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A termly one-pager that keeps tutoring honest: what the goals were, what the evidence shows, what the tutor says, and what happens next.
Tutoring works on a rhythm: goals set at the start, evidence gathered along the way, an honest look back each term. Without the look-back, arrangements drift: sessions continue because they continue, and nobody asks whether the original reason still stands.
The template below is the complete printable content: a one-page review form in four parts, covering goals, evidence, tutor comments and next steps. It is the termly version of the first-month scorecard in our guide to evaluating the match in the first month, and it works whether the tutor is ours, another agency’s or an independent.
Part one: goals. Copy the agreed goals from the start of the term, unedited.
| Field | Your entry |
|---|---|
| Goal 1, as agreed at the start | |
| Goal 2, as agreed at the start | |
| Goal 3, if any |
| Field | Your entry |
|---|---|
| School results or teacher comments this term | |
| Work samples showing change, with dates | |
| Test, quiz or mock scores, where relevant | |
| Your child’s own account: what do they say is different? | |
| Session notes received: how many, and what pattern do they show? |
| Question for the tutor | Tutor’s written answer |
|---|---|
| What has improved most this term? | |
| Where is progress slowest, and why? | |
| What do you propose for next term? |
Set aside half an hour at term’s end, ideally the same week each term. Fill parts one and two yourself first, from the session notes and school evidence you have kept; then send part three to the tutor and complete part four once their answers arrive.
Involve your child for five minutes of it: their account of what is different is evidence too, and it is often the most accurate line on the page. Younger children can simply be asked what felt easier this term.
Judge against the goals as written, not against a vague sense of how things feel. If the goals were wrong, that is a finding too, and part four is where you fix them.
A tutor who knows a review is coming writes better session notes, so tell them at the start of term that the form exists. Most tutors welcome it; the three questions in part three are ones a good tutor is already asking themselves.
With our own placements you receive a short note after each session and a progress summary every four weeks, so part two largely fills itself. Either way, if the review shows stalled progress, say so plainly and change the plan or the tutor; the review exists to make that conversation normal.
If completing the form raises questions about what the tutor knows about your child, our guide to telling a tutor about learning needs covers the information side.
The PDF is the four parts above on one page, with ruled space for entries. Print one per child per term, and keep the completed forms together; a year of them is the clearest record of whether tutoring is earning its place.
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