A child does not always need more tuition. The useful question is what is preventing understanding from becoming consistent, independent work.
Look beyond attendance
Ask what the child can explain, where practice stops and which mistakes recur. Concept understanding, confidence, consistency and accountability need different kinds of support — and more classes alone may not fix the right gap.
Make the work visible
Reviewed practice gives a family more to discuss than the number of classes attended. Notice what changed after feedback and what still needs another attempt. A short explain-back from the learner is often more informative than a weekly report full of ticks.
Start with a diagnostic
A School diagnostic is a conversation about the learner’s needs and the right next step. Parents and guardians lead the enquiry; there is no need to share a child’s personal contact details.