Get Your Child Ready for SATs with Stress-Free, Focused Group Lessons for only £15 a week
Our SATs group lessons give your child:
Confidence-building strategies for SATs prep.
Individual support in a small, friendly group.
The chance to ask questions and get direct feedback.
Prep for both Reading Comprehension and SPAG (Spelling, Punctuation and Grammar)
SATs prep doesn’t have to be overwhelming. Our group lessons are designed to help your child master the key skills they need for SATs - and to do so in a relaxed, supportive environment.
Over the course of our sessions, we’ll cover everything from complex sentences to passive voice, teaching your child how to confidently handle the tricky grammar questions they’ll face in the exam. Each lesson is focused, fun, and aimed at building your child’s confidence, so they’re fully prepared for the big day.
In these sessions, your child will not only learn how to tackle SATs questions - they’ll gain skills and confidence that they can apply to every subject.
And if you don’t like it after your first session - we’ll give you your money back.
So what do we cover?
Punctuation Skills:
Full Stops and Commas:
Using full stops correctly to end declarative sentences.
Using commas to separate items in a list (e.g., apples, oranges, bananas).
Using commas after introductory phrases or clauses (e.g., After school, we went home).
Question Marks and Exclamation Marks:
Correct use of question marks at the end of direct questions (e.g., What is your name?).
Correct use of exclamation marks to show strong emotion (e.g., Wow, that’s amazing!).
Apostrophes:
Using apostrophes for contractions (e.g., don’t, I’m) and possession (e.g., Tom’s book).
Recognising the difference between possessive apostrophes for singular and plural nouns (e.g., children’s toys vs. boys’ toys).
Quotation Marks:
Using speech marks correctly to indicate direct speech (e.g., “I love reading!” she said).
Understanding punctuation rules when using quotation marks (e.g., punctuation inside quotation marks for direct speech).
Colons and Semicolons:
Using colons to introduce a list, explanation, or elaboration (e.g., She brought three things: a pen, a notebook, and a ruler).
Using semicolons to join related independent clauses in complex sentences (e.g., I went to the park; it was a beautiful day).
Parentheses (Brackets) and Dashes:
Using parentheses (round brackets) to add extra information without changing the meaning of the sentence (e.g., The teacher (who was very kind) helped me).
Using dashes to add emphasis or additional details in a sentence (e.g., The cake—delicious and creamy—was the highlight of the day).
Capital Letters:
Correct use of capital letters at the beginning of sentences, for proper nouns (e.g., London, Tom, Monday), and for the pronoun I.
Grammar Skills:
Parts of Speech:
Nouns: Understanding and identifying common and proper nouns (e.g., dog, London).
Verbs: Recognising verbs and using them in different tenses (e.g., run, running, ran).
Adjectives and Adverbs: Using descriptive words to modify nouns (e.g., blue car, fast runner) and verbs (e.g., run quickly).
Pronouns: Using personal (e.g., he, she, it), possessive (e.g., his, hers, theirs), and reflexive pronouns (e.g., myself, himself, herself).
Prepositions: Using prepositions to show relationships between objects (e.g., under, over, between, in).
Conjunctions: Using conjunctions to link words, phrases, and clauses (e.g., and, but, or, so, because).
Interjections: Using exclamations to express emotion (e.g., Wow!, Oh no!).
Sentence Structure:
Simple Sentences: Identifying and constructing basic sentences with a subject and verb (e.g., The dog ran).
Compound Sentences: Using coordinating conjunctions (e.g., and, but, or, so) to join two independent clauses (e.g., I went to the park, but it started raining).
Complex Sentences: Using subordinating conjunctions (e.g., although, because, when, if, while) to create sentences with an independent and dependent clause (e.g., I stayed inside because it was raining).
Tenses:
Present Tense: Using the present simple and present continuous tenses (e.g., I run, I am running).
Past Tense: Using past simple and past continuous tenses (e.g., I ran, I was running).
Future Tense: Understanding and using future forms (e.g., I will run).
