While many of the children who attend Flying Colours Education have diagnosed or suspected learning difficulties, a diagnosis is not required to access our programs.

We support children who may be experiencing learning gaps, low confidence, difficulties keeping up in the classroom, challenges with literacy or numeracy or who simply benefit from a more personalised and engaging approach to learning.

Our evidence-based, multi-sensory programs are designed to meet students where they are and help them build the skills, understanding and confidence they need to succeed.

Whether your child has a diagnosed learning difficulty, is showing signs of learning challenges or simply needs additional support to reach their potential, we are here to help.

Yes. Our programs are specifically designed to support children experiencing learning difficulties, including dyslexia, dyscalculia, dysgraphia, ADHD and other challenges that may affect literacy, numeracy, attention, organisation or learning at school.

Our educators and therapists undertake ongoing professional development in learning difficulties and evidence-based intervention practices. We use explicit, structured and systematic teaching, multisensory learning opportunities and personalised learning pathways to respond to each child’s individual strengths and needs.

While these approaches can be essential for some learners, they can be beneficial for all. Children do not need to have a diagnosed learning difficulty to benefit from clear, carefully sequenced instruction, regular review and repetition, explicit teaching and opportunities to learn through multiple modalities. These principles align with research into effective teaching and the science of learning and can support children to develop strong, secure foundations for learning.

Importantly, a diagnosis is not required to attend Flying Colours. Some of the children we support have diagnosed or identified learning difficulties, while others come to us because of learning gaps, low confidence, difficulties retaining skills or challenges keeping pace with classroom expectations.

Our goal is not simply to work with a diagnosis. It is to understand the individual childp; how they learn, where the gaps are, what may be getting in the way and what support will help them move forward with greater skill, confidence and independence.

Yes. While many of our programs are delivered in small groups, individual support is available where appropriate.

We believe that learning is not only about developing academic skills, but also about building confidence, independence and the ability to learn alongside others. For this reason, many students benefit greatly from our small-group learning environment where they receive targeted support while also learning from and interacting with their peers.

However, we recognise that every child is different. In some circumstances, one-on-one support may be recommended to address specific learning needs, target particular skill gaps or provide intensive intervention.

Our assessment process helps us determine the most appropriate support option for each child, ensuring they receive the level of intervention best suited to their individual needs.

At Flying Colours Education, we have found that small groups provide many children with the ideal balance of personalised support and social learning opportunities.

Our groups are carefully formed based on students’ learning needs rather than simply their age or school year level. This allows children to work alongside peers who are developing similar skills while still receiving targeted instruction from their educator or therapist.

Small-group learning also helps children develop confidence, independence, resilience, and communication skills. Many students benefit from seeing that they are not alone in their learning challenges and often learn from the questions, ideas and successes of others in the group. Over the years, many lasting friendships have been formed through our programs, helping children feel connected, supported and part of a community.

Importantly, our groups remain small so that every child receives individual attention, ongoing assessment and support tailored to their learning needs.

Where one-on-one intervention is more appropriate, we may recommend individual support to ensure a child receives the level of assistance they require.

Yes. Our groups are intentionally kept small to ensure every student receives individual attention, ongoing assessment and targeted instruction.

Unlike traditional classrooms, students at Flying Colours are grouped according to their learning needs and skill level rather than simply their age or school year. This allows our educators and therapists to provide highly focused teaching while ensuring students are working alongside peers who are learning similar concepts.

Many children actually thrive in a small-group environment. Not only do they receive personalised support, but they also benefit from social interaction, opportunities to learn from others and the confidence that comes from realising they are not alone in their learning challenges.

Our educators continually monitor each student’s progress and adjust support as needed. If a child requires more intensive intervention, we may recommend one-on-one support or additional assistance to ensure they receive the level of support they need.

Keeping families informed is an important part of the Flying Colours approach.

Our educators provide brief, informal feedback at the end of sessions wherever possible, giving you an opportunity to hear how your child is going and celebrate their successes along the way.

Each term, families will also receive a visual progress update around Week 5. This will show where your child began within their current Flying Colours program, the progress they have made and the learning that still lies ahead.

This is designed to help families see their child’s progress within their individual intervention pathway. Even when that progress may not yet be reflected in school grades or reports.

More formal progress assessments are conducted at appropriate points in a child’s intervention journey, such as when an educator believes they may be ready to progress to the next phase of their program. These assessments help us confirm mastery, measure growth and determine what should come next.

And of course, you don’t need to wait for a formal update. If you have questions or would like more detailed feedback at any time, our educators and therapists are happy to provide further information via email or phone call by arrangement.

We understand that children occasionally miss sessions due to illness, school commitments, family events or other unforeseen circumstances.

To support families, Flying Colours offers one catch-up session per term, provided at least 12 hours’ notice of the absence is given.

Catch-up sessions are typically scheduled during the same week or the following week, subject to availability. In some cases, catch-up sessions may be held during the school holidays to ensure students can access the support they have missed while maintaining the quality and size of our learning groups.

