One-to-one tuition · Years 9 to 13
Stone Current is a small private practice run by a single tutor. Every student keeps the same weekly hour, works from their own school's scheme of work, and leaves each session with two marked questions and one thing to fix before next week.
Term-time openings
Slots are held for the whole term once they are taken, so the list changes slowly. If nothing here fits, ask about the waiting list — it usually moves in January.
Ask about a slotSubjects & levels
Four strands only. I would rather teach a narrow range properly than claim every subject on the timetable.
Rebuilding the parts that quietly failed earlier — fractions into algebra, rearranging formulae, ratio and proportion — then grade 7–9 problem solving with past-paper structured questions rather than topic worksheets.
60 min weekly
Pure and applied together: differentiation and integration technique, trigonometric identities, vectors, and the mechanics questions most students lose marks on because the diagram was never drawn.
90 min weekly
The maths inside physics — unit work, graph gradients and areas, and the required practicals written up so that the six-mark method questions become predictable.
60 or 90 min
Moles and concentration calculations, bonding explanations that answer the question as asked, and the step up from GCSE into Year 12 for students who found the first half-term harder than expected.
60 min weekly
How sessions work
Nothing is paid before the trial, and nothing is signed at all — slots are held term by term.
Subject, year group, exam board if you know it, and the two or three times of week that would realistically work. A recent test or report helps but is not needed.
A full-length session at no cost. I work through a short diagnostic set with the student, and afterwards send you a plain note on what I think is going wrong and whether weekly tuition is the right answer.
If it suits everyone, the hour becomes yours for the rest of the term, same day and time each week. Invoices go out monthly, after the sessions have happened.
Twenty minutes revisiting last week's fix, the bulk of the hour on new material with me marking as we go, then two questions set for the week. A short written summary follows each session.
What we work on
Most students who plateau know more content than their marks suggest. We split the hour between the material and the way it is examined.
Rates & blocks
Billed monthly for the sessions that actually took place. Materials, marking and the written session summary are included.
| Session | Length | Format | Rate |
|---|---|---|---|
| Trial sessionFull length, with a written assessment afterwards | 60 min | In person or online | No charge |
| Weekly hourThe standard arrangement for GCSE studentsMost students | 60 min | In person or online | £48 / session |
| Extended hourUsual choice at A-level, where one topic needs the room | 90 min | In person or online | £68 / session |
| Paper clinicOne full past paper, marked live, in the fortnight before an exam | 120 min | In person preferred | £86 / session |
| Sibling hourTwo students, same subject and level, sharing one session | 90 min | In person | £82 / session |
The tutor
I taught secondary maths and physics for eleven years, the last four as a head of department, and I marked exam papers for two of those summers. Marking is the reason I tutor the way I do: you see very quickly that most lost marks are not lost through ignorance.
I now keep a deliberately small register — around a dozen students a term — so that everyone gets the same hour each week and I have time to read what they send between sessions. I teach from your school's scheme of work rather than my own, and I would rather tell you after a trial that tuition is not what your child needs than take the slot anyway.
Questions
For A-level students, usually yes — we share a writing tablet, so I see the working appear line by line and can annotate it. For younger students who drift without someone beside them, in person is better. I will say which I think suits your child after the trial rather than before it.
You get a short written note after every session: what we covered, what was set, and anything I would like practised. Once a term I send a longer summary you could take into a parents' evening. If something worrying comes up, I tell you that week rather than waiting for the summary.
Let me know by the evening before and there is no charge — illness, school trips and fixture changes are normal. Cancellations on the day are charged, because the hour cannot be filled. If I have to cancel, I offer a replacement slot that week or drop the session from the invoice.
We use it as evidence, not as the lesson. Bring the homework and I will work through the parts that stalled and teach the underlying method, but I will not simply dictate answers to be handed in — that hides the problem from the school as well as from us.
More than most people expect, especially at A-level: the same topic can be assessed quite differently. Tell me the board and specification code if you have it, and I will plan from that specification and use its past papers. If you do not know it, I can usually identify it from a recent test paper.
Only if they are in the same subject and roughly the same place in it — siblings in the same year, or two friends from one class. It works well for paper practice and badly for repairing gaps, because gaps are rarely in the same place. Ninety minutes is the minimum for a shared session.
Most stay a full academic year, some only for a term before mocks. I review it with you each term and will say plainly when a student no longer needs the hour — the aim is to be finished with, not to be permanent.
Enquire
A few details are enough to tell you whether I can help and when I could start. I reply to every enquiry, including the ones I have to turn down.