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Does my child need a tutor?

Help parents decide whether tutoring is the right next step, what to try first, and how to choose safely if tutoring is appropriate.

Editorial

  • Lead authorRobin GibbonsFounder & CEO·Latimer Tuition
  • Reviewed byHeather LatimerTutor Matching & Customer Service·Latimer Tuition
  • Published
  • Last reviewed

Which route fits your child right now?

Use this four-route triage before you commit time or money. It separates a short wobble from a pattern that may need different help.

Four-route triage table for parents deciding what to do next.

SituationWhat it might meanFirst stepWhere tutoring fits

A short-term wobble, one difficult topic, or homework taking longer than usual

Your child may need clearer practice, reassurance, or teacher feedback before private tutoring

Speak to the teacher and try targeted home support

Consider a tutor only if the same gap keeps repeating

Repeated gaps, lower confidence, catch-up after absence, or exam technique issues

Targeted support may help when the goal is clear and everyone agrees what “better” looks like

Define one learning goal and a review date with school and your child

A short tutor trial may be appropriate alongside—not instead of—school communication

Difficulties across several areas, suspected SEND, or dyslexia-like patterns

School support or specialist assessment may need to come before or alongside tutoring

Speak to the SENCO or the nation-specific equivalent about the pattern you are seeing

Choose specialist or dyslexia-aware support only where that matches professional advice

Anxiety, school refusal, or visible distress is the main issue

Emotional wellbeing support may be more urgent than extra academic sessions

Tell school what is happening and seek professional advice where needed

Tutoring is not the first or only answer when distress dominates everyday life

Signs a tutor may help

None of these signs automatically means you should book tutoring—but together they describe situations where one-to-one or small-group support is often worth discussing.

  • Repeated gaps in one subject or topic

  • Confidence dropping because the child cannot keep up with class pace

  • Regular homework friction caused by understanding, not effort alone

  • Catch-up needed after absence, a school move, or another disruption

  • Exam technique or selective entrance practice needing very targeted work

  • A capable child asking for stretch, challenge, or structure beyond the classroom

Support ladder

A sensible order of next steps

  • At home

    Start by checking routines, instructions, sleep, and whether the problem is one missed topic or a wider pattern. Short, calm practice beats doing the work for your child.

  • At school

    Speak to the class or subject teacher with examples of work and ask what the task is meant to practise. Where it helps, ask what the school already offers—such as homework club, revision sessions, or catch-up groups—before paying privately.

  • SENCO or specialist

    If concerns are broad or long-standing, involve the SENCO or the nation-specific equivalent (England, Scotland, Wales and Northern Ireland use different names and processes). For dyslexia-like patterns, seek specialist guidance on credentials and methods.

  • Latimer tutor role

    A tutor is most useful when there is one clear goal, a safe arrangement, agreed communication boundaries, and a planned review point so you can see whether the support is working.

  • When to escalate

    If anxiety, school refusal, or low mood dominates daily life, prioritise coordinated support from school and health professionals rather than treating tutoring as the only fix.

Explaining tutoring without blame

How to talk to your child about tutoring

When this applies

You think tutoring might help, but you do not want your child to feel punished or labelled.

Suggested wording

“We have noticed {specific example} is feeling tricky right now. We are going to try some extra coaching so you get clearer explanations and more practice—like a sports coach, but for {subject/skill}. It is because we believe you can do this with the right help, not because you have done anything wrong.”

Why this helps

Naming a single skill or topic reduces shame, sets expectations, and makes it easier to review whether the support is working.

If you decide to use a tutor, choose safely

These checks reduce risk; none of them replaces your own judgement or an open conversation with your child about how sessions feel.

  • Ask for references and clear information about experience, insurance, and safeguarding practice

  • Remember vetting routes differ in England and Wales, Scotland, and Northern Ireland—ask what applies to your situation

  • Agree communication and supervision boundaries before the first session

  • Avoid arrangements that leave your child alone with an adult in a way that makes you uncomfortable

  • Keep early sessions transparent and check in regularly about how your child feels

  • For dyslexia or SpLD support, verify relevant qualifications, professional membership, and current checks

How to know whether tutoring is working

Use these prompts at your agreed review point. They focus on realistic signals, not promises.

  • Can your child explain the goal they are working on in plain language?

  • Is homework or revision becoming less stressful for similar tasks?

  • Is your child more willing to try similar problems without immediate help?

  • Has the teacher noticed any change that matches what you see at home?

  • Is the tutor adjusting explanations based on your child’s responses?

  • Is there a clear, honest reason to continue, pause, or change approach?

Related guidance

More guidance from this section

More guidance from this part of the Ed Centre that may help with the same decision, stage or next step.

Related guidance

Finding the right tutor for your child

A concise directory for parent guides about whether tutoring is the right next step, what to ask before booking, and how to compare safe, suitable support.

Related guidance

Dyslexia tutor guide for parents

How to decide whether tutoring is the right next step, what qualifications and safeguarding checks to ask about, and how to compare school, specialist, local and online support routes.

Related guidance

How to Find a Good Tutor for Your Child

Compare tutor-finding routes, ask useful questions, check safety and fit for your child, and decide what to do next — without assuming one credential or directory proves quality.

Support and clarity

Frequently asked questions

Straight answers to the questions people ask most often.

Does my child need a tutor for the 11+?

Not automatically. Some families use a tutor for focused practice or exam technique, but the right approach depends on your local process and your child’s needs. Treat 11+ support as one example of a clear goal, not the only reason to read this page.

Should I speak to school before booking a tutor?

Often, yes—especially if the difficulty is new, unclear, or showing up in more than one subject. In England, Scotland, Wales and Northern Ireland the names differ, but every nation has a route for additional learning support. A conversation with the class teacher (and the SENCO or national equivalent if needed) can clarify what the school is already doing before you pay privately.

Is an online tutor as good as an in-person tutor?

The better format depends on your child’s age, temperament, the goal, and how sessions are supervised. Online tutoring can work well when engagement and safeguarding arrangements are thought through; in-person can suit younger learners or hands-on subjects. Match format to the goal rather than assuming one is universally better.

How long should we try tutoring before reviewing it?

Agree a review point before you start—what “better” would look like in a few weeks—and check progress against that specific goal, confidence with similar tasks, and independence, not overnight transformation.

What checks should I ask a tutor for?

Ask about references, relevant experience, insurance, and what safeguarding or vetting information they can share. Checking routes differ across England and Wales, Scotland, and Northern Ireland; use the checklist earlier on this page and treat any check as one part of a wider safety conversation, not a guarantee on its own.

Sources and references

Sources and references

Official guidance

Peer-reviewed research

Other sources