Tuition is helping when the learner is becoming more capable, not merely more occupied. Look for changes that survive outside the lesson: fewer repeated errors, clearer explanations, stronger recall, better performance on unfamiliar questions, improved examination stability, and less dependence on prompting.
Marks matter, but they are not the only early signal. A useful intervention may first improve diagnosis, confidence, accuracy, or method before the score moves. Over a reasonable period, however, some form of transfer should become visible. If the same problems remain unchanged and the student cannot explain what has improved, the teaching approach, diagnosis, or fit deserves review.
Use the Tuition & Teaching Hub for the teaching route, and the Diagnostics & Recovery Hub to compare the learner’s original weakness with what has actually changed.