One hour a week is 1% of your child’s waking time. What decides the grade is what gets done in the other 167, so the task set matters as much as the lesson.
Tutoring that stops when the hour ends relies on one lesson a week beating five days of school. It does not. The week in between is where the grade actually moves.
Twenty minutes on one topic, not three hours of revision. A task that can be finished in one sitting is a task that gets finished.
Work set is work marked, with the reason for every lost mark. Setting homework nobody reads teaches a student that it did not matter.
The weekly notes say what was asked for, so you can ask about it without having to interrogate a teenager about their tutoring.
A short, mixed set on the topic just taught, written out in full. Working has to be shown, because that is where the method marks live.
A single six mark question, timed. Short enough to actually do, and revealing enough to shape the whole of the next lesson.
One paragraph on a set text, written to time. Marked against the real bands, so progress is visible week by week rather than at the mock.
Nothing is outsourced to an app or a worksheet bank. The person who taught the topic sets the task and marks it, so the next lesson starts from real evidence.
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The lesson covers one weak topic properly rather than skimming four. Depth is what makes the task afterwards possible.
Twenty minutes of work on that exact topic, to be done before the next lesson. Nothing longer, and nothing unrelated.
The tutor marks it before the next hour, which decides whether the topic is finished or needs another pass.
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Most tutoring is sold as an hour. The honest question is what happens in the six days after it, and whether anybody reads what your child produced.
| Feature | Home teacher Travels to you | GCSE Tutors Online, one-to-one | Tuition centre Group classes |
|---|---|---|---|
| Range of tutors | Limited to your neighbourhood | 29 specialists to choose from | Set by the timetable |
| Review later | Nothing to go back to | Full recording each week | |
| Time with the tutor | The whole hour | The whole hour | A share of the hour |
| Board and tier | Rarely specified | Matched to both before lessons start | Fixed for the whole group |
| Travel time | 45 to 90 minutes each way | None, lessons start on time | A school run twice a week |
Around twenty minutes per subject, aimed at one topic. We would rather set something small that gets done than something ambitious that gets abandoned.
That is why the task is short and targeted. Twenty focused minutes on a weak topic is worth more than two unfocused hours, and we do not add to the pile pointlessly.
The tutor finds out quickly, because the next lesson depends on it. If it keeps happening we talk to you, since something in the arrangement is not working.
No. You get told what was set so you can ask, but chasing it is the tutor’s job. Turning a parent into the homework police rarely helps anybody.
By the tutor who set it, against the real mark scheme. Automatic marking cannot explain why a six mark answer stopped at four, which is the useful part.
Often yes, and it saves duplication. Send the school tasks and the tutor can mark those properly rather than inventing parallel work.
Lighter, and only if you want it. A complete break is usually healthier, though a small weekly task keeps a subject from going cold over a long summer.
Before the next lesson, always. Marking that arrives afterwards is useless, because the lesson is already planned around what the work showed.
Tell us the subject, board and year group. A named specialist comes back within 24 hours and will say exactly what the first task would be.
Everything set is marked by the tutor who set it.
