The complete guide to 11+ tutoring: costs, choices and when it's worth it

Mention the 11+ at the school gate and you'll get one question before any other: "Have you got a tutor yet?"

Not "have you started preparing?", not "which schools are you looking at?". Tutors are often seen as an inevitable part of successful 11+ preparation.

So much so, it seems that a lot of parents never stop to ask whether they actually need one, what they're paying for or what a good one even looks like. They just sign up because everyone else has, while the identities of the best tutors are kept secret – only shared by parents after their youngest child has moved on.

This guide is the longer answer, containing everything you need to know before handing over several thousand pounds: what tutoring costs in 2026, what the evidence says it achieves, how to find someone who's any good, the safeguarding checks that protect your child and how to tell whether it's actually working once you've started.

One quick disclaimer... We built HeyKitsu when we were preparing our own children for school entrance exams. We couldn't find anything that felt right. So we're not neutral about this topic – but we are honest about it, including about when a tutor is the right call.

What 11+ tutoring costs in 2026

Private tutors rarely publish their rates, which is part of the reason pricing feels so opaque. Here is the real picture, drawn from current market data and what parents report paying.

The headline range for a specialist 11+ tutor in the UK in 2026 is £30 to £70 per hour. The average for someone with real 11+ experience sits around £40 to £55 per hour. Qualified teachers with QTS and years of 11+ track record charge at the top end. Newer tutors, student tutors or those supporting less competitive areas charge lower.

Where you live matters more than almost anything else:

• London and the South East: £55 to £80 per hour is typical. Super-selective specialists in Bucks, Kent and parts of Essex can charge £80 to £120 for one-to-one work.
• Grammar-heavy areas outside the South East (Birmingham, Trafford, Lincolnshire, Gloucestershire, Wirral): £40 to £60 per hour.
• Areas without grammar schools (most of the North East, much of Wales, rural Scotland): £25 to £45 per hour, though 11+ specialists here are rarer.

Online tutoring is generally 10 to 15% cheaper than in-person, partly because tutors save on travel and partly because the pool is bigger.

What a full programme costs

Most families who use a tutor start at the beginning of Year 5 and sit the exam in September of Year 6 – around 12 months of weekly sessions. That's roughly 40 to 50 sessions.

• A weekly hour with a mid-range tutor at £45: £1,800 to £2,250 for the year.
• A weekly hour in London at £65: £2,600 to £3,250 for the year.
• Two subjects weekly, London rates, starting in Year 4: £5,000 to £8,000 across two years.

Conversations on Mumsnet regularly feature families describing totals in the £4,000 to £8,000 range. Reviews of The Sutton Trust's 2025 polling estimate the UK's private tutoring market at over £2 billion a year. It's a big industry, and it runs largely on word of mouth.

What's driving the variation

A few things push the price up or down. Qualified teacher status (QTS) usually adds £10 to £20 an hour versus an unqualified tutor. Experience with your specific exam board – GL Assessment, ISEB Common Pre-Test, Quest, CSSE – adds more.

Agency rates are typically 20 to 40% higher than booking directly, because the agency takes a cut. Small-group sessions (two to four children) usually work out at £15 to £30 per child per hour, which can be a decent middle ground.

And finally: peak season. From about February of Year 6 onwards, good 11+ tutors are booked up. Some can even be booked up years in advance. Rates often creep up in the months leading into the exam.

What the evidence actually says about tutoring

This is the bit most parents don't get a clear answer on, so here it is plainly.

The Education Endowment Foundation – the government-funded research body set up by the Sutton Trust with a founding grant from the Department for Education – has done the most thorough work on tutoring effectiveness in the UK.

Their Teaching and Learning Toolkit, which synthesises over 120 studies, finds that one-to-one tuition delivers about five additional months of progress on average, with small-group tuition (two to five children) delivering around four months.

Two things are worth knowing about that headline. First, the evidence is strongest for children who have fallen behind and need to catch up – not for already-capable children being pushed towards a competitive exam. Second, the EEF finds that the biggest gains come from short, regular sessions – around 30 minutes, three to five times a week, for up to ten weeks. Not a single weekly hour.

That's a quietly important detail. A lot of 11+ tutoring doesn't actually match the model the research supports.

