What happens after you submit an assessment request
If you have just submitted the form, thank you. The next step is not an automatic sales call. We review the student’s route, evidence and timeline first, then recommend the smallest useful next step: free clarification, diagnostic review, mock marking, exam planning, guided study, tutoring or small group if suitable.
1. Submission reviewed
We check subjects, country or timezone, exam board, target grade, exam timeline, recent result, uploaded materials and the main concern selected in the form.
2. Response priority set
Urgent exam timelines, ready-to-book enquiries and uploaded evidence are prioritised. Less clear enquiries may receive a request for missing information first.
3. Feasibility checked
We confirm whether tutor or marking availability, timezone, subject and requested timeline can be handled responsibly before asking for payment.
4. Next step confirmed
Only after the scope is clear do we provide package suggestion, price, payment instructions and booking details.
Expected response time
Response time depends on urgency and how complete the enquiry is. These are practical targets, not automated guarantees.
| Situation | Typical handling | What we may ask next |
|---|---|---|
| Final exam or mock is very soon | Prioritised human follow-up where possible. | Exam date, recent evidence, available times and realistic focus for a short sprint. |
| Ready to book if suitable | Availability and scope check before quote or payment instructions. | Subject, exam board, timezone, package preference and any uploaded work. |
| Evidence already submitted | Faster recommendation because the tutor can judge from real work. | Paper type, mark scheme if available, school feedback and target grade. |
| Route is unclear | Planning-first response instead of recommending lessons too early. | Exam board, subject code, exam session, school route or private-candidate questions. |
| General enquiry | Free assessment response after the student profile is reviewed. | Missing subject, timeline, target grade or current level details. |
How we choose the first paid step
The first paid step stays small enough to feel sensible and specific enough to help you make a decision.
| If your situation looks like… | Likely recommendation | Why |
|---|---|---|
| You have a completed mock or past-paper attempt. | Mock marking from £45. | The fastest value is usually to identify mark loss, error patterns and revision priorities. |
| You have evidence but are unsure whether lessons are needed. | Diagnostic review from £35. | A low-risk review can prevent buying a lesson package before the problem is clear. |
| The exam board, paper route or private-candidate path is unclear. | Exam planning from £55. | Planning first reduces the risk of paying for support on the wrong route. |
| The student can self-study but lacks structure. | Guided study from £179. | Weekly plans, milestones and parent summaries may be enough before adding live lessons. |
| The student needs regular teaching. | One-to-one package from £399. | A tutor match is useful when the student needs explanation, practice and review over time. |
| Several students have similar subject, level and timing. | Small group if a cohort is suitable. | Small groups only work when the match is academically and practically close. |
What we do with your service preference
The form asks about pricing and preferred first step so the reply can match your service decision stage.
| What you tell us | How we use it |
|---|---|
| I need price guidance. | We suggest the smallest useful route first, such as free clarification, diagnostic review, mock marking or planning before a larger package. |
| I have checked prices and want a quote. | We check subject, tutor or marker availability, timeline and evidence before sending price and payment instructions. |
| I am budget-sensitive. | We avoid recommending too much too soon and explain which lower-cost step gives the clearest value. |
| I need an invoice. | Invoice details are prepared only after the scope, availability and cancellation terms are clear. |
| I am not ready to pay yet. | We may offer free clarification or ask for evidence without pressuring you to buy immediately. |
What helps us respond faster
The strongest enquiries include both the goal and the evidence.
Student profile
Student year group, country or timezone, school route, target subject and target grade.
Exam details
Exam board, expected exam session, paper route or subject code if known.
Recent evidence
Mock result, completed paper, topic test, writing sample or school feedback.
Practical availability
Preferred lesson times, contact method, follow-up language and urgency.
Decision stage
Whether you need a recommendation, are comparing options, or are ready to book if suitable.
Budget range
A rough range helps us suggest a realistic first step rather than an unsuitable package.
