run.