Build exam confidence — from Summer onwards
Start Year 11 and Year 13 prepared, not panicking.
Read Our Reviews
A few kind words from the parents and students we work with.
The final year comes at you fast
Mocks land, predicted grades get set, and the gap between “doing okay” and reaching what they're capable of can come down to a few topics no one's had time to go back over. Left to the spring, it usually becomes a cramming sprint — stressful for your teenager, and the kind of last-minute revision the evidence says sticks the least. It doesn't have to go that way.
A qualified UK teacher, one-to-one
In the subject that needs it, attention aimed entirely at your child.
Not just content — how to revise
Retrieval and spaced practice, so the work they do alone actually sticks.
Start when it helps
A Summer booster after disappointing mocks, or a steady weekly session from September.
No lock-in
Pay after each lesson, no subscription.
We know the final year is exhausting — for them and for you
You can see where it's slipping, but you can't teach it yourself, and “just revise” turns into a row. You don't want to pile on pressure; you want to take the panic out. That's the whole job here. Your child works one-to-one with a qualified UK teacher who finds the actual gaps, gives them feedback on the spot, and shows them how to revise so it works. Our teachers are DBS-checked, and you meet yours on a free call before anything starts.
It's also the most effective shape of support there is: the Education Endowment Foundation rates one-to-one tuition as the catch-up approach with the strongest evidence — and the two highest-impact things any teacher can do, fast feedback and teaching pupils how to learn, are exactly what one-to-one delivers and a full classroom can't.
Meet our online teachers
Our teachers are DBS-checked. All interviewed by us personally.
Antonia Barden
Hey! I am Miss Antonia, a passionate Geography teacher, dedicated to helping students build confidence and reach their full potential. I am kind, energetic, and create a supportive environment where students feel comfortable asking questions and developing their understanding.
I take time to get to know each student so I can tailor lessons to their individual learning style. I specialise in simplifying complex ideas and improving exam technique, with a strong track record of helping students achieve A* grades, Level 9s, and results above their targets.
With a passion for travel and having visited over 30 countries, I bring real-world examples and global perspectives into my sessions, helping students better understand the world around them
Anya
A University of Oxford Geography graduate with a 2.1 Honours and 5+ years tutoring experience. I tutor Geography across all years: primary, secondary and University Admissions, covering: GCSEs, A-Levels, Personal Statement writing & editing, Interview Skills and Oxbridge admissions.
I teach Geography across multiple exam boards including Edexcel, OCR and AQA.
I teach across multiple exam boards and received A*/As for A-Level and all A**s/A*s for GCSE & IGCSE. Private Tutor for over 5 years with adept experience in helping students unlock their potential and achieve great results! I have also mentored students through University Admissions and Oxbridge University access & outreach programmes, tutoring applicants on personal statement writing, interview preparation, entrance exams and subject-specific guidance for Geography and the Humanities. I am passionate, supportive and take a holistic approach to tutoring, tailoring sessions to each student's needs and learning style.
Lessons are one-to-one, structured and teaching methods are student-tailored. Lessons cover specific subject content, homework, exam past papers with exam technique skills, revision strategies and essay writing skills.
Covering both physical & human geography.
Charlie Soyka
I am an experienced headteacher who has led three successful schools in a number of different settings across Hertfordshire and London over the past twelve years. My leadership and teaching style is one of collaboration, challenge and support which has brought results in every school that I have led and recognised at local and national level. I place great importance on developing effective systems that build trust, openness and opportunity. I lead with integrity and humility which is balanced with ambition and success. I am also a keen and distant student of the works of CG Jung and enjoy the pursuit of reading widely and extensively for both professional and personal pleasure. As a keen sportsman I enjoy regular cycling, walking and cold-water swimming. These pursuits help me to remain in a state of fitness that translates into my professional life.
David Burton
I am an Oxford University graduate. I teach GCSE and A level Chemistry, Physics and Biology as well as GCSE Maths. I am happily married with two teenage children. I help my son and daughter with their studies and we also enjoy playing music and sport together. I play the guitar a little and saxophone even less but I like listening to music.
Dr Jenna Hussain
I am a qualified GP, educator, and mentor with a strong passion for supporting students through medical school preparation and the wider university application process. Having completed my GP training, I bring a broad range of clinical experience across general practice, oncology, palliative care, and hospital medicine. This enables me to offer realistic, up-to-date insight into both medical training and the realities of a career in healthcare. My expertise in medical school preparation is grounded in both personal experience and academic contribution. I am a co-author of “The Unofficial Guide to the Medical School Interview”, and have previously contributed to resources focused on gaining entry to medical school. Through this, I have developed a detailed understanding of the application process, including personal statements, entrance exams, and interview techniques. Alongside this, I have hands-on experience tutoring GCSE and A-level students and supporting university applicants, helping them successfully secure offers. I have a longstanding commitment to widening participation and mentorship. I have volunteered in outreach programmes working with schools and colleges to support students from diverse backgrounds in accessing medical careers. During the COVID-19 pandemic, I co-developed national educational initiatives to support early-graduating medical students, demonstrating my ability to lead, innovate, and deliver impactful teaching. I hold a Postgraduate Certificate in Clinical Practice, Leadership, Management and Medical Education (Distinction), and I am a Fellow of both the Institute of Leadership and Management and the Healthcare Leadership Academy. I have also led accredited leadership programmes for healthcare trainees and continue to contribute to medical education through conference leadership, NHS e-learning development, and invited teaching roles. My approach to mentorship is holistic. I focus not only on academic success, but also on building confidence, resilience, and clarity of direction. Having navigated a highly competitive academic pathway myself and received national recognition, including RCGP Junior Doctor of the Year, I understand what it takes to stand out. I am passionate about helping students achieve their goals and feel confident in their journey. I am well equipped to guide aspiring medical students and university applicants, supporting them to succeed and truly distinguish themselves.
