ADHD tutors in London, trained by a psychotherapist
One-to-one tutoring for students with ADHD, diagnosed or not, from primary to A-level. In your home across Kensington and Chelsea, or online.
A student with ADHD usually has the ability and lacks the conditions to use it. Our tutors are trained to build those conditions into every lesson: how it starts, how long each stretch of work lasts, how instructions are given, and what happens when focus goes. This page sets out exactly what that looks like.
★ 5.0 on GoogleGloucester Road, SW7Every tutor is enhanced DBS checked with a children’s barred list checkAll major UK exam boards
Why a capable child cannot start their homework
Most parents who contact us describe the same contradiction: a child who can spend three hours absorbed in something they love and cannot begin a twenty-minute worksheet. It looks like a choice. It is not.
Starting a task is an executive function, and it depends on the brain signalling that the task is worth the effort right now. In ADHD that signal is weaker for anything boring, repetitive, or rewarded a long way in the future, which describes most revision. The student knows what to do and still cannot begin.
Working memory is the second pressure point: holding an instruction in mind while acting on it. It is tiring for a student with ADHD at the best of times and gets worse under a clock, which is exactly the condition an exam creates. Tutoring that ignores these two things ends up repeating school, one to one.
What an ADHD-aware lesson looks like
The plan is shared first. The student sees what the session covers before it starts. The hardest material goes at the beginning, while attention is freshest, and the last stretch is review.
Work comes in small steps. One large task with a distant reward becomes a checklist with several near ones. Each tick is a small win, and small wins are what keep a student with ADHD going.
Time is made visible. Many students with ADHD struggle to sense time passing. A timer on the desk or the screen does that job for them.
Instructions are written down. Nothing rests on remembering what was said. The tutor writes the instruction, the student says it back, and every lesson ends with a written plan for the week.
Movement is built in. A stand and stretch every fifteen to twenty minutes, whiteboards, drawing and mind maps in place of sitting and listening. A fidget toy helps most in the non-writing hand; in both hands it becomes the main event.
The phone leaves the room. If it is within reach when focus wanders, it gets picked up. For online lessons we ask about background noise in advance; headphones often solve it.
Inattentive and hyperactive students need different things
ADHD does not look one way, and most students show a mix. The inattentive pattern is quieter: missed instructions, late or unfinished work, drifting off. It is seen more often in girls and has historically been missed more often as a result. The hyperactive pattern is the familiar one: fidgeting, rushing, difficulty waiting, agitation over long tasks.
For a student who drifts, the tutor checks in gently. “What are you thinking about right now?” lands very differently from “Are you paying attention?”. If they have drifted, that is fine: water, a short movement break, and start again. For a student with energy to burn, the tutor gives it somewhere to go before asking for stillness.
Criticism lands harder, so feedback is handled differently
Many people with ADHD take criticism and rejection unusually hard, sometimes called rejection-sensitive dysphoria. A student who has been told for years that they are careless or not trying will often stop attempting questions they might get wrong.
Our tutors name what went well, specifically and often, and treat wrong answers as information. This is not softness. A student who will attempt a question without reassurance first is a student who can sit an exam.
Who trains our tutors
Our tutors are trained in the Infinite Teaching System by Hannah Kosky, a qualified psychotherapist. Every tutor completes it before they work with a student. Hannah (MA, MBACP) works with young people in private practice, including neurodivergent clients, and her training on ADHD and autism covers everything on this page: task initiation, working memory, the two presentations, feedback, and what to do when a session is going wrong.
Every tutor is enhanced DBS checked with a children’s barred list check.
How we measure progress
Grades matter and they move last. Before they do, we track three things and report them to you after every lesson in your Parent Dashboard.
- Engagement: starting work within a couple of minutes instead of avoiding it for fifteen; staying with a task for longer.
- Confidence:“I’ll give it a go” in place of “I can’t do this”; getting something wrong without shutting down.
- Skills: breaking a task into steps unprompted, better accuracy, better-structured written answers.
What works in lessons is passed on to you so it can be used at home and shared with school: a homework folder, a named time for homework in place of “sometime this week”, a way of giving instructions that sticks.
In Kensington and Chelsea, across London, and online
We are based on Gloucester Road, SW7, and tutor in family homes across Kensington and Chelsea. For a student with ADHD, home lessons let the tutor see and help shape the place where homework actually happens. Elsewhere in London and abroad we teach online, where the same structure applies: shared agenda, visible timer, written plan.
Support covers the subjects we teach: maths, English language and literature, the sciences, economics and statistics, from primary through GCSE to A-level. Before lessons begin, the Infinite Learning Profile shows the tutor how your child studies, focuses and remembers, so the first lesson starts from evidence.
What parents say
Rated 5.0 on Google across 13 reviews.
Fantastic tutoring service. The tutor explains things clearly and keeps lessons focused and engaging. You see progress fast, and confidence builds with each session. Communication stays smooth, scheduling is easy, and…
Infinite Tutors (and especially our chosen tutor Nash) has been such a positive experience for our family. We came to them feeling quite worried, as our child had been struggling with learning for a while and had…
The support and connection my child had with his tutor was outstanding, I’ve never seen him be able to focus and improve leaps and bounds within such a short period of time. Definitely recommend!!
Reviews from Google. Read all reviews →
Questions parents ask
Does my child need an ADHD diagnosis?
No. Many families come to us with a suspicion or a pattern they have noticed, and the approach helps whether or not a diagnosis ever follows. Our tutors do not diagnose. ADHD is diagnosed by a psychiatrist or clinical psychologist, and if you are considering an assessment your GP or the school SENCO is the right first step.
How long are lessons for a student with ADHD?
Usually an hour, run as several short stretches of work with movement breaks between them, not an hour of sitting still. For younger children or a student who is very out of the habit of working, we often start shorter and build up.
Is online tutoring realistic for a child with ADHD?
For many students, yes. The structure is the same as in person: a shared agenda, a timer on screen, written instructions and regular movement breaks. We ask about background noise and where the phone will be before the first lesson. If online is not working after a few sessions, we will tell you.
Will my child have the same tutor every week?
Yes. The same tutor, in the same weekly slot wherever possible. Consistency matters for any student and more for one who finds transitions hard.
Do you work with my child's school or SENCO?
We read what already exists, including teacher feedback, SENCO recommendations and the targets in an EHCP where there is one, and plan lessons to serve those goals. The lesson reports in your Parent Dashboard are yours to share with school.
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Start with a conversation
A free 20–30 minute call about your child: what is going well, what is not, and whether we are the right fit. Come with a diagnosis, a suspicion, or just a pattern you have noticed. No obligation either way.
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