Your child may say they “understand it in class”, complete homework, then freeze when faced with a timed A-Level Maths question. That pattern usually isn’t about effort or intelligence: it’s about decision-making under pressure. A strong tutor helps your child choose the right method quickly, set out solutions for method marks, and recover when a question looks unfamiliar.
The fastest way to judge whether a tutor is right is to test their first four sessions plan. You are looking for a plan that builds exam-method decision-making, not just topic explanations. If you want your child tutoring that translates into higher paper scores, prioritise tutors who diagnose the bottleneck, align to the correct exam board, and coach method choice through timed practice and error analysis.
Start with the real problem: what’s actually holding your child back in A-Level Maths?
A-Level Maths problems often combine skills (for example, functions with calculus or trigonometry with algebra). Many students can follow a worked example, but struggle to decide what to do first when the question is new. That is why you can see “good homework, weak tests”: homework is usually untimed and supported by notes, while papers demand method selection and clean working at pace.
Before you hire a tutor, write down two or three recent examples of where your child lost marks (for instance, choosing integration by parts when substitution is better, or getting lost expanding trig identities). Bring one marked paper or mock to the first lesson. A tutor who can translate those errors into a clear plan is more likely to improve exam performance than one who simply reteaches the topic.
Quick diagnosis framework (pick one): topic gaps vs algebra fluency vs exam technique vs confidence under time pressure
If the issue is topic gaps, your child cannot complete core questions even with time and notes. You will see missing definitions, incorrect formula use, or confusion about what a question is asking. A tutor should rebuild the topic and connect it to exam questions quickly.
If the issue is algebra fluency, your child understands the idea but loses marks through rearranging, indices, logs, factorising, or sign errors. If the issue is exam technique, your child can do questions at home but cannot choose a method or structure working for method marks in timed conditions. If the issue is confidence under time pressure, they start well, then panic after one hard question and waste time. A good tutor names which category is dominant and explains how lessons will change as a result.
Match the tutor to the bottleneck (what to look for in A-Level Maths specifically)
Look for a tutor who talks in “exam behaviours”, not just topics. Improvement often comes from routines: how to annotate a question, how to decide between methods, and how to check an answer quickly. Ask what they do when a student gets stuck on the first line. Strong tutors teach decision cues (for example, “If it’s a proof, state what you assume and what you aim to show”).
Also check that the tutor uses mark schemes as a teaching tool. Method marks reward a clear chain of reasoning, even when the final answer is wrong. A tutor who maps questions to method marks can coach your child to show the steps examiners pay for (for example, stating a substitution or setting up an integral correctly).
If the issue is algebra fluency: what the tutor should do differently
For algebra fluency problems, the tutor should treat algebra as a separate strand, not a quick warm-up. You want short, targeted drills that match the exact slips your child makes (for example, manipulating logs, completing the square, or handling negative indices). The tutor should also teach checking routines (for example, “substitute a simple value to test an identity” or “estimate the size of an answer to catch sign errors”).
A strong approach is to build an “algebra error bank” from your child’s work. If they repeatedly mishandle (a + b)^2 or cancel terms incorrectly in fractions, the tutor sets a small mixed set to force the correct habit, then revisits it later. This prevents the common cycle where the algebra collapses halfway through.
If the issue is exam technique: what ‘method marks’ coaching looks like
For exam technique, the tutor should teach your child how to choose an approach and how to lay out working so marks are secured. That includes identifying what the question is asking, selecting a method, and writing a solution an examiner can follow.
A practical sign of good coaching is short timed sets followed by mark-scheme review. For example, after a 12-minute set of three calculus questions, the tutor asks where method marks were lost (setup, differentiation, algebra, or interpretation). They then create a rule for next time (for example, “Write dy/dx = … before simplifying” or “State the substitution explicitly”).
Check exam-board and paper-style fit (without becoming a maths expert)
Exam-board mismatch wastes time. Ask for the exact exam board and specification code (for example, Edexcel A-Level Mathematics 9MA0). Then ask the tutor to show one recent exam question they would use for a topic your child is studying.
Also check paper structure and calculator expectations. Ask how they will use your child’s school resources (topic lists, mock feedback, and any “common errors” notes). A tutor who requests a recent mock, identifies patterns in lost marks, and adapts practice to that style is more likely to improve outcomes than one who relies on generic worksheets. This is a key part of effective A-Level Maths tutoring: alignment to what your child will actually sit.
What the First 4 Tutoring Sessions Should Look Like
Session 1 should combine diagnosis with confidence-building routines. A good tutor will ask for the exam board, recent mock papers, and current topics, then run a short diagnostic with both skills and exam questions. They should watch how your child starts problems, not just whether they finish them.
Session 2 should target the highest-impact gap identified in session 1, using exam-style questions early. For example, if integration by parts is the pain point, the tutor should teach how to decide between parts and substitution, then practise with mixed questions where the method is not obvious. Homework should be set and checked.
Session 3 should build a repeatable approach: a simple “decision tree” plus a checking routine. The tutor may introduce timed mini-sets, then review mark schemes to show where method marks were earned or lost. If algebra fluency is blocking progress, include a short algebra block linked to the topic.
Session 4 should act as a checkpoint. Expect a short timed assessment or a past-paper section, followed by a review of error patterns and a clear plan for the next month. A strong tutor will adjust pacing (for example, increasing independent attempts if your child is too passive, or slowing down to rebuild prerequisites if errors show a deeper gap).
Questions to Ask a Tutor
- “Which exam board and specification are you planning around for my child?” (Strong answer: they name the board and spec code, ask to see your child’s topic list or mock, and describe how they select matching exam questions.)