When a tutor is involved
Tutor involvement starts when the academic need, availability and service role are clear enough.
| Check | What must be clear |
|---|---|
| Tutor fit | Subject, exam board, student level, communication language, timezone and teaching style are suitable. |
| Role | The tutor is being used for teaching, guided study, marking, a diagnostic opinion or a planning call. |
| Capacity | The tutor has enough availability for the requested package or the agreed one-off task. |
| Safety and payment boundary | Communication and payment stay within the confirmed service route, with parent awareness for students under 18. |
| Handover summary | The tutor receives a concise brief so you do not need to repeat the full story again. |
What a helpful reply should give you
After a family submits an enquiry, the reply should reduce uncertainty. It should not feel like a generic package pitch that ignores the student evidence.
A clear first step
Free clarification, diagnostic review, mock marking, planning, guided study or tutoring, with a reason for that route.
Missing information
If the route is unclear, the reply should say what is missing: board, paper route, exam date, work sample or availability.
Price before commitment
Families should know the likely price and what is included before they are asked to approve payment.
Honest limits
If the timeline is too short or the request needs an official school or exam-centre decision, that should be stated clearly.
When the sensible answer is not “buy lessons now”
A useful assessment sometimes slows the decision down. That can be the more responsible answer when the student evidence, route or timing is not ready.
No recent work to review
Without a paper, writing sample or teacher comment, regular tutoring may be based on guesswork. A small diagnostic step or one useful upload can make the decision cleaner.
Exam route still uncertain
If the board, paper route or private-candidate arrangement is not clear, planning comes before lessons so the student does not prepare for the wrong path.
Urgency is too broad
When the exam is close, “help with everything” is not a plan. A short sprint should focus on the most realistic marks still available.
Budget needs protecting
If several subjects look weak, the first response may be to rank priorities rather than spread money thinly across too many services.
Tutor fit is not confirmed
A subject may be suitable, but payment should wait until the tutor, marker, timezone or delivery route is workable.
School decision is needed
Exam entry, access arrangements, coursework or centre rules must be confirmed by the school, centre or exam board before academic support is scoped.
How to read our reply
A good reply should be easy to act on. Families should not have to guess whether they are being asked for information, invited to pay, or advised to wait.
| If the reply says… | What it means | What you can do next |
|---|---|---|
| Please send one recent paper or writing sample. | The current description is not enough for a responsible paid recommendation. | Upload one useful file rather than a large folder of mixed materials. |
| Diagnostic review may be the best first step. | The issue is real, but lessons may not be the first thing to buy. | Use the review to decide whether tutoring, marking, planning or self-study comes next. |
| We need to check tutor availability. | The subject may be suitable, but a matching tutor is not confirmed yet. | Wait for availability and price confirmation before paying. |
| Exam planning should come first. | The route, paper or private-candidate question may affect every later decision. | Confirm official details with school, centre or exam board alongside planning support. |
| This request is outside our boundary. | The request may involve guarantees, official registration, private side payments or work we should not accept. | Use the boundary note to choose a safer route or another appropriate provider. |
Important boundaries
Clear boundaries protect you and make the service easier to trust.
- We do not guarantee grades or official predicted grades.
- We are not an exam centre and do not register students for official exams.
- Payment details are confirmed after scope, timing and availability are clear.
- Please do not send payment card details, passports or unrelated private documents.
- Urgent requests are handled honestly: we focus on what can realistically improve in the time left.
Need to add more information?
You can send extra details during follow-up. If you already know what you want to buy, include the preferred service and timing so we can confirm feasibility faster.
Common starting points for families deciding on support
These are not testimonials or promised outcomes. They show how recent work can guide a first service and the decision about whether further support is worthwhile.
One useful file can save budget
A recent paper, writing sample or school comment often prevents a family from buying the wrong service too early.
The first service should reduce uncertainty
Diagnostic review, mock marking, exam planning or study plan setup should give the family a clear academic view, not another vague conversation.
