Maths · Sciences · English
Coral Current teaches six learners at a time, in fixed weekly groups, from Year 4 through to sixth form. Every family starts with a diagnostic session so the group is the right one before anybody commits to a term.
Programmes
Each lane runs on its own weekly rhythm. Learners join the lane that matches the work in front of them, not simply their school year, and tutors move a learner between lanes when the diagnostic or a mid-term review says it is time.
Years 4–6 · Maths and reading
Number fluency, written methods, and reading for meaning, built in short cycles so attention holds. Each session closes with a five-minute recap the learner explains back to the tutor.
Families receive a one-page note after every session listing what was covered and the single thing to practise before the next one.
Years 7–9 · Maths, science, English
The lane for closing gaps before they harden. Algebraic notation, scientific explanation and paragraph structure are taught as transferable habits rather than topic-by-topic revision.
Learners keep a running error log; tutors reteach from that log rather than from a fixed syllabus order.
Years 10–11 · Exam-board aligned
Paired teaching and exam technique: the first half of each session covers content, the second half is timed question practice marked against the board's own mark scheme.
Tell us the board and tier at enrolment and the group is set up around it. Mixed-board groups are kept to content that genuinely overlaps.
Years 12–13 · Depth and transition
Pure and applied maths, chemistry and physics taught at the level of method rather than recall, with an emphasis on setting out a full solution that earns every available mark.
Year 13 groups add a short weekly block on unfamiliar-context questions, which is where most marks are lost.
How a term runs
Nothing here is open-ended. You can see the shape of the whole commitment before the first invoice, and either side can stop at the mid-term review without a penalty.
A single 45-minute sitting, in person. A tutor works through a short written task with your child and talks to you afterwards about what they saw.
We write up the three priorities for the term, name the group and time slot we recommend, and send it to you before anything is booked.
The same tutor, the same six learners, the same slot each week. Short session notes go home the same evening.
In week six we revisit the plan with you. Groups change, lanes change, or the plan stays as it is — whichever the work says.
Inside a session
Devices go in a tray at the door and come back at the end. Calculators and laptops are provided where a session needs them.
Learners write for most of the session. Tutors circulate, mark live at the desk, and reteach the moment an error shows up.
Parents are welcome to sit in at the back for the last fifteen minutes of any session, without arranging it in advance.
Weekly timetable
These are the fixed slots for the current term. Pick two or three that would work for your family and note them on the enquiry form — we will hold a place while the diagnostic is arranged.
| Day | Time | Group | Lane | Room | Places |
|---|---|---|---|---|---|
| Monday | 16:30 – 17:45 | Primary maths, Years 4–5 | Foundations | Studio A | Open |
| Monday | 18:00 – 20:00 | GCSE maths, higher tier | Intensive | Studio B | Waiting list |
| Tuesday | 17:00 – 18:30 | Science, Years 7–9 | Core | Studio A | Open |
| Wednesday | 16:30 – 18:00 | English, Years 7–9 | Core | Studio B | Open |
| Thursday | 18:00 – 20:00 | A-level chemistry, Year 12 | Sixth form | Studio A | Two places |
| Friday | 17:00 – 19:00 | GCSE English language | Intensive | Studio B | Open |
| Saturday | 09:30 – 10:45 | Primary reading, Years 5–6 | Foundations | Studio A | Open |
| Saturday | 11:00 – 13:00 | A-level maths, Year 13 | Sixth form | Studio B | Waiting list |
Diagnostic sessions are held on Saturdays between 14:00 and 16:00 and take about forty-five minutes. If none of the published slots suit, say so on the enquiry form — a new group opens whenever four families need the same thing at the same time.
Who teaches
A group keeps the same tutor for the whole term. If a tutor is away, the session is rescheduled rather than handed to someone who has not seen the learner's work.
Maths, Years 7–13
Teaches algebra as a language before it becomes a procedure. Runs the Year 13 problem-set block and writes most of the centre's practice material.
Chemistry & physics
Builds sessions around the written explanation rather than the demonstration, on the grounds that marks are awarded for what a learner can set down on paper.
English & primary literacy
Works from the learner's own writing in every session. Leads the Saturday reading group and the mid-term review conversations with families.
Parent questions
The six questions that come up most often at the end of a diagnostic session. If yours is not here, add it to the enquiry form and a tutor will answer it directly rather than send a brochure.
Both, but not in the same group. Lanes are set by the work a learner needs next, so a Year 9 who is consolidating and a Year 9 who is working two years ahead will sit in different sessions. The diagnostic exists precisely to tell those two cases apart.
You get the session notes and the set task the same evening, and the tutor spends the first ten minutes of the following week bringing your child back in. We do not run catch-up sessions one to one, because that quietly becomes a second timetable. Three or more misses in a term and we will talk about whether the slot is the right one.
Deliberately little: around twenty minutes for Foundations, one set task for Core, and one past-paper section or problem set for the exam lanes. It is meant to sit alongside school homework, not compete with it. If it is consistently taking much longer, tell the tutor — that is useful information about the group fit.
A short written note after every session covering what was taught and the one thing to practise, plus a longer conversation at the week-six review. There is no portal to log into and no monthly report to decode.
Yes. Moves usually happen at the week-six review, but a tutor can raise one earlier if a learner is clearly in the wrong lane. Where the new slot costs more or less, the difference is settled at the end of the term rather than mid-stream.
For the GCSE and sixth-form lanes, yes — tell us the board and tier when you enquire and we place your child in a group set up for it. Where a group mixes boards, teaching sticks to the content that genuinely overlaps and board-specific technique is handled in the timed practice half of the session.
Enquiries
One short form. A tutor replies with two or three diagnostic times, and nothing is booked or charged until you have the written learning plan in front of you.