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Tutors Association - Code Of Ethics

In October 2013 The Tutors' Association (TTA) was set up to regulate the tuition industry. Chelmsford Tutors, which administers Brentwood Tutors, submitted documentation and other information for inspection and was accepted as a Corporate Member. This means that we abide by the TA rules for tuition agencies, that tutors have been recruited following correct procedures and that the Agency and tutors work in a professional manner.

On our acceptance to Corporate Membership the TTA stated: "The depth of your application is very impressive and informative. I am delighted to see such thorough quality control and professionalism from you and Chelmsford Tutors."

Tutors have signed the following document:

Code of ethics for tutors;

  1. I understand that my role as a tutor is to encourage and enable pupils to achieve their unique potential as independent learners through acknowledgement, encouragement, understanding, and personalised attention.
  2. I will be careful to avoid creating any unhealthy dependencies by suggesting a need for tutoring where no such need exists; reporting in a manner that explicitly or implicitly suggests a need for further on-going tutoring or engaging in any practice that undermines the independent learning of pupils.
  3. I will not engage in any form of plagiarism, such as completing pupils' homework assignments for them.
  4. I will demonstrate faith in my pupils' learning ability and provide honest, positive and constructive feedback.
  5. I understand the need to be flexible in my approach to tutoring to assist my pupils in discovering effective learning strategies.
  6. I undertake to keep up-to-date with advances in subject knowledge and pedagogy.
  7. I undertake to comply with the Association's Child Protection Policy.
  8. I am committed to identifying any particular challenges or difficulties my pupils might have with their learning and to assisting them in overcoming those barriers.
  9. I will share with my client any concerns I have about pupils' social, emotional and behavioural difficulties that are beyond my competency to address.
  10. I will identify to my client any special educational needs that are beyond my experience or ability to resolve, in order that they may secure for them the right kind of specialist help.
  11. Any referrals I make will come with full disclosure of any personal or material interest.
  12. I understand that my relationship to my pupils is professional and not personal and that I have a duty of care towards them.
  13. I will keep information about the pupil whom I am assigned confidential, unless doing so would be to result in injury or harm being done to them.
  14. I will show respect for my pupils' cultural background, personal dignity and values.
  15. I will maintain accurate records of tutoring sessions as expected and required.
  16. In situations where I am working for a tutoring company, I will respect the terms and conditions of my contract, and in particular, will not seek to provide educational services to pupils I have been introduced to in this way independently of the company.

Chelmsford Tutors have signed the following document which is displayed at their place of business:

Code of professional practice for tutoring companies Corporate members:

  1. Shall conduct their business at all times in such a way as to bring credit to the tutoring profession and to the Association.
  2. Shall take no action that deliberately injures the business, reputation, or interest of fellow member organisations, other than activities accepted as normal competitive business practice.
  3. Shall, at all times, act honestly in their professional dealings with clients (actual and potential), and employees.
  4. Shall not, knowingly or recklessly, disseminate any false or misleading information, either on their behalf or on behalf of anyone else.
  5. Shall keep up to date with developments in tutoring pedagogy and practice, curriculum and qualifications in order that they might diligently support the professional practice of tutoring.
  6. Shall respect the confidentiality of all business information which comes into their possession, except from those persons entitled to receive it and unless it is illegal to do so.
  7. Shall promote and seek business in a professional and ethical manner, being careful to avoid creating any unhealthy dependencies by suggesting a need for tutoring where no such need exists; accurately informing prospective clients as to the level of qualification and experience of tutors assigned them, and their location; and giving them a clear understanding of the workings of any assessment tools used.
  8. Shall not claim the Association's endorsement in connection with any activity unless it has its prior written approval to do so.
  9. Shall have regard for, and comply with, all the relevant laws of the country in which they are operating.
  10. Shall observe this Code as it may be expanded and annotated and published from time to time and brought to their attention in TTA communications by the Ethics Committee.

Primary  KS1, KS2

Preparation for 11+

Preparation for private school entrance

Lower secondary  KS3


AS/A levels and IB  KS5


Covering the Brentwood district:





Pilgrims Hatch





Frequently Asked Questions:

Many tutors are retired teachers.

Some tutors are still working as teachers.

Some tutors qualified as teachers but did not enjoy working in schools and now work in other professional jobs while providing tuition in the evening.

Some tutors have professional training experience.

We do not register students who are still at school or on undergraduate university courses.

Each new tutor registered with Chelmsford Tutors is checked in the following manner:

  • Identity checking of a photographic ID
  • Right to work in the UK (Passport, NI number)
  • Disclosure and Barring Service (Enhanced) to ensure that the tutor can work with children. The DBS has replaced the CRB and ISA
  • Academic qualifications certificates are seen as all our current tutors have at least one university degree
  • Two written references are obtained. These are usually from professional sources such as schools


The tuition time needed, frequency and number of lessons is agreed with the tutor.

Up to GCSE this is usually one hour a week. For A level it is often a longer session once a fortnight.

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Information for Parents and Students:

Tutoring differs from teaching in a school because the skills and approach needed are:

  • one-to-one personal interaction
  • flexibility in teaching style to fit each student
  • tutoring at a pace to fit each student
  • often tutoring topics which were not understood in school
  • practising learning and exam techniques

A good relationship tends to develop between tutor and student so that the association is one of friend and mentor.

We usually have three kinds of tutoring arrangements:

Weekly tuition: This regular one-hour tuition is a supplement to a student’s schooling and ensures that the student understands and learns the subject week by week as he/she attends school. It can compensate for insufficient individual attention due to large class size, difficulty in grasping concepts or poor motivation.

Catch-up sessions: These are useful to review the student’s grasp of a concept. They allow the student to “catch up” and to thoroughly understand a topic which was causing problems.

Exam preparation: This is useful before internal exams, mocks or formal exams. The tuition required will depend on the level such as GCSE or A level. Extra tuition is useful to reduce feelings of panic and loss of confidence. Exam techniques can be practised.

Tuition is not a quick-fix solution. The amount of tuition required will depend on the needs, aptitude and effort of each student.

Many students have dyslexia and this is usually no problem in one-to-one tutoring. If the student has special needs, these should be discussed to see if we can help.

View More Parent & Student Information