Amy's story
A pathway to GCSE qualifications
After more than three years out of school, Amy had almost given up on education. Overwhelmed by the classroom environment and awaiting an autism assessment, she struggled to engage with traditional schooling.
By the start of year 11, Amy wanted to study for her GCSEs in maths and English language, but without access to education, she risked missing out on the qualifications she needed – and deserved – for her future.
The challenge
A critical year, with no clear way forward
She had left mainstream education in year 8, and with no alternative provision in place, she spent three years without consistent access to learning. The traditional school environment had been too overwhelming, and without the right support, she had disengaged completely.
Her school needed a solution that would provide structure, engagement, and flexibility - giving her a real opportunity to gain her GCSE qualifications.
That’s when her school turned to Tute.
“I wasn’t a fan of physical classrooms. I ended up dropping out of public secondary school in like the beginning of Year 8, I think? Then I spent the next 3-4 years not really doing anything until GCSEs came up and my school recommended Tute,” Amy reflected.
The solution
Reducing pressure, rebuilding engagement
To help Amy re-engage with learning, her school partnered with Tute to deliver 1-year GCSE Courses in English language and maths. This structured approach enabled her to study core subjects from the comfort of her home, removing the pressures of a physical school classroom.
“It’s a lot more accessible for me than physical school,” Amy said. “Moving to online definitely helped a lot… It’s a lot quieter. Just being able to log on from home and then go back to whatever I was doing before instead of sitting six hours doing nothing important is better.”
Her provision included:
Four live online lessons per week in each subject -
offering consistency and structure.
Small-group lessons of up to 10 students -
providing social interaction without overwhelming pressure.
A comfortable, structured environment -
allowing her to learn in a way that suited her needs.
Beyond live lessons, Amy completed regular assessment tasks and independent learning activities, receiving frequent, personalised feedback from her teachers.
Half-termly progress reports kept both her and her school informed of her development.
Amy also spoke about the relationships she built with her Tute teachers and how they made a difference:
The impact
More than just qualifications
Amy’s attendance, engagement, and progress were consistently high throughout the year. Despite the lack of baseline data due to her prolonged absence, by the end of the programme, she was predicted a Grade 4 in maths and a Grade 5 in English language – qualifications that opened doors to college and the next chapter of her education.
Through the flexibility of online learning and the dedication of her Tute teachers, Amy rediscovered her love for education. The support she received didn’t just help her academically – it gave her confidence, choice, and control over her future.
Now, with her GCSEs complete, Amy is ready and excited for what’s next.
