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Q: What does this guide cover? A: A practical framework for evaluating tuition centres in Singapore - what credentials and track records actually mean, which questions to ask before committing, what a good trial lesson looks like, warning signs you should take seriously, and how Singapore's private education regulatory framework applies to tuition providers.
TL;DR The tuition industry in Singapore is large, uneven in quality, and subject to limited regulatory scrutiny for small operators. Most parents make enrolment decisions based on word-of-mouth or advertised results - neither of which is a reliable proxy for whether a particular centre will help their child. Use the framework in this guide to ask better questions, run a proper trial, and avoid the most common traps.
The Regulatory Context: What CPE Covers and What It Doesn't
Before evaluating individual centres, it helps to understand the regulatory landscape.
The Committee for Private Education (CPE), now under SkillsFuture Singapore, regulates private education institutions (PEIs) in Singapore under the Education Services Act. PEI registration is required for institutions that offer specific types of programmes, primarily those leading to qualifications and those with ten or more students.
However, many small tuition centres and home-based tutors operate outside the CPE registration requirement. The registration threshold and programme scope exemptions mean that a large number of tuition operations - including many well-known centres - are not PEI-registered and are not subject to CPE's fee protection, refund policy, and quality assurance requirements.
This is not necessarily a red flag on its own. It does mean that:
You cannot rely on CPE registration as a quality signal for most tuition centres
There is no government-mandated minimum qualification for tuition teachers in unregistered centres
Refund terms and dispute resolution depend entirely on what is in the contract you sign
The practical implication is that due diligence falls on the parent. The framework below is designed to help you do that systematically.
Evaluating by Level: Primary, Secondary, and JC Criteria Differ
The criteria for a good tuition centre are not the same across educational levels. Many parents apply secondary-school evaluation logic to a JC decision, or primary-school logic to a secondary one. The frameworks diverge significantly.
Evaluating a primary school tuition centre (P1–P6)
At the primary level, the dominant risk is producing exam technique without genuine understanding. PSLE preparation has a large pattern-recognition component - a student drilled on question types can score well without understanding the underlying concepts. Whether that trade-off is acceptable depends on your educational goals.
What to prioritise at this level:
Does the teacher explain why, not just how? A primary student who understands why a method works is in a better position when questions deviate from familiar formats.
Is there writing feedback, or just marking? For English composition and comprehension, brief written comments on a student's specific errors teach far more than a score alone.
What is the relationship between centre content and school content? Some centres run ahead of the school syllabus; others run behind. Confirm the centre is aligned to where the child is, not where the teacher wants to be.
Class size. At primary level, more than 10–12 students per class makes individual attention nearly impossible for younger children who are less likely to flag confusion themselves.
Evaluating a secondary school tuition centre (Sec 1–4)
Secondary school introduces subject specialisation. The centre's teacher needs subject-specific depth, not just general teaching skill.
What changes at this level:
O-Level alignment is critical. The teacher should know the SEAB O-Level syllabus for the specific subject in detail - not a generic version of the content but the exact scope and format of the assessment.
Exam technique becomes a primary deliverable. A student who understands chemistry but cannot structure a 6-mark data-based question will drop marks consistently. Evaluate whether the centre teaches structured responses, not just content.
Tutor background in school teaching vs. private tuition. A tutor who has taught the subject in an MOE secondary school is likely to have marked exam papers and understand what examiners reward. That edge is more significant at O-Level than at primary.
Evaluating a JC tuition centre (JC1–JC2)
JC is the level where tuition centre quality differences have the highest stakes - and where the risk of a misallocated tuition budget is highest.
What is different at JC level:
Subject specialism must be narrow. A centre that teaches "Science" is not meaningful for H2 Chemistry. You want a centre whose primary offering is the specific H2 subject, with teachers who have taught it for multiple A-Level cohorts.
Track record at A-Level, not prelim. Many centres advertise prelim results. Prelim papers are set by individual schools and are not standardised. Ask specifically for A-Level results if the centre has been operating long enough to have them.
The 70RP UAS context. Under the current scoring system, a single grade improvement from B to A in an H2 subject contributes materially to the final UAS. A centre teaching the highest-weighted subject (H2 Maths contributes up to 28.6% of max UAS) should be held to a higher standard than one teaching a lower-weighted subject.
