Autumn term Baseline assessments run in the first week of October — a few places remain in Year 6 and GCSE maths groups. Ask about a place
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Students working together around a study table with notebooks and textbooks
Small-group maths & English · Years 4–11

Steady teaching, six students to a table

Moss Field is a tuition centre built around small fixed groups. Every student starts with a written baseline, follows a plan for the term, and leaves each session knowing exactly what to practise before the next one.

Enquire about a place See the programmes

Autumn term runs for eleven weeks, with a written review in week ten.

Group size
6 students maximum, with one tutor to the table
Session length
90 min split between taught work and supervised practice
Subjects
2 subjects — maths and English, taught separately
Term length
11 wk termly commitment, reviewed before you renew
Programmes

Four groups, chosen by where a student actually is

Placement follows the baseline assessment rather than age alone. If a Year 7 student needs the transition group for a term, that is where they start.

01 / LP

Lower Primary Foundations

Years 4 & 5 · Maths and reading

Number confidence first. Students work on place value, the four operations and times-table fluency alongside short reading comprehensions, so the mechanics stop getting in the way of the thinking. Sessions end with a five-minute recall drill.

  • Place value
  • Written methods
  • Fractions
  • Reading for meaning
  • Spelling patterns
Group sizeUp to 6
Session90 minutes
Weekly rhythmOne session
Practice set~20 min at home

02 / UP

Upper Primary Transition

Year 6 · Maths and English

Built for the move into secondary work. Reasoning questions are read carefully before anything is calculated, and written work moves from single paragraphs to a planned piece. Students keep a marked errors log they bring to every session.

  • Multi-step reasoning
  • Ratio & proportion
  • Inference
  • Paragraph planning
  • Punctuation accuracy
Group sizeUp to 6
Session90 minutes
Weekly rhythmOne or two sessions
Practice set~30 min at home

03 / LS

Lower Secondary Core

Years 7–9 · Maths or English

Algebra is introduced slowly and revisited every week until substitution and rearranging feel ordinary. In English, students annotate an unseen extract each session and build a short analytical paragraph from their own notes rather than a model answer.

  • Algebraic notation
  • Equations
  • Geometry reasoning
  • Unseen extracts
  • Analytical writing
Group sizeUp to 6
Session90 minutes
Weekly rhythmOne session per subject
Practice set~40 min at home

04 / GC

GCSE Maths & English

Years 10 & 11 · Foundation and Higher

Exam-paper work from the start of the term, taken apart question by question. We follow the specification the student's school uses, mark to the published criteria, and spend the last thirty minutes of each session on timed practice under exam conditions.

  • Past-paper walkthroughs
  • Mark-scheme reading
  • Timed practice
  • Topic gap repair
  • Revision planning
Group sizeUp to 6
Session90 minutes
Weekly rhythmOne session per subject
Practice setOne paper section
A quiet classroom with wooden desks facing a teaching board
How a term runs

Four steps, the same for every student

No trial-and-error tutoring. You know what the term contains before it starts and what changed by the time it ends.

  1. 1

    Baseline assessment

    A written paper in the subject you are enquiring about, sat at the centre and marked by the tutor who would teach the group. It takes about forty-five minutes.

  2. 2

    Placement & plan

    You receive the marked paper with a one-page plan: the group we recommend, the topics we would work through, and the two or three things we would fix first.

  3. 3

    Weekly sessions

    The same tutor, the same table, the same time each week. Sixty minutes of taught work, thirty of supervised practice, and a short set to take home.

  4. 4

    Written review

    In week ten you get a written review covering progress against the plan, what the practice log shows, and whether the group is still the right one for next term.

Groups stay small because the tutor has to be able to read every student's working over their shoulder within the first ten minutes.

Weekly timetable

Autumn term sessions

Groups meet at the same time every week for the full eleven weeks. Availability is updated as places are confirmed.

