Writing
The practice
They are short of someone who noticed the exact place the understanding broke, and had the time to go back to it. In a class of thirty nobody has that time. That is the whole reason this practice exists, and it is why it is organised one tutor to one student rather than around a curriculum.
Founder · on why the practice is built this way
“Education shouldn't be standardised. It should be as unique as the student.”
Ankur Kakkar, FounderEverything below follows from that sentence, including the parts that cost us work — the single tutor, the fresh search, the conversation where we tell a family we are not the right practice.
What we hold to
No rotation, no substitution when someone is unavailable. A tutor who has to rebuild the picture of a student every term never gets past the surface of what is wrong.
Nobody is taught anything until we know what they actually cannot do. Most students arrive having been told the wrong thing about themselves by a report card.
We do not hold a bench and allocate from it. Each engagement opens a fresh search against that student’s needs, which is slower and is the reason the match holds.
On the first call, not halfway through it. There are excellent practices we are glad to name when a family would be better served elsewhere.
Choosing the tutor
A tutor is selected after the diagnostic, against what that student actually needs: the syllabus and board they are sitting, the specific gap the diagnostic found, how they take instruction, the shape of the engagement, and — where a placement calls for it — the household it has to work inside.
You meet the tutor before anything is agreed. If they are not right, you meet another.
One conversation, about thirty minutes, with someone who would actually run the engagement. If we are not the right practice we will say so on that call, and tell you who is.