Maths, English and science

What this page covers

The three subjects pull on different skills. A pupil who solves equations quickly may still lose marks in English because the analysis is thin. A pupil who writes well may meet a science question that asks for a calculation and a unit. We teach maths, English and science to school pupils aged 7–18, and we plan them separately because the demands are not the same.

We run one-to-one lessons online or at home. Our tutors are DBS-checked qualified tutors, and we provide progress reports for parents. This page explains how the subjects differ in practice, who the service suits, how we set up a plan, what to have ready, and what changes the timing and the fee. It does not replace the pages on exam boards, past papers or reports; it covers the subject mix.

Three subjects, three different jobs

Maths is cumulative. A gap in fractions can sit quietly until algebra, ratio or trigonometry exposes it. In a lesson we work on fluency and reasoning together: a pupil needs to handle the method without hesitating, then explain why it works when a question is dressed in unfamiliar language. For GCSE maths we look at the tier entry, because foundation and higher papers reward different levels of algebraic control. At A-level we separate pure, mechanics and statistics, since a pupil may be confident in calculus but slow with forces or hypothesis tests.

English is not one subject at GCSE. English Language asks pupils to read unseen fiction and non-fiction, then write accurately and with a clear viewpoint. English Literature asks for close knowledge of set texts, including set poems and Shakespeare, and the exam is closed book for most boards. A lesson may move between quotation recall, paragraph structure and the difference between analysis and retelling. Science has the widest range of demands. Pupils need to hold the biology and chemistry content, use physics ideas in unfamiliar contexts, and apply the maths skills that exam papers assume. Combined science and triple science are different routes, and the choice affects how much content a pupil carries. Required practicals and units matter, and so do the command words in a question.

Who this suits, and who it does not

It suits a pupil who is working at a level where one subject is holding back the others, or where several subjects need separate attention. A Year 11 pupil may need maths and combined science in the same term. A Year 9 pupil may be choosing options and needs English Literature support before the course starts. A Year 6 pupil preparing for 11+ entrance may need maths and comprehension, not science. The common thread is a need for regular, subject-specific teaching rather than a one-off revision talk.

It also suits families who want lessons at home or online and a written record of what has been covered. We provide progress reports for parents, so the work is visible between lessons.

It is not the right fit for a family looking for a last-minute cram in the week before an exam. It is not a diagnostic service for special educational needs, and it does not replace school attendance or a clinical assessment. Pupils who need a group course, or who will not do any work between lessons, tend to get less from one-to-one time. We would rather say that at the start than after six weeks.

How a subject plan is built

The first call is a subject conversation. We ask for the pupil's year group, school, exam board, tier or route, set texts and the subjects in question. For maths we ask whether the pupil is entered for foundation or higher tier and whether a calculator is used in current class work. For English we ask which set texts are being studied and whether Language and Literature are both being taken. For science we ask whether the pupil is on combined or triple science, and which practicals have been completed. This is not paperwork for its own sake. It changes what the tutor teaches in lesson one.

Our coordinator then matches the pupil to a subject specialist from our network of DBS-checked qualified tutors. Many are current secondary school teachers, so they know how the demands look from the classroom side. The match is by subject and level first, then by availability and location for home lessons. If a pupil needs maths and science, we may use two tutors, because one person is rarely the best fit for both at GCSE and A-level.

The first lesson is a working lesson. The tutor teaches a topic and watches how the pupil handles a typical question, where the method breaks down, and how much prompting is needed. From that, we set a short block of work for the next few sessions. We do not promise a grade. We do promise that the plan will name the topics and skills we are working on, and that progress reports for parents will say what has changed.

Lessons usually follow the school term. A block may run for half a term or a full term, sometimes up to an exam series. Near the January mocks, the balance often shifts towards exam technique and timing. After the mocks, we review what the paper showed and decide whether to return to content or stay with technique, and whether to change the subject mix. Parents can ask for a review at any point, and we will say plainly if the current arrangement is not the right one.

What to have ready before the first lesson

A recent school report helps, even if it is a short one. So does a marked piece of classwork or a mock paper the pupil has already sat. We do not need every piece of work since September. We need enough to see how the pupil writes, where marks were lost, and what the teacher has already flagged.

For maths, have the calculator the pupil uses in school, an exercise book or folder, and the tier entry. For English, have the set texts and any annotations the pupil has made. For science, have the specification or a list of required practicals if the school has provided one. For A-level, have the specification and one recent essay or problem set. For 11+, have the schools being considered and any sample papers already completed.

For online lessons, a quiet room and a charged device with a stable connection are enough. A headset helps if the house is busy. For home lessons, a table and a clear twenty minutes before the tutor arrives make a difference. A parent does not need to prepare a syllabus or mark work. The tutor brings the subject plan; the family brings the school context.

What changes the timing and the fee

Fees are quoted on request. We do not publish a single rate because the work is not a single product. A primary reading lesson and an A-level physics lesson need different preparation. The number of subjects matters too: one lesson a week in maths is a different arrangement from three subjects across a fortnight. Lesson length, frequency, home or online delivery, and travel for home lessons all affect the quote. During the January mock season and the run-up to summer exams, tutor availability tightens, so earlier booking gives more choice. Opening hours are confirmed when booking; ask us when you call or email.

Timing depends on the pupil's starting point and the exam date. A pupil in Year 9 has more room to rebuild a subject than a pupil in Year 11 with eight weeks left. That is not a reason to refuse the Year 11 pupil. It is a reason to be honest about what can be covered and what has to wait. We will tell you if a requested subject mix is too thin for the time available, or if a different pattern of lessons would make better use of the hours.

Questions parents ask

Can we start with one subject and add another later? Yes. Many families start with the subject causing the most concern, then add a second once the routine is working. We will check that the tutor has the right subject and level before adding lessons.

Do you teach both English Language and English Literature? Yes, as separate strands. A pupil may need one or both. We ask which texts are being studied because the set text list changes the planning.

How do you handle combined and triple science? We ask which route the school has entered the pupil for. The content and exam length differ, and so does the number of papers, so the tutor plans to the route rather than to a general science syllabus.

What if my child is in Year 7 or Year 8? We teach pupils aged 7–18, so Key Stage 3 is part of the service. At that stage we often focus on reading and algebra, plus the science skills that make GCSE teaching easier to follow later.

What do you need from us before the first lesson? A recent report, the exam board, the tier or route, and the set texts for English. If you do not have the board to hand, the school office or the pupil's timetable will usually have it.