Spring term plans are being set now — two weekday evening slots and one Saturday morning slot remain.
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One-to-one tuition · maths, reasoning, study skills
I teach a small number of learners each term so every session is planned around the work in front of them — not a generic syllabus sweep.
Approach
Most learners who arrive here are not behind on everything. They are behind on two or three ideas that everything else sits on, and those ideas rarely get isolated in a full classroom.
A first session is mostly me listening and watching the working-out. By the end of it we both know which three things to fix, and in what order.
— Sora Bloom
Every learner starts with a baseline session. I set short written tasks across the topics their current work depends on, then watch how they are attempted rather than only whether they are right. Where the method breaks is more useful than the final answer.
From that I write a plan covering the term: the order we will work in, what gets revisited, and which habits need changing — setting work out in full, checking units, reading the question twice before starting.
Sessions are deliberately unhurried. We work through problems together, I hand over as soon as the learner can carry it, and anything still shaky goes on next week's starter. Nothing is marked complete after one correct attempt.
Parents and carers receive a short written note after each session: what we covered, what was set, and anything worth practising before next week. No login, no portal — just a plain summary by email.
Programmes
Each lane runs weekly at a fixed slot and is reviewed at the end of every term. Learners occasionally move between lanes — study skills alongside maths is a common pairing.
Rebuilding the arithmetic and algebra the rest of the course rests on, then working through past paper questions by topic rather than whole papers.
Longer sessions because the problems are longer. We work on fluency in pure topics first, then move to the applied papers once the algebra is no longer the bottleneck.
Paced to be calm rather than intense. Reasoning is taught as a set of recognisable question types, with timing introduced only once accuracy is steady.
A short block for learners whose subject knowledge is reasonable but whose revision is not working. Runs on their own current material, across any subject.
How it runs
Four stages, the same for every learner. Nothing is locked in before the baseline session.
You send the form below with the year group, subject and the times that could work. I reply with the slots that genuinely fit, or say if the term is full.
A full session spent finding the gaps. If I am not the right tutor for the learner, I will say so at this point rather than later.
A one-page plan for the term: topic order, habits to change, and what practice looks like between sessions. Shared by email before week two.
At the end of each term we look at what moved, adjust the plan, and decide together whether to continue, change lane, or stop.
Term & materials
Tuition only works if the logistics are boring and predictable. These are the arrangements that apply to every lane.
Questions
For maths and A-level work, yes — we use a shared whiteboard, and I can see the working-out as it is written. For younger learners doing 11+ reasoning, in person is usually calmer, so I recommend it where the travel works. Either way the format stays the same for the whole term rather than alternating week to week.
I teach to the specification the learner's school is actually following, so the first thing I ask for is the board and tier. The core teaching is the same; what changes is the formula sheet, the question styles and which optional topics we spend time on.
You get a short written note after each session and a review at the end of each term. The honest answer is that the first few weeks often look like slow progress, because we are going back to fix foundations before touching current classwork.
Yes, if a slot is open. Joining late simply means the baseline session happens in, say, week five and the written plan covers the remaining weeks. Where a term is full I will say so rather than squeeze in an awkward time.
Twenty to thirty minutes, usually one task. It is deliberately small so that it actually gets done and so it does not compete with school homework. If it is regularly not happening, that is a signal to change the plan, not to set more.
Often that is exactly the starting point. Early sessions avoid anything that feels like a test and focus on one or two ideas the learner can get visibly good at, because confidence tends to arrive before enthusiasm does.
Yes, and the baseline session is where we talk it through — pacing, how instructions are given, how much is written down, and what has worked elsewhere. If a specialist teacher would serve the learner better, I will tell you that directly.
Only where they are at a genuinely similar point in the same subject, and even then I would rather run two shorter separate sessions. One-to-one is the reason the diagnosis works, and that is the part doing the heavy lifting.
Enquire
A few lines is enough. I read every enquiry myself and reply with the slots that would actually suit, or let you know when the next place opens.
If you are unsure which lane fits, describe the work the learner is finding hard and leave the subject as undecided.