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English, maths and agreed science topics, matched to the learner’s course, current understanding and exam-board specification.
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Make the next question
feel more manageable.
Personalised GCSE support in English, maths and agreed science topics, linked to current knowledge and the learner’s course priorities.
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What we can teach
English, maths and agreed science topics, matched to current knowledge and course priorities.
How learning is planned
The subject, specification, exam board and tier are agreed individually, with explanations, practice and feedback.
Exam arrangements
Exam entry and assessment arrangements need separate confirmation. Tuition does not itself secure an exam place.
Qualifications, made clearer
Understand the grades.
Plan the right route.
For GCSEs using the 9–1 scale in England, 9 is the highest grade and 1 is the lowest. Teaching starts with what the learner understands now, then works towards an agreed subject goal.
Awarded gradesHighest grade →Highest grade ↓
- 1
- 2
- 3
- 4Standard
pass - 5Strong
pass - 6
- 7
- 8
- 9Highest
grade
Grades 1–3 are awarded grades below the standard-pass benchmark. U means ungraded. Entry requirements for a next course may specify particular subjects and grades.
What can the teaching cover?
English, maths and agreed science topics, matched to the learner’s course. We clarify the subject, exam board, specification and current school work before setting priorities.
Which maths tier?
GCSE maths Foundation tier covers grades 1–5; Higher tier covers grades 4–9. Tier choice should reflect the learner’s understanding and intended next step, and is agreed with the entering examination centre.
How is a target grade agreed?
Starting-point activities, previous work and any available assessment information help identify strengths and gaps. A target informs the teaching plan; it is reviewed as evidence develops and is not a guaranteed result.
Does tuition include an exam place?
Tuition does not automatically include exam entry. Before committing, confirm the entering centre, exam board, specification and tier, examination dates and deadlines, entry fees, and who will arrange any access arrangements. Teaching online does not itself mean exams can be taken at home.
Looking for a practical English or maths pathway? Explore Functional Skills →
Qualification guidance: Ofqual’s GCSE grade guideAQA maths tiers
Inside the teaching
From an explanation
to an independent answer.
For learners rebuilding subject knowledge, addressing gaps or practising assessment skills. Explore examples of how teaching becomes an active task.
Build an answer with evidence.
- Teach
- Explore how a writer’s word choices shape meaning and how to support an idea with a quotation.
- Practise
- Write a short analytical paragraph, then improve the explanation using feedback.
- Look for
- A relevant point, carefully chosen evidence and an explanation in the learner’s own words.
Understand the method. Then use it.
- Teach
- Model how to compare quantities or solve an equation, explaining why each step is needed.
- Practise
- Try a new question, explain the method and check whether the answer is reasonable.
- Look for
- Correct reasoning, clear working and a method the learner can apply with less help.
Connect the idea to the evidence.
- Teach
- Explain an agreed topic using a diagram, practical example or set of results.
- Practise
- Interpret the information, use subject vocabulary and construct a supported answer.
- Look for
- An accurate explanation that connects the scientific idea with the information in the question.
Illustrative activities. Topics, texts, question formats and science coverage follow the agreed course and teaching plan.
What the learner will receive
A subject plan.
A suitable qualification route.
Support in the sessions
Clear explanations, worked examples, guided practice and feedback, with revision priorities based on the gaps identified.
Qualifications and next steps
GCSE teaching support can prepare a learner for assessment. Exam entry, centre arrangements, tier and fees are confirmed separately.
Making progress visible
Small steps.
Meaningful evidence.
Work and feedback help identify whether the learner can explain a method, apply it to a less familiar question and recognise what to revise. These observations guide teaching priorities within the agreed subject and exam-board specification.
Shared understanding at reviewLearning evidence, participation and the learner’s own views help shape the next step. Reporting frequency and who receives updates are agreed before support begins.
- 01
Understand
Explain a method in their own words.
- 02
Apply
Use the method in a less familiar question.
- 03
Prepare
Identify a revision priority and act on feedback.
Example learning goals. The individual plan sets the priorities and how progress will be reviewed.
Before you begin
A few things you may want to know.
What is agreed before support begins?
We discuss suitability, learning priorities, the delivery setting, timetable, fees, relevant access and support needs, and the responsibilities of the adults involved. Any qualification entry or external activity is confirmed separately.
Can we request policies first?
Yes. All policies are available on request through our policy request form.
Tell us about your young person.
Tell us about the support you are looking for.