The second piece of useful data: The Sutton Trust's 2025 polling found that 27% of UK pupils aged 11 to 17 have received private tutoring at some point, rising to 45% in London. 33% of children in urban areas have been tutored, compared to 19% in rural areas. Children from the "best off" families are around 30% more likely to have been tutored than those from the "worst off". It's common. It's not universal. And it's heavily concentrated in the places where grammar and independent school entry is most competitive.

The four main routes to 11+ preparation

There's more than one way to do this, and the four main routes are markedly different.

One-to-one private tutoring

A tutor works with your child individually, usually for an hour a week, either in person or over video. Sessions are tailored to your child, your target schools and your exam board. Typical cost: £40 to £70 per hour.

This is the gold standard if your child has a specific learning need, struggles to work independently, or is targeting a super-selective school where one or two marks matter. It's also the most expensive option by a wide margin.

Small-group tutoring and centres

Group sessions at a dedicated centre – usually four to eight children. Organisations like Explore Learning and Kumon sit in this category, as do many independent centres in grammar school areas. Typical cost: £100 to £200 a month.

It's structured, sociable and cheaper than one-to-one. The trade-off is less personalisation – a tutor with seven children can't tailor the session to your child's specific gaps. And if your child misses a session, it's usually gone.

Online tutoring

One-to-one over video, typically through a platform that matches families with tutors (MyTutor, Keystone, Tutorful and many others). Rates are usually 10 to 15% lower than in-person equivalents. Quality varies more than in-person, because the marketplace is larger and vetting differs between platforms. For older children it works well. For younger children – particularly Year 4 and early Year 5 – maintaining focus over video is harder.

Adaptive digital platforms

A structured app or web platform your child works through independently. An algorithm identifies their level and adapts what they see. You get progress reports. Typical cost varies from £15 to over £60 a month, which is an order of magnitude less than a tutor.

This is what we build at HeyKitsu, so take the rest of this paragraph with that in mind. Digital platforms work well for children who can self-direct for 15 to 30 minutes at a stretch. They struggle for children who need an adult physically present to stay engaged. The best ones combine adaptive practice with some form of gamification, which is how we approach it at HeyKitsu – but platforms like Atom Learning take a more classroom-feeling approach.

Most families who do well on the 11+ don't pick one route. They combine. The most common sensible approach is daily adaptive practice as the bedrock, with a tutor for targeted sessions on specific weak areas, or a few mock-style sessions in the final stretch.

How to find a good tutor

The tutoring industry is not regulated. Anyone can call themselves a tutor. There is no licensing body, no required qualification, no standardised testing. That's the awkward truth.

Which means the responsibility for vetting sits with you, the parent.

Start with word of mouth

This is how most good tutors get found. Ask parents whose children have already been through the process – ideally at schools a year or two ahead of yours. Parents of current Year 6s are often reluctant to share before the exam (there's a real, if irrational, fear that recommending their tutor gives a competing child an edge). Parents of Year 7s and 8s, whose children are safely placed, tend to be much more forthcoming.

Local Facebook groups and school-gate chats with older parents are usually more useful than polished tutor websites. As one tutor on Mumsnet put it plainly: if a tutor is advertising heavily and has slots free, there's usually a reason.

Conversely, be aware of "fake scarcity". If a tutor has "just one spot opening up", take it with a pinch of salt.

Credentials that actually matter

Look for:

• Qualified teacher status (QTS) or equivalent. Someone who has actually taught children, managed a classroom and understands the national curriculum. Not essential, but a strong indicator.
• Specific 11+ experience, ideally with the exam board your target schools use. GL, ISEB, Quest and CSSE are all quite different. Someone who's tutored ten children through GL Assessment in the last three years is more useful than someone with a PhD in English literature and no exam prep experience.
• Track record with children going to schools similar to yours. Not a guarantee, but a signal.
• An enhanced DBS check (more on this below).
• Membership of The Tutors' Association if they have it. Not required, but a marker of professional commitment.

What qualifications don't tell you

An Oxbridge degree does not make someone a good tutor. Nor does years of classroom teaching. The single most important quality in a tutor is the ability to explain things clearly to a 10-year-old, multiple different ways, patiently, while keeping them engaged. That's a skill you can only assess by watching them work with your child.

This is why a trial session is non-negotiable. Any good tutor will offer one – either free or at a reduced rate. Watch it if you can.