Subject-Verb Agreement:
Ensuring that the subject and verb in a sentence agree in number and person (e.g., She runs vs. They run).
Clauses:
Main Clauses: Understanding and identifying independent clauses that can stand alone (e.g., The dog barked).
Subordinate Clauses: Recognising and using subordinate clauses that provide extra information but cannot stand alone (e.g., because it was raining).
Comprehension:
Understanding Main Ideas:
Identifying the main idea or theme of a text (e.g., What is the text mainly about?).
Recognising the central message or moral of a story or passage.
Summarising a text or explaining the writer’s purpose.
Retrieving Information:
Finding specific details in the text (e.g., What color was the car? or Where did the story take place?).
Using evidence from the text to answer factual questions (e.g., When did the event occur?).
Identifying Key Details:
Recognising important facts, descriptions, or actions that are essential to the plot or argument.
Selecting key points or specific phrases from the text to explain something clearly.
2. Vocabulary:
Word Meaning in Context:
Understanding the meaning of unfamiliar words by reading the surrounding text (e.g., What does the word ‘mysterious’ mean in this passage?).
Using context clues to define or clarify words and phrases (e.g., The old house was creaky and eerie—what does ‘eerie’ mean?).
Understanding Figurative Language:
Recognising metaphors, similes, and other figures of speech (e.g., The night was as dark as coal or He’s a lion in the classroom).
Understanding idioms and phrases that don’t have literal meanings (e.g., It’s raining cats and dogs).
3. Inference and Deduction:
Drawing Conclusions:
Making logical guesses based on the information given in the text (e.g., How did the character feel after the event?).
Understanding implied meaning, such as the mood or attitude of the characters, without it being explicitly stated.
Inferring the motivations of characters based on their actions or dialogue (e.g., Why did the character decide to help?).
Recognising Tone and Mood:
Identifying the tone of the writing (e.g., Is it serious, humorous, or sad?).
Recognising how the author’s word choice influences the mood of the passage (e.g., Does the passage feel tense, joyful, or mysterious?).
4. Structure and Organisation:
Text Structure:
Understanding how the text is organised, such as the use of paragraphs, headings, subheadings, and bullet points in non-fiction texts.
Recognising how the structure of the text contributes to its meaning or purpose (e.g., Why did the author start with a question?).
Purpose of the Text:
Understanding the writer’s intent, whether they are trying to inform, entertain, persuade, or describe (e.g., What is the main purpose of the article?).
Identifying whether the text is a story, an article, a letter, a poem, etc., and understanding the conventions of these genres.
5. Analysis of Language:
Author's Language Choices:
Analysing how the author uses specific words or phrases to convey meaning or create effects (e.g., Why did the author describe the setting in such detail?).
Identifying powerful adjectives, adverbs, or verbs that help convey the tone, mood, or atmosphere (e.g., The forest was thick with fog—why did the author use ‘thick’ here?).
Effect of the Language on the Reader:
Understanding how certain language techniques (e.g., alliteration, repetition, personification) create effects such as suspense or excitement.
Recognising the impact of specific word choices on how the reader feels about the characters or events in the story.
6. Summary and Comparison:
Summarising Key Points:
Condensing information from the text to create a short, accurate summary.
Identifying the most important details and excluding less relevant information (e.g., Can you summarise the story in one or two sentences?).
Comparing Texts or Ideas:
Comparing characters, settings, or events across different sections of a text or between two different texts (e.g., How are the two main characters similar or different?).
Comparing and contrasting viewpoints or perspectives in non-fiction texts (e.g., What is the difference between the two opinions on the issue?).
7. Making Connections:
Relating to Prior Knowledge:
Making links between the text and personal experiences, other books, or world events.
Drawing parallels between the themes of the text and issues or topics in real life (e.g., How does this story relate to something you’ve experienced?).
Text-to-Text Connections:
Recognising patterns or similar themes across different texts (e.g., Have you read another story with a similar moral or theme?).