Elizabeth Stewart
Beth is a qualified and experienced secondary English teacher and tutor based in West Sussex. Having worked in both the private and public sectors, Beth has taught English Literature and English Language across KS3-KS5, with successful results. She also has experience working with SEN pupils and is able to tailor her resources and lessons accordingly to ensure all her students can flourish.
Beth completed her BA (Hons) degree in English Literature at the University of Durham in 2018 and continued her education at the University of St. Andrews, where she obtained an MLitt (Master of Letters) in Women, Writing and Gender. Having tutored secondary pupils throughout her time at university she decided to pursue a career in education, acquiring a PGCE in Secondary English with Distinction from the University of Sussex. She has worked as a secondary school teacher in English (up to A-Level) and PSHE, and as a Cover Supervisor where she provided long-time cover for History.
Alongside her experience in secondary education, Beth has also worked with primary school children, supporting them in Years 5-6 as they progress towards their SATs. Beth loves working with KS2 pupils and particularly enjoys creating joyful and energetic activities which build the confidence, enthusiasm, and skillsets students require for KS3.
Additionally, Beth has also taught undergraduates at the University of Sussex, where she has recently worked as a Doctoral Tutor. She is currently completing her PhD in English Literature at Sussex, focusing on eighteenth-century women’s writing and Enlightenment philosophy.
Beth is passionate about literacy and wants to nurture a love of reading in all her students through her creative and exciting approach to literature. A love of reading is the beginning of an incredible lifelong journey and Beth is committed to helping her students navigate this successfully, overcoming any difficulties they may face together. Her pedagogic approach is founded upon accessibility and flexibility, to make sure her students get the most out of their sessions.
Emily Henders
I have been teaching science for over 10 years to secondary school children. I specialise in biology and chemistry upto GCSE, and biology a level
Emily Morris
I am passionate about education and dedicated to helping students grow into confident, reflective, and independent learners. I qualified as a Secondary School English Teacher in 2021 through Teach First. My primary expertise lies in Secondary English Language and Literature. I believe students thrive when they are encouraged to think creatively and reflectively, making meaningful connections between their studies and the real world. This approach often encourages students to become independent and curious learners. Within my tutoring sessions, every lesson is carefully planned with personalised learning but ensuring students enjoy the process and develop a genuine love of learning. In my spare time, I enjoy Yoga, Pilates and going to the theatre.
How it works
Book a free intro call
Meet a subject teacher, talk through where your child is — no card, no commitment.
Agree a simple plan
Which subject, a realistic weekly slot, and — if you’d like — a term plan we’ll help you build.
Start weekly sessions
From Summer or September through to the exams. Pay only after each lesson; no lock-in.
Two ways in — a Summer booster, or the full year
If the mocks were a wake-up call. A focused Summer booster is well-timed: a short run of regular sessions to close the gaps and rebuild confidence before an autumn mock or a stronger start in Year 11 or Year 13. It's the type of support the evidence backs most strongly for catching up.
Planning the Summer? Read: A plan for the Summer
If you want to stay ahead of it. A steady weekly session from September keeps the subject moving all year, with revision spaced out and feedback built in — instead of everything riding on the spring.
Either way, good support follows the same arc across the year:
- Summer / SeptemberFind the real gaps; build a realistic, spaced plan they’ll actually stick to.
- AutumnCover and repair content, revisiting earlier topics rather than just marching forward.
- SpringPast papers and self-testing focused on the weak spots; exam technique.
- Run-up to examsTimed practice, and keeping a lid on the stress.
GCSE and A-level exam support — the right help, early, goes a long way
When your child is heading into Year 11 or Year 13, you think about grades, revision and stress. One thing you rarely think about is the actual number: how many hours of teaching a single subject really gets — and how much of that is teaching aimed at your child. A GCSE subject is built around roughly 120 to 140 hours across the whole course, an A-level around 360; and in a class of 22 to 30, your child's individual share of any given lesson is only a couple of minutes. That's not a knock on teachers — it's simply the arithmetic of one adult and a full room.
A single weekly one-to-one hour, from September to the exams, adds something like 30 hours of teaching in that subject across the year — and, because it's all individual, more one-to-one attention than a whole half-term of normal lessons. (These are illustrative figures, not a measured guarantee — the comparison depends on your child's school and subject; take them as “to put it in perspective”, not a precise claim.) Paired with the right revision methods, that's why a modest amount of the right help, early, goes a long way.
Just as important is what happens in the sessions. Most students revise the way that feels productive — re-reading and highlighting — which the research rates among the least effective methods. The two that work are retrieval practice (testing yourself) and spaced practice (revisiting over time instead of cramming), and they're exactly what a good tutor builds in, alongside fast, individual feedback and coaching in how to study. It's also why starting in the Summer or September beats a spring sprint: spacing works better the more time you give it.
So whether it's a Summer booster after disappointing mocks, or a steady weekly session from September, the job is the same — close the real gaps, teach your child how to revise, and take the panic out of the final year. You can meet a qualified UK teacher on a free intro call first, pay only after each lesson, and stop or change it whenever you need.
Frequently asked — exam support
The final year is hard enough. Your child doesn't have to face it one of thirty.
No commitment, no contract — just a free intro call about the subject your child needs and what would actually help. Book the lessons you want from there, and stop or change them anytime.
Meet the teacher first · pay after each lesson · no lock-in