Check the evidence before buying more
Continue into lessons, guided study or a larger package only when tutor fit, student effort, progress evidence and the time left support that decision.
| Family situation | Service and price | What the family receives | What to review afterwards |
|---|---|---|---|
| A Maths or Science mock is complete, but the family only sees the score. | Mock Marking from £45. | A mark-loss pattern, priority topics and whether the issue is knowledge, method, timing or exam technique. | Use the feedback for focused lessons, guided study, a sprint or no larger spend yet. |
| An English writing sample exists, but the family is unsure whether lessons are needed. | Diagnostic Review £35. | A written view on task focus, structure, accuracy, vocabulary and whether tutoring is justified. | Buy a writing support block only if the sample shows repeated issues that need teaching and feedback. |
| The exam board, paper route or private-candidate path is unclear. | Exam Planning from £55. | A route summary, official questions to confirm and a realistic order for subject support. | Start subject tutoring only after the route risk is clearer. |
| The student can self-study but does not keep a weekly routine. | Study Plan Setup £59 or Guided Study from £179. | A short plan, task rhythm, checkpoint structure and parent-visible review point. | Upgrade to tutoring only if the student needs live teaching rather than accountability. |
| One subject is clearly weak and there are enough weeks for teaching. | One-to-one package from £399 after tutor fit is confirmed. | A teaching sequence, practice direction, feedback rhythm and early checkpoint. | Review early lessons before extending the package or adding another subject. |
| The family wants a lower-cost group route. | Small Group Revision from £89 only if the cohort is suitable. | Shared revision sessions where subject, level, exam board, timing and goals are close enough. | Use one-to-one, marking or guided study if there is no responsible group match. |
If evidence is too weak, timing is unrealistic, tutor capacity is not available or the family expects a grade guarantee, the right response may be free guidance, a request for more material, a diagnostic review or no booking yet.
A payment should feel clear before a family says yes
Parents should not need to guess what will happen after payment. A suitable quote connects the student evidence, service scope, delivery capacity, start conditions and cancellation boundaries.
Named service and output
The quote should name the service, subject, paper count or lesson block, expected output and what is not included.
Tutor or marker availability
For lessons, marking, guided study or planning, the relevant tutor, marker or planner capacity should be checked before payment.
No hidden promise
Support can improve diagnosis, practice and accountability, but it must not imply a guaranteed grade or official exam registration.
Agree the first review date
At that point, parents can use lesson evidence to continue, adjust, pause or change the service.
Details you should be able to see before payment
| Confirmation | What parents should see | Why it matters |
|---|---|---|
| Service name and price | Free assessment, diagnostic review, mock marking, planning, guided study, tutoring or group revision with the agreed price. | Parents can compare the service with the price list and avoid vague payment requests. |
| Subject and evidence | Subject, exam board if known, recent work or current score used to justify the recommendation. | A service is more credible when it is tied to real student evidence. |
| Delivery scope | Lesson length or block, report type, paper count, turnaround, checkpoint rhythm or parent feedback expectation. | This prevents confusion between a short review and ongoing support. |
| Start condition | What must be received or confirmed before the service starts, such as paper upload, tutor fit, schedule or invoice details. | Families know what action is needed and when support can realistically begin. |
| Cancellation and change rules | How rescheduling, unused lessons, report work and refunds are handled for the chosen service. | Parents can decide with less anxiety before paying. |
If circumstances change, what usually happens
| Change | Sensible handling | Confirm before payment |
|---|---|---|
| The tutor fit is not suitable | Review the concern early and adjust where feasible before encouraging a renewal. | How the first checkpoint and communication route will work. |
| The student submits weaker evidence than expected | A smaller diagnostic, marking or planning step may be more responsible than a large package. | Whether the original scope still fits the evidence. |
| The exam is closer than first stated | Narrow the support to high-value priorities or explain if the target is unrealistic. | Exam date, realistic weekly hours and the highest-risk topics. |
| A family wants to pause or change schedule | Use the cancellation and rescheduling rules agreed before payment. | Notice period, unused lesson handling and any report work already started. |
If the route, evidence or delivery capacity is unclear, the responsible next step is to ask for more information, recommend a focused service or explain that support may not be suitable yet.
After an initial service, the next choice should be clearer
A useful initial service should reduce uncertainty. Families should be able to see whether regular lessons, a focused change, a pause or no further support is best.
Clarity, not pressure
The first service should produce a recommendation or evidence-based checkpoint, not automatic pressure to buy more.
Continue only when the evidence supports it
A larger package makes sense when the weakness, tutor fit, timing and student follow-through are clear enough.