What to ask your child after a trial tutoring session

Children will often answer questions with a shrug and a "yes/no" if you're lucky. That's why it's important to ask questions like these to see how the trial session went. (Notice how most of these can't be answered with a simple yes or no.)

On understanding:

• What did you work on today?
• What did you get stuck on?
• Can you show me one thing they helped you with?

On the tutor's style:

• How did they explain things when you got something wrong?
• Did they wait for you to think, or did they jump in quickly?
• What was the hardest bit of the session?

On engagement:

• What was the most interesting thing you did?
• Was there anything you wished you'd spent more time on?
• If you could change one thing about the session, what would it be?

On rapport:

• Who did they most remind you of? (they may not want to criticise them directly, but if they compare them to a favourite teacher then that's a strong sign!)
• What's their vibe like? (works well for kids who find direct questions awkward)
• Did they seem interested in what you found hard?
• Would you want to do it again?

Agency or direct – which is better?

There are two ways to find a tutor: go direct or go through an agency.

Direct means finding the tutor yourself – via word of mouth, a local Facebook group or a directory like Tutorful or First Tutors. No agency commission, more flexibility on scheduling and you often get tutors who don't bother with agencies because they have a full book already. The downside: all the vetting sits entirely with you: DBS check, references, trial session and so on.

An agency does the vetting on your behalf. The better agencies (Keystone Tutors and Ivy Education for London families, or reputable local agencies in grammar school areas) run personal interviews, check references, confirm DBS certificates and match on exam board expertise. You pay 20 to 40% more for that infrastructure. Most will also replace a tutor who isn't working, without drama.

The rule of thumb: if you're in a well-networked area where word of mouth is strong, going direct is usually better value. If you're newer to the process, targeting super-selective independent schools or simply want managed accountability, a reputable agency removes a lot of guesswork.

Either way – ask one specific question before committing: does the agency verify every tutor's DBS certificate directly or does it ask tutors to self-declare that they have one? Those are very different things. Self-declaration is not safeguarding.

Safeguarding: the DBS check question

Most parents don't know this, and they probably should.

Under the Safeguarding Vulnerable Groups Act 2006, regular one-to-one tuition with a child is classified as "regulated activity" – the same category as teaching and healthcare work with children. Anyone doing regulated activity should hold an Enhanced DBS check with Barred List. This is the highest level of criminal record check the UK offers. It reveals spent and unspent convictions, warnings, cautions and any information local police consider relevant.

Here's the awkward part. Self-employed tutors cannot apply for an Enhanced DBS check on their own. The law requires an employing organisation to apply on their behalf. A tutor working purely on their own has to route their application through an agency, a professional body (The Tutors' Association offers this to members) or a charity.

The practical implications:

• If your tutor has no DBS check at all, that's a significant red flag. Ask why.
• A Basic DBS check is not enough for tutoring work. Ask for Enhanced.
• Checks more than a year old are less reliable, because DBS does not continuously update. Ask whether the tutor is registered with the DBS Update Service, which keeps their status current.
• Agencies and platforms vary enormously in how rigorously they vet. Read the small print. Some online directories explicitly state that vetting is the parent's responsibility.

In 2024, the Children's Commissioner for England, Dame Rachel de Souza, called for mandatory DBS checks for all private tutors. That call has not yet resulted in legislation. Until it does, the duty of care sits with you.

Good practice, even with a DBS-checked tutor:

• A parent or another responsible adult should be in the home during any in-person session. This protects your child and also protects the tutor.
• For online sessions, the lesson should happen in a shared family space – not a bedroom with a closed door.
• Keep communication between tutor and child routed through a parent wherever possible.

This isn't about assuming the worst. It's about making reasonable professional arrangements that schools, hospitals and childcare settings have taken for granted for years.

Questions to ask before you commit

A short practical list. Ask all of these before the first paid session:

1. What's your experience with the 11+? Listen for specifics – which schools, which exam boards, how many children, over how many years. Vague answers are a signal.
2. Do you hold an Enhanced DBS check? Are you registered with the DBS Update Service? If yes, ask to see the certificate number.
3. How will you assess where my child is starting? A good tutor will want to diagnose before they teach. Somebody who wants to launch straight into working through a book is likely teaching the book, not your child.
4. How do you handle the gap between sessions? An hour a week is 52 hours across a year. The other 8,000 waking hours matter too. A good tutor sets homework, suggests reading or recommends practice tools.
5. How often will I hear from you? Regular, specific feedback is part of the job. If the answer is "I'll let you know if there's a problem", that's too hands-off.
6. What does success look like by the time of the exam? A confident tutor will give you a specific answer – target scores, areas they expect to have closed, how they'll know. Hedging here is fair (nothing's guaranteed) but vagueness isn't.
7. What's your cancellation policy and notice period? Get this in writing. Many disputes come down to this.
8. Do you have professional indemnity insurance? Not legally required, but a marker of a tutor running a proper practice.
9. Can we do a trial session first? Yes should be the only acceptable answer.

