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A school grade averages strong topics with weak ones and hides both. The first lesson works out which topics are actually losing marks, and the plan is built from that.
Most tutoring starts by teaching the next thing in the book. That assumes the problem is pace. Usually the problem is two or three specific topics nobody has identified yet.
The tutor sets real exam questions across the topic range and watches how your child works. Where the pen stops is more informative than the final answer.
A wrong answer with sound reasoning is a different problem from a wrong answer with no method. The two need completely different teaching.
You get the list of topics that came out weakest, in the order they will be taught. No mystery about what the coming weeks are for.
The tutor watches the working, not the answer. Most lost marks come from a step skipped or written out of order rather than from not knowing the topic.
Short recall questions usually look fine. The diagnosis concentrates on calculations and the six mark answers, which is where the grade is actually decided.
A single timed paragraph, marked against the real bands, shows more than an essay. It reveals whether the gap is ideas, structure or evidence.
Spotting why an answer stopped at four marks takes someone who knows that mark scheme. It is the part of the job a capable all rounder cannot do.

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Tell us the subject, board and year group. Anything you already have, such as a report or a marked paper, speeds the diagnosis up.
A specialist works through questions with your child and records where the marks are going, topic by topic.
The weak topics arrive in writing, ordered by how many marks each costs. Teaching then follows that order week by week.
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A group class cannot diagnose one student, and a tutor you picked from a profile page may simply resume the syllabus. Diagnosis is what makes the hours count.
| Feature | Home teacher Travels to you | GCSE Tutors Online, one-to-one | Tuition centre Group classes |
|---|---|---|---|
| Travel | 30 to 60 minutes each way | None, the lesson starts on time | Two school runs a week |
| Choice of specialist | Whoever lives nearby | 29 subject specialists | Whoever is on the rota |
| Board match | Often general subject knowledge | Matched to your exact board | One course for the group |
| Lesson records | Nothing to look back at | Every lesson recorded | |
| Attention | One-to-one throughout | One-to-one throughout | Shared with the class |
Exam questions spread across the topics, worked while the tutor watches. The aim is finding which topics lose marks, not covering content or making a good first impression.
Teaching does happen, but only where a gap appears. An hour spent finding the right three topics saves a term spent teaching the wrong ten.
It helps and we will read one, but it is not required. The questions set in the first lesson give the tutor what they need either way.
It is framed as working through questions together, not an exam. Most students relax quickly once it is clear nobody is scoring them or reporting a mark.
After the first lesson, usually the same day. It lists the weak topics in the order they cost marks, so the priorities are visible immediately.
Yes, and it should. Topics get ticked off, new ones surface in timed questions, and the order shifts as mocks and school assessments come back.
Then the tutor says so. Sometimes the issue is revision technique or sleep rather than subject knowledge, and paying for weekly lessons would not fix either.
Yes, and it is where diagnosis pays most. A student on a grade 7 aiming for a 9 has very specific gaps, and guessing at them wastes expensive hours.
Send the subject, the board and the year group. A specialist is named within 24 hours, and the first lesson tells you where the marks are going.
The written topic plan follows the first lesson, same day.