Assessments & Tracking


Initial Meeting

Our first step is the informal meeting taking place after initial contact. This involves a number of questions around not only academic subjects and levels/grades, but in what the student feels that they need help with. We feel that this is particularly important in 1:1 tuition, and this is a chance to truly personalise learning, which is not always possible in a school setting. Also, this allows the opportunity to make sure that the sessions are properly-targetted and effective - not only in the short-term, but in the longer term as well. Amongst the questions in this meeting, we will ask questions regarding:

  • feelings about school and specific subjects
  • likes/dislikes
  • hobbies/extra-curricular activities
  • future goals/ambitions

In doing so, we are hoping to create a better understanding of what motivates (or discourages) learning, as well as understanding future goals, in order to make the tuition more relevant, and for the student to see its benefits.

 personal information from initial meeting


assessment graph png


Currently, A.P.P. is used to track the progress of students through school, and this is what we use to gauge progress in our own pre-G.C.S.E. students. From September, 2014, schools can choose to use their own assessment model; however, due to its common use in schools, and to provide consistency, we will continue to use this to assess and track our students. However, if schools have any other assessment tools, we will be happy to discuss this with you and amend the recording of our tracking accordingly.

Progress through our units is tracked carefully. After the initial assessment, specific learning needs are targeted, and then a programme is devised that will focus on these needs to improve attainment. This is assessed consistently, and the results tracked on a graph similar to the one opposite

P.A.S.S. (Pupil Attitudes to Self and School)

All of our students are assessed using this tool, both at the beginning and end of each tuition programme. Having had experience in using this both within the school setting as well as in home tuition, we are well-informed of the usefulness of this tool in finding out what about school and/or learning may need addressing in order to make sure that a personalised plan for learning is not only effective in the short term, but also after the tuition ends. Our personalised tuition plans will aim to address any concerns about school or learning may be affecting the overall learning process, and will ensure that they are addressed in conjunction with subject-specific tuition in Maths and/or English. We assess at the beginning and end of each cycle of tuition, and track progress and impact of interventions using the final report and table/graph.


confidence scale png


We believe that confidence is key in consistently achieving better at school. We set a confidence scale at the initial meeting and use it to gauge how confidence improves through the set of tuition sessions.

Learning Styles Questionnaire

Learning styles assessments are now widely used within education as well as some businesses and the wider world to establish how individuals learn. We use the V/A/K questionnaire from Brainboxx, as it is concise and very visual to cater to more students. We use the results to stimulate discussion around how we learn, and how to best personalise learning in the tuition sessions.
learning styles

Past S.A.T.s/G.C.S.E. Papers

We use past S.A.T.s papers and G.C.S.E. exams to establish levels though the results so that we can personalise learning by focusing on what aspects need improvement. In addition, sitting past papers also helps to prepare students for the procedure and format of their upcoming examinations so that they can feel better-prepared and more confident in assessment situations and their ability overall.

More specific assessments

We also offer opportunities to assess other aspects of learning that may not be covered by the above assessments. The following assessments are available as extras if it is felt that they would help to target more specific intervention/support. They are conducted by an S.E.N.D. specialist, who will assess the student, and provide a report with, if appropriate, details of support/next steps.
We do not recommend any of these assessments without first discussing them with you. In addition, they are not the same as reports from Educational Psychologists, Learning Needs Assessors, Psychologists/C.A.M.H.S. workers or any other similar professionals. These assessments are administered by trained teachers, and should be considered as sign-posting tools only, and not any specific diagnosis. We would highly recommend that you speak to your school S.E.N.D.Co. if you have any concerns, as they are best-placed to advise on these issues.
  • Dyslexia/dyscalculia Screener
  • Paediatric Index of Emotional Distress