Pause, change route or stop if needed
If the review shows that lessons are not the best use of budget, a focused change or no further payment may be the responsible answer.
| First paid step | What should be clearer after delivery | When continuing may make sense | When not to rush another payment |
|---|---|---|---|
| Diagnostic Review – £35 | The likely cause of the problem and whether lessons, marking, planning or more evidence should come first. | Move to tutoring, mock marking or guided study if the evidence shows a clear support route. | Do not buy a large package if the evidence is too thin or the problem is not yet specific enough. |
| Mock Marking – £45 / £79 | Lost-mark patterns, paper habits, topic gaps and whether the student needs teaching or targeted practice. | Use focused lessons, revision sprint or guided study when repeated weaknesses are visible. | Avoid more marking if the student has not acted on the first feedback or the paper route is still unclear. |
| Exam Planning – £55 / £89 | Which route questions must be confirmed with a school, centre or exam board before relying on the plan. | Move into tutoring or study planning once the route, dates and realistic preparation time are clear. | Do not pay for lessons built around an unconfirmed exam route or official-entry assumption. |
| Study Plan Setup – £59 | A short sequence of priorities, tasks, upload points and review dates for the next 2 to 4 weeks. | Upgrade to guided study if the student needs accountability and parent-visible follow-up. | Do not buy guided study if the student cannot complete independent tasks between checkpoints. |
| Guided Study – from £179 | Whether the student is completing tasks, submitting evidence and improving without every hour becoming live teaching. | Renew, adjust focus or add tutoring when progress evidence and family schedule support it. | Pause or reduce scope if tasks are not being completed or the goal has changed. |
| One-to-one tutoring – from £45 / £399+ | Tutor fit, student engagement, weak-topic response and whether homework or feedback is being used. | Continue or extend only after the first review shows a useful rhythm and realistic target. | Do not renew automatically if tutor fit, attendance, evidence or parent expectations are not aligned. |
An initial service can responsibly lead to regular lessons, a focused adjustment, more evidence or no further paid support. We do not promise grades, and official exam matters remain with the relevant school, centre or exam board.
Before payment, scope and feasibility come first
Submitting an assessment does not mean pressure to buy a large package. A clear review process looks at the student profile and evidence first, checks tutor, marker or planning capacity, then confirms price and payment details only when the scope is clear.
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01
Review the student profile
We check subject, exam board, exam date, timezone, recent result and any available evidence.
-
02
Ask for missing details
If evidence is not clear enough, we ask for a mock, writing sample, school feedback, availability or budget range.
-
03
Check delivery feasibility
Before quoting, we confirm tutor or marker availability, timing, service scope and cancellation rules.
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04
Send a clear next step
The reply may be free guidance, a small paid step, a quote, invoice instructions or a suggestion to wait or send more evidence.
What parents see before payment
- No payment card details are requested in the assessment form.
- Before payment, we confirm the service name, price, scope and start condition.
- If information is missing or timing is unrealistic, we explain the risk first.
- We do not guarantee grades or act as a school, exam centre or exam board.
Who handles the request
- Support team checks the details first
- Contact route, subject, exam date, uploaded evidence and missing information are reviewed.
- Academic judgement uses evidence
- Mocks, past papers, writing samples or school feedback guide the recommendation.
- Tutor or marker availability is checked
- Lessons, marking, guided study and planning depend on suitable delivery capacity.
- Payment instructions come last
- Payment or invoice details are sent only after scope, timing, price and cancellation rules are clear.
A simple way to decide what comes next
Begin with the exam route and a piece of recent work. That gives a firmer basis for choosing support than picking a package first.
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01
Confirm the exam route
Start with the subject, exam board, exam date and current learning position.
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02
Look at recent work
Mocks, past papers, writing samples and school feedback help show where support is needed.
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03
Choose the right starting point
Address the immediate need first, then decide whether ongoing lessons would help.
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04
Begin support and review progress
Marking, planning, guided study, tutoring and groups should have clear review points.
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05
Keep arrangements clear
Tutor fit, communication, rescheduling, refunds and grade boundaries are agreed before booking.
Confirm what the student will receive, when it begins, how you will communicate and how changes or cancellations are handled.