What actually changed.
Three students from the last two years, with the work that moved them. Names and details are changed; the papers and the grades are not.
From a predicted 5 to a 7.
The problem. Strong ideas, no structure. Every essay opened with a retelling of the plot and ran out of time before the second poem.
What we did. Six weeks on a paragraph shape that starts with the argument, then eight past papers, timed and marked against the real scheme.
She stopped telling me the story and started telling me what she thought.
Parent of a Year 11 student, summer 2026
A U at mock to a C at result.
The problem. Fine on the mechanics, lost on anything worded. He was answering the question he expected rather than the one on the page.
What we did. Ten weeks of nothing but wordy questions, read aloud, underlined, and restated in his own words before a single line of working.
He went in expecting to fail it and came out saying it was fine.
Parent of a Year 13 student, summer 2026
A grade 4 to a grade 6.
The problem. Reading fine, writing rushed. The last question was always half-finished because the first three had eaten the clock.
What we did. Timing drills, then a fixed plan for each question type so the decisions were already made before the paper started.
The difference was that she stopped panicking about the clock.
Parent of a Year 11 student, spring 2026
Drag to see what changed.
The first draft and the same student’s work after six sessions on structure. Marked the way the board marks it.
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