Your child may benefit from a tutor when there is a specific teachable gap, ordinary school/self-study support is insufficient or unavailable, the learner can participate and the family can define how progress will be reviewed. A tutor is not the default answer to every low mark, homework argument or wider concern.

Decision 1: can you state the problem?

Gather three views:

  1. Learner: where does the task become difficult, and what help feels useful?
  2. Work: what do two or three recent examples show?
  3. School: what does the teacher observe, and what has been tried?

Use observation rather than labels. “Three algebra tasks stop when the unknown appears on both sides” is a possible tuition brief. “Bad at maths” is not.

If the concern is broader, use the school next-steps process before shopping for a tutor.

Decision 2: what kind of help fits?

EvidenceSmallest sensible route to explore
Instructions or course expectations unclearTeacher clarification and examples
Task organisation/deadlines are the main blockForm/pastoral support and a homework system
One defined knowledge or response gapTargeted self-study, teacher/school help or subject tutor
Need is exam-board/task specificOfficial resources and, if necessary, experienced subject/board tutor
Persistent multi-area, access or wellbeing concernSchool support team and appropriately qualified professional route
Schedule is already overloadedReduce/renegotiate before adding another appointment

NICE guidance about tailored education support and young-person voice is not a diagnostic tool, but it reinforces involving the learner and the appropriate school network.

Decision 3: have lower-cost or existing supports been checked?

Ask about teacher help, school clubs/intervention, official awarding-organisation resources, a corrected weekly plan or a short targeted practice sequence. Availability varies. Do not assume the school must offer a particular programme, but do ask.

Decision 4: can tuition have a defined job?

Proceed to a trial only if you can record:

Baseline: what the learner can do and help currently used.
Target: one observable capability.
Plan: what tutor and learner will do.
Evidence: comparable work or observation.
Review date: when the decision will be revisited.

EEF's one-to-one tuition evidence mostly describes delivery in education settings. It supports asking whether tuition targets an identified need, connects to ordinary teaching and is monitored; it does not guarantee a private lesson outcome.

Decision 5: does the learner have a voice?

Ask what worries them about tuition, what explanation has helped before and how they will report a concern. A reluctant learner may need involvement in choosing the goal or format; coercion may make another appointment unproductive.

Choose one outcome

  • Not yet: gather school/work evidence or try a smaller support.
  • Different route: school/specialist/practical support fits better.
  • Bounded tuition trial: defined job, suitable tutor, safeguards and review.
  • Urgent support: act through safeguarding, health or emergency routes as appropriate.

Use the private tuition roadmap for the full cycle and the online tutor scorecard once the job is clear.

Start with four evidence questions

  1. What exact task or situation is difficult?
  2. What can the child already do and with how much help?
  3. What does the child and school think is causing the block?
  4. What has been tried, and what fresh evidence followed?

Do not count vague “warning signs” and use a threshold to prescribe tutoring.

Use a route decision

Main problemSensible first routeWhen tuition may fit
Assignment instruction unclearTeacher/school clarificationNot until the learning job is known
One subject prerequisite missingTeacher evidence and focused repairTutor can teach a bounded gap aligned to course
Homework system repeatedly failsCapture/routine and school supportTutor only if subject teaching is also needed
Broad distress, attendance or safety issuePastoral/safeguarding/health routeNot a substitute for the owning support
Suspected SEND/ALN or access needRelevant school/professional processTutoring may complement, not diagnose or replace
Learner wants structured extensionSchool/course opportunities firstTutor may fit with a clear, learner-owned goal
Temporary absence created defined gapsSchool reintegration/catch-up planShort tutoring trial may support named content

Worked decision: “grades have dropped”

The family gathers:

  • the drop occurs only in chemistry;
  • it began after absence during one unit;
  • current classwork shows missing prerequisite equations;
  • the learner can explain concepts orally but cannot start calculations;
  • the teacher confirms the gap and provides materials.

Possible plan:

  1. use the teacher's material for a short supported attempt;
  2. if the gap remains, trial a tutor with current course knowledge;
  3. define the goal as selecting and applying the equations on fresh questions;
  4. review independent evidence after a bounded period.

A generic “raise the grade” package would be less precise.

Ask whether tutoring creates a new problem

Consider:

  • Does it displace rest, school work or a valued activity?
  • Is the child willing to participate?
  • Can the family sustain the cost without relying on a guaranteed result?
  • Will the tutor coordinate appropriately with current course evidence?
  • Is the learner becoming more independent or waiting for the tutor?
  • Is another support route being delayed?

The answer can be “not now” or “try something smaller first”.

Copyable decision note

Specific problem/context:
Child's view:
School/work evidence:
Current independent performance:
Help already tried:
Route that owns the issue:
Why tuition might/not fit:
Smallest sensible trial:
Review evidence/date:
Reason to choose a different support route:

Sources

  1. Education Endowment Foundation — One to one tuition (2026-07-23)
  2. NICE — Social, emotional and mental wellbeing in education (2026-07-23)

Frequently asked questions

Does one low mark mean my child needs a tutor?

No. Review what the assessment covered, the type of errors, other work and the learner's and teacher's views before choosing support.

Should I speak to school before hiring a tutor?

Usually yes for school-age learners. School can clarify the problem, current course and support already available, and can show whether a private tutor would have a defined subject job.

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