Parent guide
Small-group or one-to-one tuition? Start with the learning need—not the format label.
One-to-one tuition is not automatically better, and a group is not automatically good value. The right question is whether the teacher can notice this learner, create productive thinking and adjust the work at an appropriate pace.
What one-to-one can do well
One-to-one tuition can be appropriate when a learner has a highly specific knowledge gap, needs an unusual timetable, is preparing for a short urgent objective or would be poorly matched with available peers. The teacher can vary the pace continuously and spend the whole session on one learner’s work.
- Very specific or unusual learning need
- Short, urgent intervention
- A pace that is difficult to match
- Intensive feedback on an individual piece of work
What a genuinely small group can add
A well-matched small group lets learners hear another method, explain an idea aloud, compare interpretations and discover whether their reasoning survives a question from someone else. These are academic benefits, not merely a way to divide the fee.
- Comparison of methods and interpretations
- Purposeful teacher-led discussion
- Practice explaining reasoning
- A stable learning rhythm with compatible peers
The class-size threshold matters
Ask for the actual maximum, not the word ‘small’. In a group of up to six, a skilled teacher can still question individuals, inspect working and notice recurring patterns. A much larger class may require a different teaching model and should not be described as equivalent.
- Published maximum class size
- Stable rather than constantly changing membership
- A plan for quieter learners
- Individual work checked during or after class
Match before price
Compare the qualification, exam board, current level, pace and goals of the students. A cheaper group is poor value if the learner spends the lesson waiting or lost; an expensive individual lesson is poor value if it creates dependence without independent practice.
Questions to ask before deciding
Ask who teaches, how students are grouped, what happens when levels diverge, how work is marked and what evidence reaches parents. A provider should also explain when it would recommend one-to-one support instead of its own group product.
- Why is this cohort compatible?
- How does the teacher check each learner?
- What happens between lessons?
- When would you advise against this group?