Most students attend once a week, however, to be effective, lessons need to focus on one area, for example, English or Maths. If your child needs help in both these areas, some student come for more than one session. This is discussed in detail at the assessment.

Primary up to Y10, most lessons are 80 minutes. Some Y10 English lessons are with a senior English teacher, so are 60 minutes. Senior NCEA lessons: Y11, Y12, and Y13, are 60 minutes.

Yes, we can - it just depends on tutor availability. If you’d like your child to keep going during the break, let us know early and we’ll see what we can arrange.

It is important to get a good idea of the strengths and weaknesses of your child, and identify what your, and their, goals are. We will discuss your concerns as a parent/guardian, and administer some diagnostic "tests" as we work through how we might be able to assist with a remedial or extension programme. Allow at least an hour for this process. There is no charge for this, or any obligation to enrol!

With Seniors, often their goals are very well defined... NCEA success! We like to talk with our seniors about topics like their study habits, and note taking, and ensure that they are thinking long term in areas like course selection, but there is no formal assessment.

Assessments are usually done during the late mornings at 11:00am, children can leave school after interval, and return for the afternoon. When you call us, we will organise a suitable day. We like a parent/guardian or family member present during the assessment, your input and support is important.

While some reports are useful, if we are honest, we often have as much trouble understanding some as you seem to. We always use our own tests first, and what we find, more often than not, matches YOUR feelings as to where your child is at. While any assessment is only a snapshot on that day, we prefer honesty over positivity.

If it is the only way students can do tables, it is FAR TOO SLOW! Many secondary children fail, because they cannot complete assessments in the available time, slow or poor tables is a significant contributor to this.

A critical part of many maths areas, in particular fractions, and algebra, students need to immediately know the factors of a particular number, learning tables by a skip counting process does not give them this information.

When young children are happy to chant, sing, play and learn tables by heart, that enthusiasm is wasted on skip counting. It is much harder for older children to learn tables as they find it boring!

Ironically, learning by rote is seen as "old fashioned" and frowned upon, and yet the only saviour for older kids with no table knowledge is the calculator, and an expensive one at that. I struggle to think of a more "rote" form of doing maths! Simply punching buttons in "learnt by rote" sequences and then reading the answer works only when the sequence is correct, and the question is of the type expected and we have all read what happens in NCEA when the questions aren't...

Interestingly the NZ Curriculum requires that children KNOW their tables by end of Year 6. We are not sure how/when this became "work out"?