One-to-one tutors

Individual tuition gives the tutor room to concentrate on one learner’s questions and adjust the pace. That can be useful when a shared lesson moves past a difficulty too quickly. The choice still depends on how the learner responds to that attention.

For school-age learners, the Education Endowment Foundation reports mixed results when studies compare individual and small-group tuition directly. One-to-one is not consistently better: choose the arrangement that suits the learning need. Read the EEF comparison.

Use the introductory discussion to connect the tutor’s relevant subject experience with the learner’s actual difficulty. Bring a recent piece of work and explain what happened: could they follow an explanation but not start alone, or did the instructions themselves cause trouble? Ask how the tutor would begin.

For example, a learner may complete a task while following a model, then stall when the model is removed. A useful teaching response is to identify the step they cannot yet manage, demonstrate it, practise with a prompt, then try a similar task with less help. That makes “personalised” support observable.

This suggested example draws on EEF guidance on explicit teaching and temporary support. It is a way to discuss the tutor’s approach, not a prescribed Latimer lesson. For a child, include their view of the conversation when deciding whether to continue.

Latimer’s service is online-first and centred on one-to-one tuition. Microsoft Teams is the default lesson platform; you and the tutor can agree another. In-person or mixed arrangements need separate agreement with the tutor, including the location and dates.

Compare what the learning task requires and what the learner can use comfortably. A video call alone does not settle teaching quality: clear explanations, feedback and suitable support still matter. EEF’s remote-learning review explains these priorities.

Test the joining link, sound and connection, and check how the learner will share written work. Open the materials beforehand in a readable format. Discuss any access needs and what to do if the connection drops; Microsoft’s accessibility guidance includes preparing accessible materials before a meeting.

For children, the NSPCC recommends a quiet space outside a bedroom and an adult within earshot. Agree how the parent and tutor will communicate. In England, DfE guidance for parents choosing tuition also recommends asking about suitability checks, safeguarding responsibility, online conduct and how to raise a concern. A single check cannot establish whether someone is suitable to work with children. These are questions to resolve with the provider before booking.

Choose a regular lesson pattern that fits the goal, the learner’s energy, practice time and budget. School tutoring evidence supports regular work over time, but it does not establish a single timetable for every private learner. Agree a review point with the tutor. The following is a suggested way to make that review useful, drawing on EEF’s tutoring guide.