When a child says 'I can't do Maths' or avoids reading, begin by finding out which part feels difficult. They may be stuck on a particular skill, unsure of the instructions or worried about making a mistake. A general label tells you less than watching them work through one manageable task.
You do not need to recreate a classroom at home. Choose a small activity, give enough support to begin and notice what your child can do independently. These ideas can be adapted for pupils across KS1 and KS2.
Choose a task with a clear starting point
Ask your child to attempt a short question or read a small section of a suitable book. Listen to their thinking before correcting the answer. If the task is too difficult, reduce it to an earlier step rather than asking them to keep guessing.
In Maths, this might mean using objects to show a calculation. In reading, it could mean discussing a word or rereading one sentence together. The aim is to make the difficulty visible so you can provide the right explanation.
Use conversation to support reading
Make room for a few minutes of shared reading when your child is ready to concentrate. Ask them to choose between suitable books, and take turns if independent reading feels tiring. Keep the conversation natural rather than turning every page into a test.
Try one question such as 'What do you think will happen next?' or 'Why did the character do that?' Ask which part of the text helped them decide. For younger readers, discuss unfamiliar words and follow the approach their school uses for learning to read.
Give Maths a practical context
Use ordinary activities to explore numbers. Share fruit equally, compare prices or work out how long there is until an event. Select questions that fit what your child is learning; everyday Maths should not become a surprise test of content they have not met.
For example, arrange twelve counters into three equal groups and ask how many are in each group. Let your child move the counters and explain the result. Connect the objects to the calculation once the grouping makes sense. Ask the school about its methods if you are unsure how to present written work.
Start writing with a reason to communicate
Invite your child to write a shopping list, a message or a short description of something they enjoyed. Talk through the ideas first if getting started is difficult. Younger pupils may need help to record their words; older pupils can focus on organising and developing their ideas.
Choose one improvement at a time, such as making a sentence clearer or checking capital letters. Discuss meaning as well as spelling. Correcting every feature at once can distract from the particular skill you intended to practise.
Notice independence and ask for help when needed
Give specific feedback: 'You checked the calculation with the counters' explains more than a general 'well done'. On another day, return to a similar task and notice whether less prompting is needed. Keep sessions short enough to remain useful and stop when tiredness makes practice unproductive.
If the same difficulties persist, speak with the class teacher. Ask which skills to prioritise and how to support them consistently. Where extra help is appropriate, tuition should address the child's starting point and complement school learning.
Discuss primary tuition
SIDH Learning supports KS1 and KS2 pupils in English and Maths at our Northolt centre and online. Contact us to discuss your child's learning needs and suitable support.
Ask about primary English and Maths tuition
Useful resources
Downloadable study resources
Use these SIDH Learning worksheets and checklists alongside the article.
