Success Stories

“Since starting with FlipFlash Learning, we have seen such a positive change in our child’s confidence, engagement and willingness to learn. As a child with SEN needs, finding strategies that truly work and keep learning accessible has always been a challenge, but FlipFlash has made a real difference.

The visual and practical approach has helped reduce anxiety around learning and made lessons feel more achievable and enjoyable. We have noticed improvements not only academically, but also in communication, focus and self-esteem. Our child now approaches activities with far more confidence and enthusiasm.

What stands out most is how inclusive and supportive the programme feels. It meets children where they are and helps them experience success in a way that is meaningful to them. We are so grateful for the impact FlipFlash Learning has had on our child”  

"The Flip-Flash technique is so simple that I've picked it up quickly and the impact is immediate"

"I've got a student who struggled with extended writing. An hour with Jonathan and she managed an essay on Shakespeare in her next lesson."

 "It's fun so the students love it"

"I was quite dubious to start with but once I started using it the impact was clear to see''

"It's very versatile. I can't believe how many ways I can use it to enhance lessons''

"It's an amazing tool for an effective teacher to have in their armoury" 

I used to get so bored just reading notes, but Flip Flash system makes it feel like a creative project. Designing my own dual codes is actually fun.

The best part is that I don't need my parents to nag me anymore. I can set my own board up and complete a session by myself which feels great.

I find I can focus way better when I'm physically interacting with the information on the board. Its like a short cut to my brain which means I don't have to spend hours revising.

Henry W

The Flip Flash learning method has turned revision from a chore into something truly exciting. Seeing my son actually look forward to topping his knowledge for a few minutes each day is a huge win. We've seen a genuine leap in grades over the last couple of months. Consistent use of the system has made a measurable impact to our son. We also love the fact it isn't just another digital app instead its a multi sensory approach that keeps our son engaged.

Mr and Mrs Jepson - our son Marcus

The most striking change has been the independence. My daughter used to need me sitting right next to her to stay on track, but she now manages her own sessions with the Flip Flash board entirely on her own. Even she says 'Revision is now fun!' 

Elaine and Jess

Student: Leo, Year 6 (Primary School)

Subject: African Geography & Capitals

The Challenge: 54 Countries, 54 Capitals, and a looming end-of-term assessment.

The Problem

Leo was staring at a flat map of Africa. To him, it was just a "jumble of shapes and names." He would learn Egypt one minute and forget it the next. He felt like he was "leaking information" as fast as he could read it.

The Flip Flash Intervention

Leo’s tutor introduced the Flip Flash Learning Board. They didn’t try to learn all 54 countries at once. They picked 25 and built the grid.

• The Setup: Leo created 25 cards. On the front, he drew a Pyramid for Egypt; on the back, he wrote Cairo.
• The Breakthrough: Using the flip flash method, Leo didn't move to Card 2 (Sudan) until Card 1 (Egypt) was locked in. By the time he reached the end of the first row, he had already tested himself on Egypt five times!
• The "Snake": When Leo hit the second row, he started moving right-to-left. This change in direction woke his brain up. He wasn't just memorizing a list; he was memorizing a place on the board.

The "Ultimate Challenge" Result

On the final day of the term, Leo’s tutor removed every single card from the board.

The Result: Leo pointed to the empty square in the middle of Row 3 and instantly said, "Angola—Luanda!" By turning the information into a tactile map, Leo didn't just pass his test—he became the "class expert." He then flipped the board over to the magnetic side to group the countries by region and trade routes for his final essay.

Daniella 

Jonathan came highly recommended. My daughter has an EHCP, a severe developmental language disorder, and difficulties with her working memory. In the very first session, Jonathan took the time to truly understand Freya’s needs and spoke openly and gently with her about the challenges she faces.


He introduced Freya to a visual drawing technique followed by the flip flash learning strategy. At the start of that first session, Freya described her working memory as “rubbish.” By the end, she had recalled over 24 facts about the Treaty of Versailles. We were both amazed at how effectively she was able to remember so much using this approach.


We then had a second session with Jonathan, where Freya once again amazed both herself and me—this time learning 24 GCSE-level facts about A Christmas Carol.


Freya finished her sessions saying she felt capable of anything. After almost giving up on finding a strategy that would work for her, I can honestly say that—even for the most complex needs—Jonathan has something truly special to offer children and young people. I would highly recommend him to parents and schools.

Daniella