How often should lessons be, and how long?

The EEF's evidence for catch-up tutoring (which isn't quite the same as 11+ preparation, but is the closest good research we have) points to 30-minute sessions, three to five times a week, for up to ten weeks. That's frequency over duration.

In practice, most 11+ tutors work in weekly 45 to 60-minute sessions, which is driven by logistics rather than pedagogy. The child has to be collected, the session has to be worth the tutor's travel time, and parents can realistically organise one slot a week.

Within that reality, here's what tends to work:

• Year 4 or earlier: Year 4 is a common starting point for tutoring, especially in more competitive areas. If you're not ready for formal tuition, you can instead focus on reading, mental arithmetic, vocabulary and times tables – all things a motivated parent can cover, with a digital platform filling the gaps. If you want structure, a monthly diagnostic session with a tutor is an advantage.
• Year 5: Weekly 45 to 60-minute sessions are the sweet spot, paired with 15 to 20 minutes of daily practice at home. Anything more than two hours of tutoring a week starts to eat into free time without adding proportional benefit.
• Year 6 (final run-in): Some families increase to 90 minutes a week or add a second session in the final eight to ten weeks before the exam. Timed mocks become more important than new content at this stage.

The most common mistake is starting too late and overcompensating. Consistency beats cramming. It also leaves children less frayed on exam day.

A word on daily practice: this is the piece most families underinvest in and most tutors wish they didn't have to. Fifteen minutes a day, every day, on a well-designed adaptive platform will do more for your child's 11+ readiness than almost any weekly lesson.

It's where the actual volume of practice comes from. Lessons can teach, explain and correct. They can't provide the thousands of reps that build real fluency. (That's why we created HeyKitsu.)

When should we start?

The standard advice is 12 to 18 months before the exam – which for most children means the beginning of Year 5 or second half of Year 4. Most grammar school exams sit in September or October of Year 6, so the timeline works back from there.

There's a practical reason to start thinking even before you're ready to start: good tutors have waiting lists. Some of the best 11+ specialists in competitive areas are fully booked 18 months in advance, or even longer in some cases.

The window to secure them is often the summer between Year 4 and Year 5, or up to a year earlier in more competitive areas. If you have a specific tutor in mind – one recommended by a parent whose child is already through the process – approach them early.

Starting formal tutoring in Year 4 can be too early for many children, unless you're in a competitive area or focused on a competitive school. Otherwise Year 4 is better spent on foundations: reading widely, securing times tables, building vocabulary. Children who start tutor-led 11+ practice at age 8 or 9 can burn out by the time the exam arrives, and there's limited evidence that the earlier start produces better outcomes for children who were already capable.

The exception is children targeting highly selective independent schools. Some independent school ISEB rounds begin in October of Year 6 – or even earlier – and the preparation timeline for those schools is tighter. If your target schools run earlier assessments, work back from that date, not from the grammar school calendar.

If you're starting later than Year 5, it's fine. The same approach applies, just compressed. Targeted work on weak areas, daily habits and mocks in the final months. What doesn't work is saturation-tutoring a capable child for six weeks in the hope of making up ground. It creates anxiety and rarely moves scores significantly.

How to tell if tutoring is working

This is the piece parents most often miss, partly because tutors don't always make it easy.

The signals that tutoring is working:

• Your child's performance on standardised mock tests is improving over time. Not on questions set by the tutor – those are likely pitched at what's been taught. Independent mocks are the cleanest signal.
• Your child can explain their own mistakes. If they get something wrong, can they tell you why and what they should have done? That's evidence of understanding, not just memorisation.
• Your child works more independently over time. Good tutoring reduces reliance, it doesn't increase it.
• Your child engages willingly with the sessions and with practice in between. Dread is a red flag. Exhaustion is a red flag. Tears on tutor day are a red flag.