- “How do you diagnose what’s wrong in the first lesson?” (Strong answer: a short diagnostic using exam-style questions, plus analysis of method choice, algebra accuracy, and solution structure.)
- “How do you teach method marks and solution structure?” (Strong answer: mark-scheme mapping and coaching layout such as stating substitutions and writing clear chains of reasoning.)
- “What will homework look like between sessions, and how will it be checked?” (Strong answer: a specific set, clear deadlines, and feedback that includes corrections and recurring errors.)
- “How do you handle a student who understands examples but can’t start unfamiliar questions?” (Strong answer: first-step prompts, question annotation, and method-selection cues, then mixed practice.)
- “How do you build speed and accuracy for timed papers?” (Strong answer: timed sets, prioritisation strategies, and post-set review.)
- “How will you track progress week to week?” (Strong answer: an error log, topic checklist, and occasional mini-assessments.)
- “What do you do if a student keeps making the same algebra mistakes?” (Strong answer: targeted drills, checking routines, and spaced revisit until it stops recurring.)
- “Can you show me an example of the kind of A-Level Maths question you’d use for [topic] and how you’d coach the method choice?” (Strong answer: a real exam question, decision cues, and your child attempts it before explanation.)
Red Flags to Watch For
- They can’t (or won’t) align to your child’s exam board/specification (Why this matters: you risk practising the wrong question styles and missing how papers award method marks.)
- Sessions are mostly the tutor talking through worked examples (Why this matters: your child needs to practise choosing methods and writing solutions.)
- No timed work at all (Why this matters: untimed practice can hide the real bottleneck: pace and method choice under pressure.)
- No error analysis or ‘why you lost marks’ discussion (Why this matters: without pattern-spotting, the same mistakes repeat.)
- Homework is optional, vague, or never checked (Why this matters: progress comes from independent practice plus feedback.)
- The tutor jumps topics each week based on what your child ‘feels like’ (Why this matters: A-Level Maths is cumulative, and weak prerequisites resurface.)
- They dismiss foundational GCSE skills as irrelevant (Why this matters: many A-Level errors come from algebra, indices, logs, and rearranging.)
- They promise outcomes rather than describing process (Why this matters: you need to hear how they diagnose, practise, mark, and review.)
What Good Progress Looks Like in the First Month
- Your child can start unfamiliar questions more often (they write a sensible first line) (Concrete sign: fewer “I don’t know what to do” moments because they use triggers for method choice.)
- Fewer repeated algebra slips (Concrete sign: the same mistake stops appearing across different topics because checking routines and targeted drills are in place.)
- Improved method-mark capture even when the final answer is wrong (Concrete sign: working shows correct setup and clear steps that earn marks for process.)
- Better pace on short timed sets (Concrete sign: they complete more questions in a fixed time and can prioritise easier marks first.)
- A visible topic plan exists and is being followed (Concrete sign: you can see what has been secured, what is in progress, and what is next.)
- An error log is being used (Concrete sign: mistakes are categorised and revisited until they stop recurring.)
- Homework quality improves (Concrete sign: your child attempts questions independently and brings specific questions back.)
Practicalities that matter in A-Level Maths (homework, marking, pacing, and communication)
Ask how the tutor will organise work between sessions. Homework should be mostly exam-style questions and it should be mixed once a topic is introduced. Mixed practice is where method choice develops: your child learns to decide whether a question is “differentiate”, “integrate”, “solve”, “prove”, or “interpret a graph”. You should also expect marking that goes beyond ticks and crosses (brief notes on where method marks were lost, and what to do differently next time).
Communication should be simple and regular. A weekly message that lists topics covered, recurring errors, homework set, and the next focus is enough. Year 12 often focuses on foundations and habits; Year 13 often shifts towards timed papers and exam-board-specific practice. Either way, the tutor should explain the pacing choice. For more detail on lesson structure and feedback loops, see how tutoring works (lessons, homework, and feedback).
How much tutoring is sensible and how to review after 4 weeks
Many students start with one session a week, then adjust based on workload and how quickly errors are reducing. Two sessions a week can help before mocks or when prerequisites are weak, provided homework time is protected. The limiting factor is usually not lesson time: it is whether your child completes independent practice.
After four weeks, review using evidence rather than impressions. Compare a timed set from week 1 to a timed set from week 4: is your child starting questions faster, choosing methods more reliably, and losing fewer marks to the same errors? Ask the tutor to summarise the top three error patterns and what has been done to reduce them.
If your child is still bridging from GCSE: when to revisit GCSE Maths content (and which level)
The GCSE to A-Level jump often exposes gaps in algebra that were masked by familiar question types at GCSE. Relearning whole GCSE topics is rarely the best use of time. Instead, a good tutor identifies the exact GCSE-level sub-skills that block A-Level progress and fixes them in context (for example, factorising quadratics, completing the square, rearranging formulae, and using index and log laws accurately).
Ask the tutor which GCSE level they revisit. You want Higher-tier style algebra that is short, targeted, and immediately applied back to A-Level questions. For instance, if your child struggles with logarithms in differentiation, the tutor may set a short drill on log laws, then apply it to simplifying expressions before differentiating.
Next step: how to set up an intro lesson so you can judge fit quickly
Before the intro lesson, send the tutor three items: the exam board and specification, a recent mock or test paper, and a short list of topics currently being taught. Ask the tutor to plan the first session around one or two exam questions from those topics, plus a short diagnostic on algebra fluency.
After the lesson, ask your child two practical questions: “Did you do most of the thinking?” and “Do you know what you’ll practise before next time?” If you want to test fit quickly with a structured plan, you can book a free introduction and ask the tutor to outline their first four sessions against your child’s exam board and mock feedback.