Your child can work hard in GCSE Maths Foundation and still feel stuck. They understand a topic in the lesson, then lose marks in homework, topic tests, or mocks for the same few errors. Many parents also see a confidence dip when a tutor brings in Higher-style questions “to stretch”, because the student ends up confused rather than better prepared.
A good Foundation tutor is not defined by how many topics they can “cover” or how impressive their credentials sound. The better indicator is their first-month diagnostic-to-exam plan: how they identify mistake patterns, prioritise the grade 4–5 boundary skills, and build Foundation exam habits like method marks, calculator accuracy and using the formulae sheet. If you are comparing options for Foundation maths tutoring, this is the framework that helps you choose based on results you can observe.
Foundation GCSE Maths: what you’re actually hiring a tutor to do (and what ‘good’ looks like)
Foundation is a specific exam with a specific ceiling. You are hiring a tutor to help your child secure the marks that are realistically available: reliable number skills, clear methods, and exam-ready routines that hold up under time pressure. “Good” often looks like fewer repeated errors, more marks gained from working, and a student who can start questions independently because they recognise the format.
A Foundation-focused tutor works with the reality of school. Your child may be learning one topic in class while their gaps sit elsewhere. The tutor’s job is to connect the two so progress feels organised. That means using school assessments and homework as data, then setting practice that targets the exact slips losing marks: sign errors with negatives, place value in decimals, fraction of an amount setup, ratio scaling, units, and rounding.
A quick decision framework: 3 checks before you book (tier-fit, mistake patterns, exam-skill focus)
First check tier-fit. A tutor should be comfortable working within Foundation question styles and grade targets, and they should be able to explain what grade 4 and grade 5 performance looks like in practice. If they talk mainly about Higher content, or treat Foundation as “easy”, they may choose the wrong questions and waste time.
Second check whether they have a system for mistake patterns. Foundation students often plateau because of a small number of recurring errors, not because they have “forgotten everything”. Look for an error log, re-testing, and short targeted practice sets.
Third check exam-skill focus. Foundation marks often come from method, correct setup, and accurate calculator use. A tutor who prioritises working, method marks, and timed exam questions early is more likely to improve marks than one who spends weeks on untimed exercises.
The non-negotiables in a GCSE Maths Foundation tutor (Foundation constraints, grade targets, question selection)
A Foundation tutor needs to respect the constraints of the tier. That means selecting questions that match Foundation phrasing and difficulty, then stretching within that tier by improving accuracy, speed, and multi-step setup. For example, “fraction of an amount” can be stretched by adding a context, a non-integer amount, or a two-step discount question, rather than jumping to algebraic fractions that will not appear on Foundation.
They also need to teach towards a clear grade target. For a student aiming for a grade 4, the priority is dependable number, fractions/decimals/percentages, ratio, basic algebra manipulation, and interpreting graphs and tables with correct units. For a student pushing for grade 5, the tutor should add boundary skills: multi-step problems, compound measures in context, rearranging simple formulae, and choosing methods efficiently.
How to tell if a tutor really understands Foundation (without being a maths expert yourself)
Ask them to show you the type of questions they would use in the first month. A Foundation specialist will pick exam-style questions that look familiar to your child’s papers: clear contexts, structured steps, and marks available for method. They will also talk about how they mark: where the method marks are, what the examiner is rewarding, and how to write working so it is creditworthy.
Ask how they handle a common Foundation scenario: “My child gets the right method in the lesson but loses marks in tests.” A strong tutor will talk about retrieval practice, spaced re-testing, and building checking habits. They might mention routines such as writing an estimate next to calculator answers, underlining units, or circling negative signs before starting.
What the First 4 Tutoring Sessions Should Look Like
Session 1 should feel like a diagnostic lesson with rapport built in. The tutor should ask for recent work or set a short baseline assessment using Foundation-style questions, then watch how your child approaches them: where they hesitate, what they do on the calculator, and how they set out working. Confidence matters here, but not through vague praise. The tutor should normalise mistakes, explain that the goal is to spot patterns, and agree a simple routine for the lesson (attempt, mark, fix, re-try).
Session 2 should address the first high-impact gaps identified, not a random new topic. If the diagnostic shows fraction/decimal confusion, the tutor might focus on one or two question types that appear often, such as fraction of an amount and converting between fractions, decimals and percentages. You should see an error log start: the tutor records the exact mistake and the correction, then sets a short homework task that repeats that question type.
Session 3 should build foundations and introduce the next method only when the earlier one is holding. For example, once fraction of an amount is more secure, they may move to percentage change or ratio sharing, linking the setup steps and the language in the question. The tutor should mix in short retrieval questions from session 2 so your child practises remembering, not just following along.
Session 4 should be a checkpoint. A good tutor will re-test the original weak question types under light time pressure, mark for method, and compare error trends to week 1. They should adjust the plan based on evidence: if calculator entry errors remain, they tighten calculator routines; if the child is slow to start questions, they practise identifying the first step and writing it down quickly.
How a good tutor handles the Foundation calculator + accuracy problem
Calculator mistakes are a fast way to lose Foundation marks, especially when anxiety is high. A good tutor treats calculator use as a skill to be taught and checked. They will watch your child enter calculations, then correct habits like missing brackets, rounding too early, or copying numbers incorrectly from the question.
Look for practical routines you can recognise at home. For example: writing the calculation next to the answer before typing it, using brackets for negatives and fractions, and doing a quick estimate to see if the answer is sensible.
How they should teach method marks, working, and the formulae sheet (Foundation exam technique)
Foundation papers reward process. A tutor should teach your child to show enough working to earn method marks even when the final answer is wrong. That includes setting out the first line clearly, using correct units, and writing intermediate steps rather than doing everything in their head.