Autumn term · weeks 1–11
DayTimeGroupSubjectPlaces
Monday 16:15 – 17:45 Lower Primary Foundations Maths 2 places
Monday 18:00 – 19:30 GCSE Higher Maths 1 place
Tuesday 16:15 – 17:45 Upper Primary Transition English 3 places
Wednesday 16:15 – 17:45 Upper Primary Transition Maths Group full
Wednesday 18:00 – 19:30 Lower Secondary Core English 2 places
Thursday 18:00 – 19:30 Lower Secondary Core Maths 1 place
Saturday 09:30 – 11:00 GCSE Foundation Maths 3 places
Saturday 11:15 – 12:45 GCSE English English 2 places

Baseline assessments are sat on Saturday afternoons during term and on weekday mornings in the holidays. If a group is full we will tell you when the next one opens rather than placing a student in the wrong one.

Tutors

Who would be at the table

Each group keeps the same tutor for the whole term, so nobody has to re-explain where a student got stuck.

Rosalind Ayer

Maths · Years 7–11

Teaches algebra by insisting on written working long after students think they can do it in their heads. Runs the GCSE Higher group and the Thursday Lower Secondary maths table.

Subject
Maths
Year groups
7–11
Groups
Mon, Thu

Delia Okonjo

English · Years 6–11

Starts every session with an unseen extract and no context, so students learn to build a reading from the words in front of them. Marks to the published criteria and shows students the mark scheme.

Subject
English
Year groups
6–11
Groups
Tue, Wed, Sat

Henrik Balsam

Primary maths & reading · Years 4–6

Works on fluency before method: tables, number bonds and place value drilled briefly but every single week. Keeps the primary practice sets short enough to be finished properly.

Subjects
Maths, reading
Year groups
4–6
Groups
Mon, Wed
Questions

What parents ask before booking

Can we try a session before committing to a term?
Yes. After the baseline assessment you can sit in on one full session of the group we recommend before deciding. The student joins the table and works normally; you are welcome to wait in the adjoining area and see the room.
What happens if we miss a session?
Tell us before the day and the tutor sends home the week's materials and practice set, plus a short note on what the group covered. Where another group is working on the same topic that week and has a spare seat, we will offer it as a catch-up. We do not promise to repeat a session one-to-one, because that would mean pulling the tutor away from another group.
How much work is set between sessions?
Roughly twenty minutes for Years 4–5, thirty for Year 6, forty for Years 7–9, and one section of a past paper for GCSE groups. It is deliberately short: the point is spaced practice on the specific things that went wrong in the session, not extra volume on top of school homework.
Do you follow our school's exam board?
For GCSE groups, yes — tell us the board and tier at enquiry and we teach to that specification and mark to its criteria. If a group contains students on different boards, the taught content stays common and the paper practice is set individually.
What reporting do we get during the term?
A short written note after the baseline assessment with the recommended group and plan, a mid-term message if anything needs flagging sooner, and a full written review in week ten covering progress against the plan and whether the group is still right.
Can a student move between groups mid-term?
If the placement was wrong, yes, and we would not charge for the move. In practice we prefer to wait until the week-ten review unless a student is clearly under- or over-placed, because settling into a new table takes a couple of weeks of its own.
Is the commitment a full term?
Groups are booked by the term so the table stays stable for everyone in it. You decide whether to continue after the written review, and there is no automatic rollover — we ask you to confirm each term.
What should a student bring to the first session?
A pen, a pencil and their school exercise book for the subject, so the tutor can see the work being set at school. Workbooks, past papers and any calculators are provided and stay at the centre with the errors log.
Enquire

Book a baseline assessment

Send us the year group and subject and we will reply with the assessment times available and which groups currently have room.

  • Step 1You send this enquiry with the year group and subject.
  • Step 2We reply with baseline assessment times, usually within two working days.
  • Step 3You receive the marked paper and a one-page plan before deciding.

We use these details to reply about tuition places and baseline assessments, and for nothing else.