Find the gaps first

What finding the gaps means here

A gap is a piece of knowledge or a habit that stops a pupil picking up marks they could otherwise reach. It might be a missing fraction rule or a habit of answering only the first half of a two-part science question. Start with evidence. Finding the gap before lessons begin saves weeks of guessing.

The diagnostic stage is a structured look at the pupil’s work against the exam board specification for the subject and level they are studying, not a pass or fail test. For GCSE, that means the assessment objectives, topic list and question styles used by their board, not a generic worksheet. The same method works for pupils aged 7–18, though this page focuses on Year 9 to Year 11.

You stay in control of what happens next. We share what we find, explain the evidence behind it, and agree a teaching order with you before regular lessons begin. No tutor starts a block of sessions without a clear reason for the first topic.

Who this suits, and who it does not

The diagnostic stage suits pupils in Year 9 to Year 11 preparing for GCSE maths, English language, English literature, combined science or triple science. It fits when school reports say inconsistent, when mock results vary by paper, or when a pupil can do homework but freezes in timed conditions. It also suits families who have changed schools or exam boards and want to know what has been covered.

It is less useful if the aim is to replace regular school attendance, or if a pupil needs an emergency cram the week before an exam. We can still help, but the priority shifts to the highest-value topics. The gaps stage is a planning step. It is not a promise that every gap will close in a fixed number of weeks. It also does not suit families who want a pack of worksheets without a tutor reading the pupil’s actual scripts.

How the opening lessons work

Before the first lesson

You send what you have: the exam board, the most recent school report, a marked mock paper or class test, and the pupil’s exercise book or online work. If the school uses a revision guide or knowledge organiser, bring that too. A phone photo of the board’s topic list is enough if you do not have a printed copy. You do not need to prepare the pupil or tidy the work. Raw scripts are more useful than neat copies.

Session one: evidence, not guesswork

The tutor talks through a short set of questions across the specification, watches how the pupil sets out each step, and asks them to explain the reasoning behind an answer rather than just give it. In English, this may be a short unseen extract and a planning task. In science, it may be recall followed by application to an unfamiliar context. We record question-level notes as we go.

Between sessions

We map errors to topics and prerequisites, then produce a short gap map with a priority order. You see it before the second lesson. If the evidence points to a topic the school has not yet taught, we say so. If it points to an earlier idea that is holding up the current one, we say that too.

Session two onward

We test the hypothesis. The tutor teaches one high-priority gap and checks it with a fresh question, not the same one from the diagnostic. If the pupil can now explain the step and use it in a different context, we move on. If not, we adjust the plan. This is where the diagnosis becomes teaching, and where you can see the reasoning behind the order.

What we look for in the work

We sort evidence into content gaps, prerequisite gaps and exam-technique gaps. A content gap is a topic not yet secure. A prerequisite gap is an earlier idea holding up the current one, such as weak rearranging before simultaneous equations. Exam technique covers command words, timing, structure and the difference between what a mark scheme rewards and what a pupil writes.

In maths, a pupil may lose marks on ratio because they can set up a bar model but cannot interpret a share after a percentage decrease. The gap is not ratio. It is percentage change. In English, a pupil may write strong analysis but miss the focus of the question, so the gap is reading the question and planning the response. In science, a pupil may know the equation but cannot select the right units or explain the relationship, so the gap is application and precision.

We also look at how the pupil works, not only what they score. Do they check? Do they leave blank lines? Do they run out of time on the last question? Do they copy the question instead of answering it? These habits affect marks across papers. The tutor records them and builds them into the plan. Regular progress reports for parents use the same categories, so you are not reading a different language each month.

What to prepare or bring

Bring the exam board and specification code if you know it, the most recent school report, a marked mock paper or class test, and the pupil’s exercise book or online work. If the school uses a particular revision guide or knowledge organiser, bring that too. A phone photo of the board’s topic list is enough if you do not have a printed copy. For online lessons, have a quiet space and a way to share the page, such as a second device or a document camera. For home lessons, a kitchen table and the pupil’s own books are fine. We bring the diagnostic questions and the subject knowledge. You do not need to buy anything before the first lesson.

If you do not have past papers, say so when booking. We can use a short set of questions written around the specification instead. The first step is a conversation about the subject and year group, and the board, so the tutor arrives with the right material. Call +44 117 0451935 or email [email protected]. Opening hours are confirmed when you book.

What affects timing and price

Timing depends on the number of subjects, how many topics are insecure, the exam board’s structure, and how close the next mock or exam sits. A single maths gap can be mapped in one lesson. A triple science review across three papers takes longer. English language and literature need separate reading and writing evidence, so we usually treat them as two plans. The pupil’s availability and the February mock season also shape how quickly sessions can run.

Price depends on the subject and level, the number of sessions agreed, whether lessons are at home or online, and travel for home visits. We do not set a figure on this page because the mix changes. Ask for a quote when you book and we will set out the options in writing. We will also tell you if a different subject or a shorter block would be a better use of the budget. No tutor is booked until you have seen the plan and agreed the first block.

Questions parents ask

Is this a formal assessment?

No. It is a diagnostic review by a tutor, not an exam or a psychological assessment. We use the pupil’s own work and a short set of questions to decide where teaching should start.

How long before regular lessons begin?

Usually the first lesson is diagnostic and the second begins teaching the first priority. For multiple subjects, we may run a diagnostic lesson in each before confirming the full plan. The exact timing depends on availability and how much work you can share.

Will you tell us everything you find?

Yes. You receive a short written summary with the priority topics and the evidence behind them, plus a suggested order. It is not a school report and it is not a label for the pupil. It is a working plan you can question.

Do you work with pupils outside Year 9 to Year 11?

Yes. We teach pupils aged 7–18, one-to-one at home or online. The same gap-first method applies at 11+ and A-level, with the specification and question style changed to match. Every tutor is DBS-checked and qualified, and many are current secondary school teachers.

What if the gaps are bigger than expected?

We say so and change the plan. Sometimes the right move is to go back a year group before returning to the current topic. Sometimes it is to focus on exam technique and accept that a content gap will be handled later. You decide with us.