Maths · Physics · Chemistry · English
Moss Crest is a single-tutor practice for learners in Years 7 to 13. Every plan begins with a diagnostic session, so the work targets the gaps that are actually costing marks — not a generic syllabus sweep.
Study lanes
I teach a narrow range on purpose. Each lane lists the levels I cover and the work we actually do in a session, so you can judge the fit before enquiring.
Years 7–11 · GCSE Foundation & Higher
Most learners arrive fluent at method and shaky at translation — knowing what a question is asking. We spend session time on that reading step, then rebuild the algebra underneath it.
Years 9–13 · GCSE & A-level year one
Physics rewards learners who can sketch the situation before reaching for a formula. We build that habit with diagrams first, units second, and calculation last.
Years 9–11 · GCSE Combined & Triple
The subject splits into things to picture and things to calculate. We keep those separate so moles work does not get tangled up with bonding and structure.
Years 7–11 · GCSE Language & Literature
We work from the learner's own paragraphs, not model answers. Editing something you wrote yourself teaches more than admiring something you didn't.
How tutoring works
Nothing is committed until after the diagnostic session. If the plan I write is not the right help, I will say so and suggest what is.
A short conversation about the subject, the year group, and what has changed recently — a set of mock results, a new teacher, or lost confidence.
One full session of real work. I watch how the learner approaches an unfamiliar question, which is far more revealing than a written test score.
You receive a one-page plan: the three priorities for the next half term, the order we will take them in, and what practice belongs between sessions.
Every second session ends with a short note on what has moved and what has not. The plan is revised rather than quietly abandoned.
After every session
Sessions & formats
Four ways to work, with the same plan behind each. If you are unsure, the enquiry form has a "not sure yet" option and we can decide after the diagnostic session.
| Format | Group & length | Included | Suits |
|---|---|---|---|
| One-to-one online | One learner · 45 or 60 minutes | Shared whiteboard, saved notes, weekly practice set | Busy weeks, no travel, learners who focus better at their own desk |
| One-to-one in the study room | One learner · 60 or 90 minutes | Paper practice, past papers marked in the room, printed notes | Learners who need a quiet room away from home distractions |
| Pairs | Two learners, same subject and level · 75 minutes | Shared plan, alternating explanation turns, one joint note | Siblings or friends who work well together and share a syllabus |
| Holiday intensive | One learner · four 90-minute sessions in a week | Topic audit, daily practice, a short written progress note | Rebuilding a specific weak topic before a term or mock series |
Fees are quoted per session by format and length after the enquiry call, and held for the full term once a plan is agreed. There is no registration fee and no minimum block.
Your tutor
I taught secondary maths and physics for eleven years before moving to tutoring full time, which means I know what a classroom can and cannot give a learner who is one step behind.
Moss Crest is deliberately small. I keep a limited number of weekly slots so that every learner gets a plan I have actually written and reviewed, and so families always speak to the person doing the teaching.
I never sell a block of sessions before I have watched the learner work. The first session earns the right to make recommendations.
Covering three things until they hold is worth more than touching twelve. Plans name their priorities and leave the rest alone.
Short honest notes rather than progress dashboards. If something is not working, you will hear it from me first.
Rowan Ellery · Moss Crest Private Tuition
Questions
The things families most often want settled first. If yours is not here, put it in the enquiry form and I will answer it directly rather than send a brochure.
Each learner holds the same weekly slot for the whole term, which is what makes progress cumulative. If a fixture or rehearsal clashes with a particular week, tell me as early as you can and I will move that session within the same week where a slot exists.
Usually twenty-five to forty minutes across the week — a short practice set tied to what we just covered, with a realistic time estimate written on it. It is deliberately small enough to actually get done, and I would rather have three honest attempts than a perfect untouched worksheet.
A three-line note after each session, and a fuller review every second session covering what has shifted and what the next fortnight targets. If a learner is drifting, you hear about it that week rather than at the end of term.
Yes. Tell me the board and specification at enquiry and I will work from it, including the required practicals and set texts your school has chosen. Where boards differ in the way marks are awarded, we practise to your board's mark scheme rather than a generic one.
Give me more than a day's notice and we reschedule or carry the session where the week allows. Illness on the day is simply part of family life and is not charged twice. If I have to cancel, the session is replaced at a time that suits you.
Sometimes, and sometimes not. Two or three sessions can genuinely fix one identified topic or repair exam technique. They cannot rebuild two years of missing foundations, and I will tell you plainly which situation you are in rather than take the booking.
Both are normal. Mid-term starts begin with the same diagnostic session, just compressed into the time available. Holiday pauses are fine if you tell me before the break so I can hold your slot for the following term.
Enquire
Send a short note about the learner and I will reply with honest availability, the format I would suggest, and a session fee — usually within two working days.