The 1:1 Advantage: Focused Online Tuition that Supports Progress

The demand for one-to-one tuition has grown steadily in both the UK independent sector and international schools. According to data from the Independent Schools Council (ISC), a significant proportion of families are supplementing classroom instruction with additional support, often to address gaps or to stretch high-achieving students. The Council of British International Schools (COBIS) has also reported an increase in families seeking personalised academic support for exam preparation and transitions between curricula. In this context, one-to-one online tuition has become an increasingly valued option for parents and schools looking for flexible, targeted learning solutions.

What sets 1:1 tuition apart: One-to-one tuition is different from classroom teaching and small-group support because of its individualised nature. In a 1:1 setting, every minute of teaching time is directed towards a single learner’s needs. The pace can be adjusted, slowed down for complex threshold concepts or accelerated when a student demonstrates mastery. Tutors can provide immediate feedback and correct misconceptions on the spot, something that can be more difficult in a classroom of 20 or 30 students. Online delivery adds an extra dimension of flexibility: learners can connect with subject-specialist tutors globally without geographic restrictions.

Evidence on impact: The Education Endowment Foundation (EEF) has synthesised a large body of research on one-to-one tuition. Its Teaching and Learning Toolkit notes that some studies suggest one-to-one tuition can lead to up to five months’ additional progress over a year when delivered consistently and effectively (EEF, 2023). This figure should be treated cautiously: outcomes vary considerably depending on the subject, age group, and quality of the tuition. Nevertheless, the finding highlights the potential value of personalised tuition as a supplement to mainstream schooling.

Similarly, evidence from the Sutton Trust points to the important role that one-to-one tuition can play in helping students catch up after lost learning, with its 2023 “Tutoring: The New Landscape” report emphasising that structured, short-term tutoring programmes can be particularly effective for students preparing for high-stakes exams (Sutton Trust, 2023). For international schools, the Council of International Schools (CIS) has highlighted the importance of interventions that link closely to student well-being and curriculum demands, suggesting that personalised approaches often have the most positive outcomes for learners.

How 1:1 tuition works in practice: Effective one-to-one tuition is not just about allocating tutor time. Programmes that have demonstrated success tend to share several characteristics:

• Regular, short sessions: For example, two to three 45-60 minute sessions per week over a 10-week block.

• Diagnostic baseline assessment: Tutors begin with a review of prior attainment, often using past paper questions or topic-specific quizzes.

• Goal setting: Learning goals are aligned to syllabus outcomes, such as Cambridge International’s assessment objectives or IB command terms.

• Teaching cycles: Each session follows a pattern of teaching, guided practice, retrieval, and review.

• Feedback loops: Learners receive timely, specific feedback, and revisit errors in subsequent sessions.

• Progress monitoring: Mid-point assessments (week 5 or 6) and cumulative reviews (week 10) ensure progress is tracked and reported.

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Comparisons with small-group tuition: EEF studies also note that small-group tuition (groups of 2–5) can deliver around four months’ additional progress on average, making it a cost-effective alternative in some settings (EEF, 2023). However, where learners have highly individualised needs, such as gaps in prerequisite knowledge or the need for intensive exam preparation, 1:1 tuition is often more appropriate. A 2022 TES article summarising teacher perspectives highlighted that the flexibility of 1:1 allowed students to ask questions they may not have raised in class, improving confidence and independence (TES, 2022).

Parental and student perspectives: Surveys by COBIS (2024) found that many parents in international schools see tuition as an investment in both academic outcomes and student confidence. Parents reported valuing the individual attention their children received, particularly when tutors were able to provide feedback that connected classroom learning with assessment expectations. Students themselves often noted that tuition reduced stress before exams, as they had more opportunities to clarify doubts and practise under supportive guidance.

Integration with school provision: For tuition to be most effective, it should align with classroom teaching. Tutors working with Cambridge International or IB students, for example, need to use the same language as examiners (e.g., command terms such as “evaluate”, “analyse”, “justify”). This helps students apply their learning in ways that are directly relevant to assessments. ISC schools have emphasised that families often seek tuition that is not a “bolt-on” but an integrated part of a learner’s academic journey.

Well-being considerations: CIS and COBIS have both stressed the importance of balancing academic progress with student well-being. One-to-one tuition provides a setting where tutors can check in with learners on their confidence and stress levels, adapt pacing, and celebrate small successes. This mentoring aspect means tuition is not only about academic results but also about fostering resilience and motivation.

Challenges and limitations: It is important to recognise limitations. The effectiveness of one-to-one tuition is contingent on the quality of the tutor, the alignment of sessions with curriculum goals, and the student’s engagement. There are also equity considerations: while many independent and international school families can access tuition, affordability remains a barrier in some contexts. As the Sutton Trust has noted, ensuring wider access to effective tutoring is key to addressing educational disadvantage.

Conclusion: One-to-one online tuition, when well designed and delivered, offers a valuable complement to classroom teaching. Evidence from the EEF suggests that it can improve progress by several months, though results vary. What this points towards is that a focused, targeted learning plan, supported by regular feedback and aligned to syllabus outcomes, can help students build both knowledge and confidence. For families in ISC, COBIS, and CIS schools following Cambridge International and IB pathways, 1:1 tuition provides a flexible, effective way to consolidate learning, prepare for exams, and support student well-being.

References

• Education Endowment Foundation (2023). Teaching and Learning Toolkit: One-to-One Tuition.

• Education Endowment Foundation (2023). Teaching and Learning Toolkit: Small Group Tuition.

• Sutton Trust (2023). Tutoring: The New Landscape.

• TES (2022). Teacher perspectives on private tuition.

• COBIS (2024). Annual Research Survey.

• CIS (2023). Student Well-being and International Schools Report.

• ISC (2024). Annual Census.