Our Team
The stresses of the 11+ can take its toll on children and parents, and that is why wellbeing is at the core of what we do. We aim to instil a sense of security in our pupils so that they can take risks and apply new skills, as well as develop the resilience and self-confidence they need to perform well in tests, in the classroom and in life.
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The additional work and pressure of preparing for this monumental test at such a young age can feel heavy on small shoulders, so we feel it's important to have empathetic and supportive teachers, who can ensure children are excellently prepared for the challenge.
FOUNDER: IMOGEN BANCROFT
BA (HONS), MSC, PGCE, QTS
My Ethos
Making warm connections with children and bringing out their thoughts and ideas is something that comes naturally to me; it is something to which the children in my work respond enthusiastically and which I find incredibly rewarding.
I can vividly remember what it was like to be a child; my feelings, interests, imaginings and fears, and my need for nurture and guidance from adults. I had teachers who inspired me. While I may not remember all of the specifics they taught me, their influence lay in how they made me feel about a subject and my sense of security in my own progression and ambition.
It is this inspiration I hope to instil in all of the children I work with, and in all of the subjects I teach.
Qualifications and Experience
I have a BA (Hons) in Combined Studies (English Literature and History) from Newcastle University, an MSc in Development Studies from the School of Oriental and African Studies, and a Postgraduate Certificate in Education (PGCE) and Qualified Teacher Status (QTS) from Goldsmiths University. Prior to entering the education sector in 2013, I spent eight years of my professional life in the charity sector. This included managing projects in disadvantaged communities in the Global South, including a street children programme in Uganda and a U.N. verified cook stove programme in rural South Africa.
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In schools, both here in Watford and in London, I have predominantly worked in Years 5 and 6, so have an excellent understanding of this age group, the Key Stage 2 curriculum and the challenges around secondary transfer. I have also been a 1-1 and small group tutor for the South West Herts Schools Consortium examinations for eight years, and Cedar Tree Tuition is about to enter its third year of operation, supporting a large number of children and parents to achieve the school placements of their choice.
My ambition is for Cedar Tree Tuition to operate with a difference; to provide an holistic service that compassionately supports children, academically and emotionally, as they face this challenge.