The formulae sheet is another area where marks are often left behind. A Foundation tutor should practise using it early: identifying which formula applies, substituting values with units, and rearranging only when needed. For example, they might practise area and volume questions by highlighting the formula on the sheet, then writing the substitution step before calculating.
Questions to Ask a Tutor
- “How will you diagnose what’s holding them back in the first two lessons?”: What a strong answer sounds like: they describe a short Foundation baseline, looking at working not just answers, then building an error log of recurring slips such as negatives, fractions, units and place value.
- “How do you decide which Foundation topics/questions to prioritise for their target grade?”: What a strong answer sounds like: they talk about grade 4–5 boundary skills, high-frequency question types, and choosing tasks that convert into marks quickly rather than trying to “cover everything”.
- “How do you teach exam technique: method marks, showing working, and using the formulae sheet?”: What a strong answer sounds like: they mark for method, model exam-style layout, and practise formulae sheet use with substitution and units, including timed mini-sets.
- “What will homework look like between sessions, and how will you check it?”: What a strong answer sounds like: short targeted tasks linked to the error log, checked at the start of the next lesson, with corrections and a re-try of the same question type.
- “How will you show me progress after 4 weeks?”: What a strong answer sounds like: mini-assessments on targeted topics, a visible reduction in repeated errors, and examples of improved working that earns method marks.
- “If you think tier should change, what evidence would you use and what’s the plan?”: What a strong answer sounds like: they refer to performance on Higher entry questions, timing, and consistency on Foundation grade 5 content, then outline a staged plan rather than a quick switch.
Red Flags to Watch For
- They immediately promise a big grade jump without asking for recent work: Why this matters: without a paper, topic test, or exercise book, they cannot know what is blocking marks or whether the issue is content, accuracy, or exam technique.
- They use Higher-only language or set Higher-style questions ‘to stretch’: Why this matters: Foundation success depends on mastering Foundation formats; the wrong difficulty can damage confidence and reduce time spent on mark-rich skills.
- They don’t correct working or don’t insist on written methods: Why this matters: Foundation papers award method; if the tutor only checks final answers, your child may miss easy method marks under pressure.
- They can’t explain how they’ll track mistakes over time: Why this matters: repeated errors are a common reason students plateau; without an error log and re-testing, sessions can become repetitive without improving accuracy.
- They avoid timed practice or exam-style questions until ‘later’: Why this matters: many students lose marks on timing, reading the question, and multi-step setup; leaving this until close to mocks reduces feedback time.
- They blame the school/child for lack of progress but don’t change the plan: Why this matters: a good tutor adapts explanations, breaks steps down further, and tightens practice and feedback loops instead of repeating the same approach.
What Good Progress Looks Like in the First Month
- A clear ‘mistake profile’ exists by week 2 (e.g., fractions of amounts, negatives, ratio setup): Concrete sign: the tutor can name the top 3 recurring errors and has a plan for each.
- Student starts showing consistent working that earns method marks: Concrete sign: even when answers are wrong, the steps are set out and the tutor is marking for method, not just correctness.
- Improved accuracy on the same question type after spaced practice: Concrete sign: a question type that was wrong in week 1 is re-tested in week 3/4 and is now reliably correct.
- Better calculator use and checking habits: Concrete sign: fewer rounding/entry errors, correct use of brackets, and routine estimation/checking written next to answers.
- Mini-assessment scores stabilise on targeted topics: Concrete sign: short timed sets (10–15 minutes) show fewer ‘silly’ errors and more completed questions.
- Homework completion becomes predictable and specific: Concrete sign: tasks are short, targeted, and the student can explain what each task is meant to fix.
Foundation vs Higher: when to consider moving tier (and when not to)
Tier changes are worth discussing, but only with evidence. A good tutor will start by securing Foundation grade 5 boundary skills and checking whether your child can handle unfamiliar multi-step questions without freezing. They may use a small set of Higher entry questions as a diagnostic: not to “teach Higher”, but to see if the student can access the language, algebraic manipulation, and problem-solving steps under time pressure.
It is often not the right move if your child is still losing marks to accuracy, weak working, or basic number. In that case, moving to Higher can reduce confidence and lower the chance of securing a safe pass. A sensible tutor explains the trade-off clearly: what grades are available on each tier, what your child is currently demonstrating, and what would need to change before switching.
Practicalities that affect results: homework load, communication, and matching school assessments
Foundation progress is easier to track when tutoring aligns with school. A good tutor asks what exam board your child is on, what topics are being taught, and what assessments are coming up. They can then balance two streams: keeping up with class and fixing the underlying gaps that keep reappearing.
Homework should be short and specific. Many Foundation students benefit from 10–20 minutes, 3–5 times a week, focused on one or two question types, plus a quick re-try of corrected mistakes. Communication also matters: you want brief updates you can act on, such as “ratio setup is improving, but unit conversion is still costing marks” and “next week we will practise formulae sheet substitution for area and volume”. If you want broader support, compare options on GCSE Maths tutoring and GCSE Maths Foundation support.
Next steps: how to book an intro and what to send the tutor beforehand
Before an intro lesson, send the most recent evidence of performance: a mock paper or two (even if incomplete), the mark scheme if you have it, and a photo of exercise book pages showing corrections. If your child has a set list, send that too, plus any recent teacher feedback such as “needs to show working” or “careless errors”.
When you are ready, book a free introduction and ask the tutor to outline their first-month plan in writing: diagnostic approach, top priorities for the target grade, homework expectations, and how they will report progress after four weeks.