Past paper coverage. For H2 subjects, the last five to seven years of A-Level papers are available from SEAB. Ask whether past papers are worked through systematically in the programme. A centre that does not use actual A-Level papers extensively is not preparing students for what they will actually sit.
Credentials: What Actually Matters
Not all credentials are equally informative.
Teaching qualifications
A tutor with a Postgraduate Diploma in Education (PGDE) from NIE has trained formally as a teacher and understands pedagogy - how to explain, scaffold, and diagnose learning gaps. This is a genuine signal of teaching competence.
University degrees in the subject matter are useful context but do not guarantee teaching ability. A Chemistry PhD who cannot explain bonding in terms a 17-year-old understands is less effective than a trained teacher who knows the syllabus well.
For JC subjects in particular, a tutor who has teaching experience specifically in the subject and level matters more than raw academic qualifications.
Former MOE teaching experience
Tutors who have worked as MOE school teachers bring knowledge of how marking schemes work, what examiners look for, and how the school syllabus fits into the broader curriculum. This experience transfers to exam preparation in ways that are hard to replicate from outside the system.
Ask specifically: how many years of teaching experience, at which level, and how recently. A teacher who left MOE schools ten years ago may be less current on recent syllabus changes than someone who left more recently.
Personal academic results
Some tutors advertise their own A-Level or O-Level results. This is a weak signal. The ability to score an A in a subject as a student is different from the ability to teach it. Many excellent students make poor teachers. Many excellent teachers did not score straight As themselves.
Personal results are mildly relevant context, not a proxy for teaching quality.
"Students' results"
Advertised results - "90% of our students scored A or B" - require significant scrutiny. Ask:
How many students enrolled in total?
Which years do the results cover?
Are the results from internal exams, school prelims, or actual A-Levels?
Were weaker students discontinued or not registered for exams?
A centre with 20 students, strong selective intake, and good results is very different from a centre with 200 students that achieves the same advertised percentage. Without the denominator, a percentage is not meaningful.
Questions to Ask Before Committing
Before enrolling, have a direct conversation with the centre management or lead teacher. The quality of the answers - not just the content - tells you a great deal.
About the teacher
Who will be teaching my child, specifically? (Not "our team of experienced tutors")
What are that teacher's qualifications and experience?
Will the same teacher consistently take the class, or is there rotation?
What happens if that teacher is unavailable?
Rotation and substitution are common in larger centres and significantly reduce the value of any relationship a student builds with a teacher. If the answer is vague, treat that as a flag.
About the curriculum
What is covered in this programme, and how does it align with the current MOE syllabus?
When was the curriculum last reviewed?
How do you track individual student progress?
What feedback do parents receive, and how often?
A centre that cannot describe its curriculum specifically - that responds with "we cover everything" or "we follow the school" - may not have a coherent programme at all.
About results and evidence
Can you show me the actual distribution of results for students at my child's level?
What percentage of students improved their school exam grades after enrolling?
How do you define "improvement" - is it measured against entry level or absolute grade?
If a centre becomes defensive or evasive when asked for evidence, that tells you something.
About the contract and fees
What is the refund policy if we need to stop?
Are there administration fees, material fees, or examination fees not included in the monthly fee?
Is there a minimum commitment period?
What notice period is required to terminate?
Read the contract before signing. Verbal assurances about flexibility are worth nothing if the contract says otherwise.
What to Look for in a Trial Lesson
Most reputable centres offer a trial lesson or allow observation. Use it actively.
Teacher behaviour
A good teacher does not just explain content - they check for understanding. Watch whether the teacher:
Asks questions back at students rather than delivering a monologue
Calls on individual students to work through problems, not just waits for volunteers
Addresses wrong answers by diagnosing the reasoning error, not just providing the correct answer
Adjusts pace when students look confused
A teacher who delivers polished explanations to passive students may be good at presentation but not at teaching. The distinction matters at exam time.
Student behaviour
Watch the students currently in the class:
Are they attempting problems independently, or waiting for the teacher?
