Our method
We don't guess what your child needs. We measure it.
Four steps, run in order, for every student. It is what lets us tell you precisely what is costing marks instead of reassuring you that everything is going fine.
- 1
Diagnose
Know where they stand
Every student starts with an assessment, not an assumption. We establish the actual starting point — topic by topic — so nobody spends a term revising what they already know.
- 2
Expose
Find what's holding them back
We identify knowledge gaps, misconceptions and the mistakes costing them marks. A wrong answer is a symptom, so we work out the cause: missing knowledge, weak exam technique, or careless marks thrown away. Three very different problems, three very different fixes.
- 3
Action
Target what they need
Lessons, flashcards, homework and past-paper practice are pointed at the specific gaps we found — not at a generic scheme of work that treats every student in the room the same.
- 4
Review
Measure their progress
We re-test, and we show you the numbers. You see what has moved, what hasn't, and what we're doing about it — instead of being told your child is 'doing well'.
We don't guess what you need. We measure it.
In the lesson
The lesson is shared. The learning journey isn't.
Everyone in the group covers the same topic in the same hour. What differs is what each student is asked, which questions they are set afterwards, and which flashcards land in their deck that week.
That is only possible because the groups are small enough for a tutor to hold every student in their head at once.
- Essential
- 8
- students max
- Success
- 6
- students max
- Excellence
- 4
- students max
Step 2, in practice
Three kinds of mistake, three different fixes
This is the part most tuition skips. Telling a student they got a question wrong is not feedback — telling them why is.
Knowledge gap
They didn't know the content
The information wasn't there to recall. Common early in a topic, and the easiest gap to close once it is actually identified.
Targeted flashcards and a re-teach of the specific point — then re-tested.
Exam gap
Poor technique, or couldn't apply what they knew
They knew the content but the answer didn't earn the marks — the wrong command word, no working shown, or an application question they couldn't get into.
Mark-scheme drills and exam technique workshops on that exact question type.
Careless gap
Knew it, and still lost easy marks
Units dropped, a sign flipped, a question misread. The most frustrating marks to lose and the ones most likely to be dismissed as 'silly'.
A personal checklist of their own repeat slips, drilled until the habit changes.