Yes — one-to-one tuition adds about five months' progress on average for struggling pupils, based on EEF's 2021 review. This is not ADHD-specific; tutoring is not ADHD treatment and shouldn't replace free school support.
What the evidence says
The five-month figure comes from the Education Endowment Foundation (EEF), which reviews evidence about teaching approaches. Its currentone-to-one tuition evidence review covers pupils who are behind in their learning generally. It is not a finding about children with ADHD or about private tutors specifically. The EEF rates the evidence as moderate and finds tuition works best when it is linked to classroom learning.
Format matters. The strongest pattern in the EEF review is around 30 minutes, three to five times a week, for up to ten weeks. A child with ADHD may find that easier than one long weekly session, especially if the tutor gives one instruction at a time, removes distractions and builds in movement breaks. Ask any prospective tutor how they will share goals with school and track whether your child is learning, rather than judging the sessions by whether your child enjoys them.
Tutoring is support, not ADHD treatment
Tutoring can reteach missed material, practise a particular skill or give your child a quieter place to work. It does not treat ADHD.NICE's ADHD guidance recommends changes at school based on the child's needs, such as reducing noise and distractions, using shorter periods of focus with breaks, and backing up spoken instructions in writing. It does not list tutoring as an ADHD intervention.
That distinction helps you set a sensible aim. Tuition may be useful for a defined gap, such as fractions or reading comprehension. If your child cannot access everyday lessons because the classroom is noisy, tasks are too long or instructions disappear before they can act on them, the classroom support needs fixing too. See also how ADHD can affect learning.
What school should provide
In England, a diagnosis is not required for SEN Support. The school should assess what is getting in the way, plan support, put it in place and review whether it works. Mainstream schools must use their best endeavours to secure the special educational provision a child with SEN needs (section 66, Children and Families Act 2014). In plain English, you should not have to buy tuition to cover support the school ought to be arranging free of charge.
Ask the SENDCO (the teacher responsible for special educational needs) for specifics:
- What need has the school identified?
- What support is in place in ordinary lessons?
- Who is delivering it, how often, and when will it be reviewed?
- How will school tell whether your child is making progress?
Where the law comes from
Related
This page is general information, not clinical or legal advice.