The signals that tutoring may not be working:

• Six months in and you can't name what's improved.
• The tutor is working through a book rather than addressing your child's specific gaps.
• Mock scores are static or declining.
• Your child is consistently more anxious, not less.
• You're receiving no substantive updates, or only generic positive ones.

If any of these describe your experience, it's fair to have a frank conversation with the tutor. If nothing changes in the following month, it's fair to switch – or to stop. Sunk cost is real and it's a terrible reason to keep paying.

What if my child doesn't click with their tutor?

This is more common than parents admit, and it matters more than most credentials. A tutor your child dreads on a Tuesday afternoon is not an asset, regardless of how good their CV looks.

The signs it's not working at a personal level, rather than a progress level:

• Your child is consistently reluctant in a way they're not about school or other activities
• Sessions feel transactional – homework produced, answers corrected, nothing explained
• Your child reports that the tutor talks at them, not with them
• There's no warmth on either side after several months

Give it three or four sessions before drawing conclusions. Some children, particularly those who don't warm quickly to new adults, take time to settle with someone they don't know. If after a month the relationship still isn't there, have a direct conversation with the tutor: "I get the sense they're not fully engaged. What are you seeing?" A good tutor will have noticed too and will have a view on what to try differently.

If the conversation doesn't change anything, switch. One month's notice is a reasonable professional expectation. You don't need a lengthy justification. The wrong fit, maintained out of politeness, costs everyone.

It's also worth asking whether the format is the issue rather than the person. Some children who struggle one-to-one engage much better in a small group – and the reverse is true too. Before concluding that tutoring in general isn't working, consider whether a different structure might suit your child better.

Can I tutor my own child?

Plenty of parents do, and some do it very well. It works best when you feel confident in the subject matter – easier for maths and verbal reasoning than for English comprehension, where children respond differently to feedback from a parent than from a teacher – and when your child is willing to be taught by you, which is less universal at 10 and 11 than at 7 or 8.

The main challenge is emotional, not intellectual. Children often resist correction from a parent in ways they'd accept from a teacher. When a parent marks a comprehension wrong, it can feel personal. When a tutor does the same thing, it's just feedback.

Some families solve this by splitting: a parent covers daily practice and the subjects they're most comfortable with, while a tutor handles the areas where the parent–child dynamic is most difficult. This is often the most affordable and effective structure available.

If you tutor your own child, treat the sessions like proper sessions. A fixed time, a specific topic, a clear end point. "Let's do 20 minutes on long division now" works better than "sit down, we need to do some maths" at 8pm when everyone's tired. Keep brief notes on what you've covered and what didn't land – so you can revisit it next time rather than assuming it stuck.

Are holiday intensives worth it?

Holiday courses – typically one to five days of structured preparation run during Easter or summer – are popular, and can serve a real purpose. The question is which purpose.

A course during the summer between Year 4 and Year 5 is probably the most useful application. It introduces the exam format, covers the non-taught elements (Verbal Reasoning and Non-Verbal Reasoning, which most primary schools don't touch at all), and gives the child and parents a baseline sense of where things stand before a full year of preparation begins. Think of it as a diagnostic and orientation exercise, not a head start.

A course in the summer before Year 6 is also useful – a few focused days on exam technique and timing, once solid foundations are in place.

Where intensives tend not to add much: as a last-minute substitute for consistent preparation. A five-day course in August before Year 6, when a child hasn't done sustained practice since spring, is likely to create stress rather than confidence. The research on what makes tuition effective is clear on this – short, frequent sessions over an extended period outperform concentrated bursts. Intensives work as supplements to regular preparation, not as a replacement for it.

When a tutor isn't the answer

A few common scenarios:

Your child is already in the top 10 to 20% of their class and working independently. A tutor here often adds less than the same time spent on structured self-directed practice, with mock exams in the final stretch. You'd be paying for reassurance more than impact.

Cost is prohibitive. The 11+ is not only accessible to families who can afford £3,000. Daily adaptive practice, free library books, past papers from the exam board and a couple of paid mock exams will give a bright, consistent child a real chance. The gap between well-prepared and expensively-prepared is smaller than the industry would like you to think.

