Key Facts
| Taylor Tuition online tutoring fee | From £50 per 50-minute session, depending on tutor level and subject. Source: https://www.taylor-tuition.co.uk/fees-pricing |
|---|---|
| Taylor Tuition in-person tutoring (central London) | Quoted on enquiry, depending on tutor level, subject and location. Source: https://www.taylor-tuition.co.uk/fees-pricing |
| Registration fee | None. Source: https://www.taylor-tuition.co.uk/fees-pricing |
Figures correct at the time of writing. Confirm current fees and deadlines with the school or university directly.
To brief a tutor before the first lesson, a parent usually shares the goal and the date it matters, the exam board or entrance test, recent marked work and school reports, the topics the child finds hardest with what has already been tried, and practical details such as day, time, device and who will be nearby. A tutor holding this information can spend the opening session working with the child, and a short written summary sent beforehand tends to be enough to make that possible.
What goal and date should a tutor be told about?
A tutor needs to know what the lessons are for and when that outcome matters, since both shape what the first sessions cover. Name the target in plain terms, such as a GCSE or A-Level paper, a school entrance test or steadier confidence in a subject, and give the month it falls in. Add the exam board or the name of the entrance test, because that tells the tutor which style of question to practise with the child. If the goal is open-ended, say so; a tutor can plan around steady improvement across the school year as readily as around a fixed paper.
Which school work and results should be shared?
Recent marked work, school reports and written teacher feedback give a tutor the clearest picture of where the child stands before meeting them. Photograph or scan a few recent pieces with the teacher's comments left visible, and add the latest report plus any recent test or mock results. Include the marks and the comments together, since comments often show the pattern behind the marks. Sending these ahead of the session lets the tutor read them first and arrive with a plan.
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Enquire about this tutorHow should the hardest topics and past attempts be described?
List the topics the child finds hardest, using the child's own words where possible, and add what has already been tried. Earlier attempts might include extra practice at home, a school catch-up group, revision guides, online videos or a previous tutor. Say what helped even slightly and what did not, because that tells the tutor which approaches are worth repeating. Where the child cannot explain what goes wrong, a sentence on what you notice, such as rushing, freezing at the start of a question or avoiding the subject, is useful.
What should a tutor know about how the child learns?
Describe how the child likes to learn and any needs the family wishes to share, at whatever level of detail feels comfortable. Useful points include whether the child prefers to talk ideas through or write them down, how long attention tends to hold, whether worked examples or open problems suit better, and what tends to cause frustration. Where there is a formal diagnosis or a school support plan, sharing it is the family's decision; a tutor can adapt with only a short description of what helps.
What should the child be told about tutoring, and what should the tutor know?
Tell the child before the first lesson what tutoring is for and who is coming, since children often respond better when it is described as support that makes school work easier. Avoid any hint that it is a punishment. Let the tutor know what the child has been told and how the child feels about the idea, whether keen, wary or indifferent, so the opening minutes can be pitched sensibly. Passing on the child's views about the subject or the style of teacher, and letting the child help choose the day, often builds a sense of ownership.
What practical details should be agreed before the first session?
Agree the day and time, the device, the space and who will be nearby before the first session. For online sessions, confirm a laptop or tablet, a stable connection, a quiet table, and paper and pens within reach. Say whether a parent will sit in, stay in the next room or be out of earshot, and check what the child prefers. Note anything likely to interrupt, such as siblings or a shared device, and agree who the tutor should contact if a session needs to move.
What should the tutor report back, and how do school and tutor stay in line?
Decide with the tutor what the family would like to hear after sessions and how often, and write it down at the start. Options include a short note on what was covered, what the child found difficult, what to practise before the next session and any concern worth raising with school. Keeping school and tutor in line means forwarding new teacher feedback, marked work and reports as they arrive, and asking the tutor to flag topics the class is about to meet so that lessons support classwork.
How do the consultation, matching and introductory session work?
A family starts with a complimentary initial consultation, held to understand their requirements and a natural moment to share the briefing described here, and then meets the matched tutor in an introductory session. Every placement begins with that session, with re-matching at no extra cost if the fit is wrong. Families, who receive progress reports after sessions and have a dedicated point of contact, can use that contact to record the reporting preferences agreed earlier. The tutor matching service page describes the process, and the fees and pricing page sets out the fee for each tutor tier.
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- Study skills and executive function
- How to help with homework without taking over
Tutoring with Taylor Tuition
Families who come to us for this stage usually want a tutor who can diagnose where the marks are being lost and then build a steady routine around it, and that is how our programmes are set up. Our tutors are drawn from a pool in which more than half hold Qualified Teacher Status, around three in five hold a master's degree or doctorate, and which includes former heads of department, exam-board examiners and teachers from independent and boarding schools.
Sessions run online for families across the UK and internationally, and in person in central London. Fees start from £50 per 50-minute session and depend on tutor level and subject. There is no registration fee. Every tutor who works with children holds an enhanced DBS check and families receive progress reports after sessions.
Frequently asked questions
- Should the child hear everything said in the briefing?
- Share the practical points and the child's strengths openly, and keep sensitive detail, such as worries about confidence, for a private message or call to the tutor. Children often overhear adult conversations about them, so a briefing framed around what will help keeps the tone constructive. Many families end by inviting the child to add their own view of what would make lessons useful.
- What if there is no recent marked work or report to share?
- A tutor can still begin with a short list of the topics the child finds hardest and a description of what the child says about the subject. Asking the class teacher for a recent piece of marked work is a reasonable request, and the tutor can also set a brief diagnostic task in the introductory session to see where the child currently stands.
- How can a parent ask the school for useful feedback?
- Ask the class or subject teacher a specific question, such as which topics the child most needs to strengthen and what the next unit covers. Specific questions tend to bring back comments a tutor can act on. Forward the reply to the tutor so that the work done in lessons follows the same priorities as the classroom.
- Does the briefing need to be updated after the first lesson?
- Yes, it works best as a living note. Add new reports, test results, teacher comments and any change in the child's mood or workload as they arise, and tell the tutor when the goal or the date it matters shifts. The tutor can then adjust the plan, and the family avoids repeating earlier explanations.
- How long should a written briefing be?
- Short enough to read quickly, with a heading for each item: the goal and date, the exam board or test, the hardest topics, how the child learns, what the child has been told, practicalities and reporting. Attach marked work and reports separately. A tutor tends to prefer a clear list that can be discussed in the first session over a long narrative.
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