For students attending one-on-one sessions, catch-up appointments are generally scheduled during the school holiday period following the absence.

As places in our programs are reserved specifically for each child and educators are allocated in advance for the duration of the term, we are unable to offer unlimited make-up sessions for missed classes.

If your child is unable to attend, we encourage you to notify our team as soon as possible.

Absolutely. Many students attend more than one Flying Colours program when additional support is beneficial.

For example, a child may participate in both Literacy and Numeracy Support or combine Learning Support with Counselling Services. The most appropriate combination will depend on your child’s individual needs, goals and learning profile.

While students can attend multiple programs, we generally do not recommend enrolling in two sessions of the same program each week. This is because our programs are carefully planned and delivered by educators who continually monitor student progress and adjust instruction accordingly. Attending multiple groups within the same program can make it more difficult to maintain continuity of learning and ensure the most effective support is being provided.

If you are considering additional services for your child, our team would be happy to discuss the available options and help determine the most appropriate pathway for their needs.

Yes. Students can commence Flying Colours programs throughout the year, subject to availability and program suitability.

Before starting, we may recommend an assessment to help us understand your child’s strengths, learning gaps and support needs. This allows us to determine the most appropriate program and group placement.

Because our programs are tailored to individual learning needs rather than strictly following school terms or year-level content, students can join at various points throughout the year and begin working at their own level.

If you are unsure where to start, our team would be happy to discuss your child’s needs and guide you through the enrolment process.

Yes. Wherever possible, your child will work with the same educator throughout each school term. This consistency allows the educator to get to know your child, understand their learning needs and build a positive and supportive relationship with them.

From one term to the next, however, we cannot guarantee that your child will remain with he same educator. Teaching schedules and availability can change, groups may be reorganised according to students’ learning needs and children may progress into a different phase of their intervention program.

Sometimes this progression happens during a term. If your child is ready to move to the next phase of their program, they may need to join a different group with a different educator. We won’t hold a child back from progressing simply to keep them with the same teacher.

While we value consistency, we also believe there are benefits to children learning with different educators throughout their time at Flying Colours. Every educator brings different strengths, experience, teaching styles and ways of explaining concepts. Learning to work successfully with different people also helps children develop flexibility, adaptability and confidence with change, which are all important skills that extend well beyond Flying Colours.

Most importantly, a change of educator doesn’t mean starting again. Our structured programs, shared teaching approaches and ongoing records allow the next educator to understand where your child is in their learning journey and continue building from there.

Every child learns at their own pace, so there isn’t a set timeframe for progress. Some children begin to show changes relatively quickly, while others have significant gaps in their foundational skills that need to be addressed before progress becomes obvious in their classroom work or school reports.

At Flying Colours, we don’t rush children through concepts simply because a certain amount of time has passed. We want children to genuinely understand and master important skills before moving on. Depending on your child’s learning profile, this may require considerable practice, repetition and consolidation. And that’s okay.

This is why we encourage families to see the progress, not only the gap.

A school report is only one measure of progress. A child may still receive a D or be assessed as working below the expected level while making meaningful gains in their underlying skills, understanding, independence and confidence. School expectations also continue to increase as children move through each year level, so a child can be making genuine progress while still working below expected outcomes. Closing a substantial or longstanding learning gap takes time.

It can also help to put intervention time into perspective. A child attending one 45-minute Flying Colours session each week receives around 7.5 hours of targeted intervention across a 10-week term. Even across a full year, this represents a relatively small amount of time in which to identify and rebuild gaps that may have developed over several years. Flying Colours intervention is not a quick fix — meaningful, lasting learning takes time.

Progress can also look different for different children. It might mean reading more accurately, understanding numbers more confidently, remembering something that previously wouldn’t stick, attempting a task more independently, becoming more willing to have a go or no longer saying, “I can’t do this.” These changes matter, even when they haven’t yet translated into a higher grade.

Learning and emotional wellbeing are also closely connected. When frustration, anxiety, low confidence or previous experiences of difficulty are getting in the way of learning, supporting a child’s emotional wellbeing alongside intervention can help them become more available and engaged for learning. For some children, counselling may be an important part of that support.

Flying Colours isn’t about performing a quick academic fix or promising a particular grade by a particular date. Our role is to understand where your child is now, identify what they need to learn next and provide the targeted teaching, practice and support they need to keep moving forward.

Their pace is the right pace.

Every step forward is progress. Even when there is still a way to go.

No. Flying Colours Education does not provide formal diagnoses of dyslexia, dyscalculia, ADHD, dysgraphia or other learning difficulties.

However, our educators and therapists are experienced in recognising indicators commonly associated with learning difficulties. Through our assessments and ongoing work with students, we may identify patterns of strengths and challenges that suggest further investigation could be beneficial.

If concerns arise, we will discuss these with families and, where appropriate, provide guidance regarding the next steps and the professionals who may be able to conduct a formal assessment.

