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How are your students taught?

Students are taught by fully qualified teachers who have been trained to use a variety of different methods to enable all students achieve their potential. Students are taught in small groups which are proven to be more beneficial to the learner than individual learning.

What are the advantages of group learning?

Group learning has been proven to increase learner’s engagement and their ability to retain new information. Studies have also shown that learners working in small groups achieve more than working individually with optimal group sizing being between three to four learners.*

What is the ratio of children to teachers?

Your child will be placed in a group of no more than 4 children all at the same level. Studies show that individuals learn better in groups. Learning in small groups means our tutees can benefit from both the experience of a qualified teacher and the advantages of learning in a group.


How do you differ from one to one tuition or classroom learning?


We provide small groups which are proven to be more beneficial than individual learning. Further to this, unlike other tuition centres, we are fully staffed by teachers who are fully qualified and have experience of working in schools.

My child has SEN – can they benefit from extra tuition?

As experienced teachers, we have been trained to support children with SEN achieve their goals. With small groups our teachers are able to support each child individually and tailor the material to individual needs in a way that they may not be in schools.

My child is gifted - can they benefit from extra tuition?

We aim to push all our children to achieve the very best results they can. In small groups high ability individuals can be challenged and stretched by our experience teachers in ways they may not be in schools.


How much does it cost?



* Prince, M. (2004)."Does Active Learning Work? A Review of Research". J. Engr. Education, 93(3), 223-231.
Lou, Y., Others. (1996)."Within-Class Grouping: A eta-Analysis". Review of Educational Research. 66(4), 423-58.




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