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With an assessment, which is one session and free. You get a written page: what is solid, where the gap is, what we would do and roughly how long it should take.

There is no obligation afterwards, and about one family in fourteen is told their child does not need tuition.

Eight students, and six at A level and in primary support. We do not add a ninth.

A class of twenty five is what school already is. A family paying for tuition should be buying something different rather than more of the same.

Usually yes, if there is a place in the group. Fees are charged from the week you start rather than from the beginning of the term.

In the examination programmes we will be honest about whether joining in the last six weeks is worth it. Sometimes it is, and sometimes the better answer is practice examinations with marking instead.

Bring them for the assessment anyway, and let them read the page with you. A student who has seen where their own gap is behaves completely differently from one who has been enrolled in something.

A student who genuinely does not want to be here is also not going to learn much, and we would rather tell you that after a month than take a year of fees.

Where you ask us to, yes, and it helps. A teacher's view of a student is worth more than a term of our guessing.

We will also say plainly when we think a child should be assessed by a specialist for a learning difficulty. We are teachers rather than specialists and knowing that line is part of the job.

Something every session, and less than you might expect. Six questions marked properly beat forty that are ticked.

Everything set is marked by hand and written on. In English the student then rewrites the piece in the session with the marking beside them, which is where the improvement actually comes from.