Your child is deeply resistant to working with adults outside school. Force-fitting a tutor onto a child who doesn't want one is a way to make them hate the process. Better to find something they'll engage with – even if it's less obviously "serious" – and build the habit first.

You're doing it because the school gate expects it. This is the worst reason, and surprisingly common. Other parents' decisions are not evidence.

Using HeyKitsu and a tutor together

Most families who get strong results don't choose between a tutor and a platform – they use both. But how you combine them matters as much as the combination itself.

Two parallel tracks – tutor does tutor things, child does platform things independently – is fine. It leaves a lot on the table.

But the model that works best is a proper diagnostic loop: the platform identifies what's wrong, the tutor fixes it, the platform confirms it's fixed and moves on.

Here's what that looks like in practice.

Step 1 – the platform surfaces the gap. An adaptive platform works through the curriculum continuously. As your child answers questions, their performance in each topic area is tracked. What you get isn't "maths is weak" – it's the specific topics where they're consistently getting things wrong. Fractions with mixed numbers. Apostrophes for possession. Identifying the main clause in a complex sentence. That specificity is the whole point.

Step 2 – you brief the tutor before the session. This is the step most families miss. Share what the platform is showing: "She's repeatedly getting questions wrong on column subtraction with exchanging. Can this week's session focus there?" Without this data, tutors could default to working through a book in order – covering content the child may already have mastered, rather than the gaps that actually need closing. Specific data transforms the brief.

Step 3 – the tutor explains. This is where a skilled human is irreplaceable. Real-time explanation, adjusted for how this particular child thinks, with immediate feedback when the explanation isn't landing. The tutor works through the concept, spots the specific misconception – often a small one, buried under what looks like a bigger problem – and corrects it. This is what a session with clear direction can do in 20 minutes that weeks of automated practice cannot.

Step 4 – the platform retests and adapts. Your child returns to HeyKitsu. As they answer questions correctly on that topic, the platform registers the improvement and moves them on. If they continue to make errors, it holds in that area and varies the question type. You can check the dashboard and see, in a way you couldn't before, whether the gap has actually closed – or whether it's still there in a different form.

Step 5 – the loop repeats. At the next session, the platform has new data. The tutor has a new brief. Nothing is assumed from the previous week.

The practical effect of this model: tutor sessions become more focused and efficient. They're doing targeted work rather than teaching the whole curriculum from scratch. Some families who establish this loop move from weekly tutoring to fortnightly, without any loss of progress – because the platform is handling the volume and the repetition, and the tutor is handling the explanation. That reduces cost and reduces pressure on the child.

There's also a less obvious benefit. When a child can see their own score in a topic area rising – on a platform that doesn't lie to them and doesn't award points for effort – it builds a different kind of confidence than tutor praise. They're not being told they're doing well. They can see that they are.

What this means for how you run the sessions

Update your tutor once a week, even briefly. A one-line message before the session – "the platform is flagging her apostrophe questions this week" – changes the quality of the session more than almost anything else you could do.

Ask for a session summary afterwards. Most good tutors will provide one. Cross-reference it with what the platform shows over the following week. If the gap has closed, the tutor's explanation worked. If it's still there, the explanation didn't stick and the next session needs a different approach.

Don't ask the tutor to set the child's daily practice. That's the platform's job, and it does it better that most tutors – it has thousands of data points on your child's performance across the whole curriculum, and it adjusts daily. The tutor's job is explanation, not question selection.

The shape of the whole thing

If we had to summarise what works: daily adaptive practice is the bedrock, and a tutor – used well, briefed properly – is the sharpest tool in the kit for closing specific gaps when they appear.

Most strong 11+ results come from families who do 15 to 20 minutes of daily practice from the start of Year 5 or just before. They use the platform's data to direct their tutor's attention and build in timed independent mocks in the run-up to the test. The total cost is a fraction of year-long weekly tutoring. The total preparation hours are considerably more, because of the consistency of the daily habit.

Whatever you decide about tutoring, build the daily habit first. Everything else is easier with that in place.

If you'd like to see what daily 11+ practice can look like, the first three levels of every collection on HeyKitsu are free – no trial period, no credit card, no expiry. It covers English, Maths, Verbal Reasoning and Non-Verbal Reasoning, on iPhone, iPad and web. Have a look at heykitsu.com.

Want to see how the cost for HeyKitsu and tutoring compare to independent school fees? Check out our grammar schools savings calculator.