Most tutoring sells more lessons. I start by diagnosing what's actually in the way — then close the gap, term by term, with one experienced educator, for a small number of families, staying accountable for the outcome.
Your child is at a good school. And yet something isn't clicking — a subject that slipped, a confidence that dipped, an entrance exam on the horizon that the classroom can't prepare for alone.
Group classrooms move at the pace of the room. A serious plan moves at the pace of your child — and someone owns the result.
It's diagnosed, not guessed.We start by finding the actual gap, not the symptom a worried parent reports.
It's one person, not a rota.The same educator plans, teaches and reviews — so nothing falls between handovers.
It's measured.Progress is reviewed against clear markers, not vague reassurance that "they're doing well."
Riyadh Tutoring is led by a British-curriculum educator based in Riyadh — with experience across primary teaching, curriculum and assessment — including leading mathematics — and targeted academic intervention. I don't run a roster of anonymous tutors. I work with each family myself, so the focus stays on the child and their learning.
You're not buying tutoring hours. You're buying a plan, and one educator who stays accountable for whether it works. The service is discreet by design — but not anonymous. My full professional background, suitability checks and references are shared with you directly before you pay for anything — not after.
Every family starts the same way and follows the same four stages. It's a programme, not a packet of sessions — which is exactly why it produces movement you can see.
A structured diagnostic of where your child actually stands — academically and in confidence and habits. You leave with a clear written picture and an honest view of what's needed, whether or not we go further. This is a paid first step, by design: it filters for families who are serious, and it means our work starts from evidence.
From the audit, I build a term-by-term plan with specific targets — the gap to close, the sequence to close it, and how we'll know it's working. You see the destination before we begin.
Eight one-to-one sessions per month — two each week by default, planned around your calendar — online or in person, with structured practice between them and a written progress report every month. The same educator throughout — building the relationship that makes a child willing to be stretched.
Progress is checked against the markers we set, with a straight conversation with you each term. If something isn't moving, we change the plan — not the explanation.
For some families this is a single, focused fix. For others it becomes a longer relationship — termly planning and review as a child grows, so the important decisions are made early rather than rushed later.
I work across the primary and lower-secondary core curriculum — kept to a focused range so the work stays genuinely expert. If it isn't a strong fit, I'll tell you plainly and, where I can, point you somewhere better.
The subjects that carry a child's school week — maths, English and reasoning — taught for genuine understanding, not procedures that collapse under a new question type.
Structured preparation for GL and ISEB-style assessments and competitive school entry, without rote drilling.
Study habits, independence and confidence — the foundations that make the academic work actually hold.
No phantom roster, no "every subject, every age." A focused range, done seriously.
A paid ten-day process: two sessions with your child and a proper conversation with you, followed by a full written report. You leave with a clear picture and an honest recommendation — whether or not we go further.
A focused review of where your child stands — misconceptions, reasoning, fluency and written methods.
Confidence, independence, accuracy, and how the child responds when the work gets hard.
A direct conversation about school context, upcoming assessments, concerns and goals.
A clear document setting out strengths, the priority gaps, and what they actually mean.
An honest view on whether ongoing support is needed, and what it should focus on first.
If a programme isn't the right call, I'll tell you. The audit stands on its own value.
The audit isn't a test your child needs to pass. It's a professional diagnostic — built to find the highest-leverage next steps, not to grade them. It's paid — SAR 1,500–2,500 depending on year group, confirmed before you book — and the written report is yours to keep whether or not we go further.
An illustrative example of what an audit surfaces: a child who was fluent with procedures but struggled to reason through unfamiliar, multi-step problems — so the first weeks focused on reasoning, the vocabulary of comparison, and explaining method choice, rather than more drilling.
Real, anonymised cases from a full academic year of twice-weekly support — published with each family's written approval, and with what cannot be claimed stated plainly. No names, no school, no exact scores.
These cases came from an earlier private teaching arrangement of approximately two two-hour sessions per week. The current Monthly Programme provides eight one-hour sessions per month. These outcomes therefore cannot be treated as evidence of what the current programme will achieve.
These cases came from an earlier private teaching arrangement of approximately two two-hour sessions per week. The current Monthly Programme provides eight one-hour sessions per month. These outcomes therefore cannot be treated as evidence of what the current programme will achieve.
The situation. A very able primary-aged pupil at an international school in Riyadh. His standardised scores sat well above average across the board — but his number fluency was markedly weaker than his reasoning suggested, and his overall profile had stopped moving.