Importantly, a formal diagnosis is not required to access support at Flying Colours. Many of the students we work with have diagnosed learning difficulties, while others may simply be experiencing learning gaps, low confidence or challenges that are impacting their learning at school.

Following the assessment, our team carefully reviews the results and identifies your child’s strengths, areas of need and any learning gaps that may be impacting their progress.

We then discuss the results with you and provide recommendations regarding the most appropriate next steps. This may include placement into a Flying Colours program, recommendations for additional support, further assessment or strategies that can be implemented at home or school.

If your child enrols in one of our programs, the assessment results are used to develop a personalised learning pathway and ensure they are placed in the most appropriate group for their needs and skill level.

Our goal is not simply to identify challenges, but to provide families with a clear understanding of where their child is currently performing and a plan for how we can help them move forward with confidence.

Progress is monitored continuously throughout a student’s time at Flying Colours. Our educators and therapists regularly assess understanding during sessions, adjust instruction as needed and monitor mastery of concepts before introducing new learning. In addition to ongoing assessment, formal progress assessments are typically conducted after approximately 12 months of intervention, or when a student is ready to move to the next phase of their program.

Yes. Flying Colours Education offers counselling support for parents and carers, recognising that raising and supporting children can sometimes be challenging, particularly when navigating learning difficulties, emotional wellbeing concerns, family changes or other life stressors.

Parent and carer counselling provides a safe and supportive space to explore concerns, develop strategies, build confidence and access professional guidance.

We believe that when parents feel supported, children benefit too. Our goal is to help families feel empowered, understood and equipped to navigate the challenges they may be facing.

Counselling appointments can be booked online through our website at a time that suits you.

If you would like to speak with the counsellor before making a booking, we are more than happy to arrange this. We understand that finding the right counsellor is important and families often have questions about the counselling process, their child’s needs or whether the service is the right fit.

Simply contact our team and a counsellor will be happy to reach out to discuss your concerns and answer any questions you may have before your first appointment.

The first counselling session is primarily about helping your child feel comfortable and beginning to build a positive relationship with their counsellor.

At Flying Colours Education, we understand that meeting someone new and talking about feelings can feel a little daunting for some children. For this reason, the initial session often focuses on getting to know your child, learning about their interests, strengths and experiences, and helping them feel safe and supported within the counselling environment.

In true Flying Colours style, this may involve playing a game, completing an activity or engaging in a child-friendly conversation rather than sitting face-to-face and talking formally. These activities not only help settle nerves but can also make it easier for children to communicate and build trust with their counsellor.

Every child is different and the first session will be tailored to your child’s age, personality and individual needs. Our priority is to create a welcoming environment where children feel comfortable, understood and ready to engage in the counselling process at their own pace.

Counselling sessions for children and young people are approximately 45 minutes.

Parent and carer counselling sessions are approximately 60 minutes.

This allows enough time for the counsellor to provide meaningful support while keeping sessions appropriate for the age, needs and attention span of each client.

Yes. Learning and emotional wellbeing are closely connected.

Children don’t leave what is happening in the rest of their world at the door when they sit down to learn. Worries about school, friendships or family life, anxiety about getting things wrong, frustration from previous learning difficulties, low confidence or simply feeling emotionally overwhelmed can all affect how available a child is for learning.

Research into stress, emotion and learning helps us understand why. When a child’s mental and emotional resources are occupied by stress or worry, it can place additional demands on attention and working memory; the systems they rely on to focus, process new information, hold ideas in mind and learn.

For a child who is already working hard to overcome learning difficulties, that additional load can make learning even more challenging.

That’s why at Flying Colours we believe:

Lasting learning begins with wellbeing.

Learning support targets the academic skills and underlying gaps that may be making learning difficult. Counselling can help address emotional barriers such as anxiety, frustration, low confidence, avoidance or difficulty regulating emotions. When a child needs support in both areas, addressing them alongside one another can create stronger conditions for learning.

This might involve helping a child manage anxiety or frustration, rebuild confidence after repeated difficulties, develop emotional regulation strategies, better understand their neurodivergent brain, or begin to see themselves as a capable learner again.

Not every child receiving learning support needs counselling. But when emotional wellbeing is getting in the way of a child’s ability to concentrate, engage, persist or take learning risks, supporting wellbeing can be an important part of helping them move forward.

At Flying Colours, we support the whole child — academically and emotionally. Because when children have greater capacity to engage with learning, they’re in a stronger position to make the most of the intervention they receive.

Lasting learning begins with wellbeing.

Flying Colours Education offers two payment options to help accommodate the needs of different families.

Families may choose to pay their fees in full at the commencement of the term or set up a direct debit arrangement.

Direct debit payments are typically processed on Thursdays; however, we understand that every family’s circumstances are different and can often adjust the payment day upon request to better align with individual pay schedules.

Please note that additional fees may apply if a direct debit payment is declined or if a credit card is used for direct debit payments. Further information regarding payment terms and applicable fees is available during the enrolment process.

If you have any questions about payment options, our team will be happy to discuss the most suitable arrangement for your family.

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