Make space for the questions that need more time.

Begin with a clear learning need.

A learner might need another way to understand a topic, guided practice or help organising a piece of work. Share a recent example of where they got stuck rather than describing them as simply good or bad at a subject.

Tutoring can focus on a particular topic or form part of a regular learning routine. Agree the purpose together and avoid treating extra sessions as a promise of a particular mark.

Look beyond a subject name.

Ask about the tutor's experience with the relevant learning stage, subject and curriculum. A useful conversation also covers language, pace, teaching approach and how the learner will be encouraged to explain their own thinking.

For online sessions, discuss the device, connection and way of sharing work. For in-person sessions, agree the location and a suitable learning space.

• What experience is relevant to this learner's needs?
• How would the tutor approach the current difficulty?
• What work or materials should the learner bring?
• How will the tutor share useful feedback?

Give the first session a manageable focus.

Bring the relevant workbook, instructions or a small sample of recent work. Choose one main question to explore and tell the tutor what has already been tried.

At the end, ask the learner to describe what makes more sense and what still needs work. A short next step is often more useful than an ambitious list that will not fit into the week.

Agree the practical details as well.

Confirm the proposed duration, frequency, total price and cancellation terms before committing. Clarify whether preparation, feedback or materials are included in that arrangement.

The information here helps you choose a direction. Individual subjects, delivery options and availability need to be checked with the provider you are considering.