The work. Twice-weekly sessions across an academic year: timed mental arithmetic at every session, question-level analysis to find the misconception behind each error followed by direct reteaching, and teacher-selected, ability-matched practice between sessions — a routine the household sustained all year.
What changed. His fluency responded first, then his standardised scores followed: arithmetic moved from a weak band to a strong result, and his English and maths moved from strong to exceptional, with science remaining at the exceptional level it had already reached.
A child this able would have made some progress regardless, and his wider year group also improved. Progress occurred alongside normal school teaching and cannot be attributed solely to private tutoring. The defensible claim is narrower: the fluency gap holding his profile static narrowed substantially.
The situation. A primary-aged pupil of average measured ability, performing at or slightly below it — number fluency near the bottom of its scale and science among his weakest strands. Nothing alarming in isolation; the risk was the trajectory.
The work. The same twice-weekly routine across the year: timed arithmetic to rebuild fluency from a low base, misconception-level reteaching, retrieval-based science practice — and a practice routine between sessions that his parents kept going consistently, which was part of the outcome, not incidental to it.
What changed. He finished the year performing more strongly relative to his starting profile: in his weakest strand he moved from well below the level typical of his year group to above it, and elsewhere he kept pace as the whole group moved forward.
Much of his improvement tracks a year group that also rose, and progress occurred alongside normal school teaching and cannot be attributed solely to private tutoring. The claim is deliberately modest — and for a child starting behind, keeping pace with a rising group is itself the result.
These cases show what intensive, sustained educational support can change. The current programme uses the same diagnostic and practice system in a more focused format; new-format outcomes are tracked separately. These are honest accounts, not advertisements — each includes what the evidence does not show. Full case studies, including a third, are shared during the consultation.
Working with children, and with discerning families, carries a duty of care. Safeguarding is not an afterthought here — it is part of the service, documented and shown to you before anything begins.
A note on fit. This is deliberately not for everyone. Families looking for by-the-hour tutoring, a quick pre-exam fix, or support that stays inside the session itself will usually be better served elsewhere — and if that's you, I'll gladly say so and point you in a better direction.
Working with a small number of families keeps the focus where it belongs — on each child and their learning. When places are full, there's a short waiting list. The first step is always a conversation on WhatsApp.
Check availabilityYou get a personal reply — the same day, during working hours. No automated response, no assistant, no obligation. A short WhatsApp exchange about your child and what's on your mind, then, if it feels like a fit, a brief call. Only after that would we talk about booking an audit. If it isn't the right fit, I'll say so and, where I can, point you somewhere better.
Yes — a mid-year wobble is the most common starting point: a surprising report, a score that dropped, a tutor who isn't working and no one can say why. The Development Audit runs on a ten-day timeline from commission to written report, so a clear picture and a plan arrive quickly. The only constraint is capacity: if the programme is full, the audit still stands on its own and you'd join the waitlist with a plan already in hand.
Yes. The Development Audit is a deliberate first step, not a sales call. It gives you a clear written picture of where your child stands and what's needed — useful to you whether or not we work together. It also means any ongoing plan is built on evidence rather than assumption.
Both. Sessions run in person across Riyadh or online, depending on what suits the family and the child. The structure and accountability are the same either way.
British National Curriculum, Cambridge Primary, the primary and lower-secondary core curriculum, and GL / ISEB-style selective entry (including 11+). The same diagnostic-led approach applies across the core subjects a child is studying.
Primary and lower-secondary students — broadly the years where a strong foundation and the right habits make the biggest long-term difference. If your child sits outside that, tell me and I'll be honest about fit.
Typically 60 minutes, with structured practice set between sessions so progress continues during the week — not just in the room.
Eight one-to-one sessions, teacher-selected practice between every session matched to your child's current level, a written progress report at the start of each month, and a proper review of the plan each term. You always know what's being worked on, and why.
Agreed in advance, simply: sessions either roll forward within the term, or the month pauses entirely for a longer break — and a paused month isn't billed. No awkward conversations mid-holiday.
I teach, plan and review every child myself. The practice is capped at three families while I hold a full-time school role — so the focus stays on each child, rather than on managing a roster.
Tell me a little about your child and what's on your mind. WhatsApp is the fastest way to reach me — the form below simply opens a message with your details ready to send.
Every message here is read and answered personally — the same day, during working hours. There is no assistant and no autoresponder.
Three questions. Opens WhatsApp with your answers ready to send — nothing is stored on this page.
Or message +966 53 683 8202 directly.
Your answers go straight into a WhatsApp message — they are not stored on this website. What you send is used only to reply, is never sold or passed on, and can be deleted on request. See the Privacy Notice.