Primary tutors for your child’s next step

Consider this illustrative subtraction mistake: a child writes 42 − 17 = 35 and explains that they took the smaller digit from the larger digit in each column: 7 − 2 = 5 and 4 − 1 = 3. The next step is to explain the value of the digits.

Draw four tens and two ones. Exchange one ten for ten ones: the same 42 is now three tens and twelve ones. Take away one ten and seven ones. Two tens and five ones remain, so 42 − 17 = 25. Check by adding back: 25 + 17 = 42.

A useful follow-up is 53 − 26. Ask your child to show the exchange and explain why the total has stayed the same. Four tens and thirteen ones become two tens and seven ones after the subtraction: 27. Explaining that exchange independently is a more informative next step than copying a column method.

Reading a word and explaining a text involve different work. For an early reader who knows the relevant letter sounds, a small practice example is sun: say the sounds for s, u and n, then blend them to read the word. For sit, say the sounds for s, i and t, then blend those together. Use sounds and books that fit the school’s phonics sequence; a child who still needs decoding practice should not have to guess a word from its picture.

For a KS2 reader, try this invented passage: “Amira tucked the invitation into her pocket. At the classroom door, she stopped and took a deep breath.” Asked how Amira might feel, a child might answer “happy” without explaining why. Return to “stopped” and “took a deep breath”. These clues could suggest nerves. A stronger answer is: “Amira may be nervous because she pauses at the door and takes a deep breath before going in.” Another interpretation needs a relevant clue too; the text does not tell us exactly how she feels.

The same passage offers a short writing task. Replace “Amira went in. She was nervous.” with a sentence that connects the ideas: “Although Amira felt nervous, she opened the classroom door.” Say it aloud, write it and check the capital letter, comma and full stop. This is an example of revising one sentence for meaning, rather than adding difficult words to every sentence.

These are England’s primary-school assessment arrangements, not a UK-wide timetable. Tell the tutor which check or test the school has discussed. Preparation should address the underlying skill as well as familiarity with the task.

For the move to secondary school, useful primary goals include explaining a maths method, finding information in a text and organising a clear paragraph. Try a task with fewer prompts before moving to harder material; this shows which skills your child can use independently.

If the goal is an 11-plus or another school entrance test, name the target school and its admissions assessment. Entrance-test preparation is a separate request from Year 6 national curriculum tests. Bring the school or test provider’s current guidance so the tutor can discuss the right content and question formats.

Latimer’s service centres on online one-to-one tuition. Use the practical arrangements to judge whether a lesson will work for your family.