Do they ask questions? If no one asks questions in a room of teenagers, that is often because the culture does not encourage it, not because everyone understands perfectly.
Are they engaged or going through the motions?
What the class covers
Is the lesson covering the right level of difficulty for your child's needs? A class pitched too easy provides no stretch; pitched too hard without adequate scaffolding produces frustration and learned helplessness.
Ask the teacher after the trial: where does my child seem to be relative to this class?
Class Size Considerations
Class size affects the depth of individual attention a student receives.
Fewer than 6 students: Close to one-to-one attention, but depends heavily on whether the teacher actively works with each student or simply covers content to a small audience. Can be very effective if the teacher is diagnostic.
6–12 students: The sweet spot for most small-group formats. Enough peers to generate questions and discussion; small enough for the teacher to notice when one student is struggling.
More than 15 students: Quality of individual attention drops significantly. In a class of 20, a student who is confused but not vocal will not be noticed. This format works for students who are self-directed enough to ask for help and already broadly keeping up. It is not appropriate for students with significant gaps.
Ask the centre what their class sizes are - and verify it during the trial by counting.
Red Flags
Guaranteed results
No tuition centre can guarantee exam results. Any centre that offers a "grade guarantee" or promises specific outcomes is either misleading you or quietly ensuring that students who will not hit the target are discontinued before exam time. Both scenarios are problems.
Aggressive sales tactics
A centre that pressures you to commit immediately, offers a "limited time" discount, or escalates quickly when you ask to think about it is prioritising revenue over fit. A good centre will be happy for you to observe a class, speak to current parents, and take time to decide.
Reluctance to let you observe
Centres that do not allow parental observation during a trial, or that significantly change their behaviour when observed, have something to hide. Quality teaching looks the same whether a parent is watching or not.
Overemphasis on brand names
Some centres build marketing around high-profile alumni - students who scored AAA and are now at NUS Medicine. This is a selection effect, not a teaching effect. Students who were already going to excel may do so with or without tuition. Ask what happened to students who came in at a B or C level.
Long-term lock-in contracts
Tuition should be a responsive arrangement. A centre that requires 6 or 12-month commitments upfront is shifting financial risk onto the parent before demonstrating any value. Reasonable contracts allow monthly termination with one month's notice.
No individual feedback to parents
If after a month of attendance you do not know what your child has covered, where they are struggling, or what the plan is for the next few weeks - that is a problem. Some centres operate at sufficient scale that individual parent communication is systematised and impersonal. Decide whether that meets your child's needs.
Centres that remove weaker students before results season
This is harder to detect but worth investigating. Ask directly: what happens to students who are not on track for their target grade? If the answer implies they are quietly discontinued or not registered for tracked exams, the advertised results are not representative of the full student body.
Green Flags
Transparent, specific answers to hard questions
A centre that answers your questions directly - including questions about results, teacher qualifications, and refund terms - is more trustworthy than one that deflects or generalises.
Demonstrated knowledge of the current syllabus
MOE updates syllabuses periodically. Ask the teacher what changed in the most recent syllabus revision for the relevant subject. A teacher who cannot answer - or who is clearly unaware of recent changes - may not be keeping current.
Feedback loops with parents
Regular written or verbal updates on individual progress - not just exam results but ongoing diagnostic information - indicate a centre that tracks individual students rather than teaching to an average.
Willingness to adjust
A centre that adjusts its approach based on your child's specific needs - placing them in a more appropriate class, recommending one-to-one if group is not working, or suggesting they do not need tuition at all for a particular topic - is one that prioritises the student over revenue.
Culture of independent problem-solving
If you observe students being asked to attempt problems before the teacher demonstrates the solution - rather than watching the teacher first - that is a sign the centre understands how learning actually happens.
Contract and Fee Red Flags: The Operational Layer
Most tuition guides focus on pedagogical red flags - misleading results claims, aggressive marketing, reluctance to be observed. These matter, but they are visible early. The operational red flags are quieter and more damaging because they surface only after you have committed.
Lock-in structures
A centre requiring a 6-month or 12-month upfront commitment before you have evidence of results is shifting all the risk onto you. Reasonable arrangements allow monthly termination with one to two months' notice. Before signing anything multi-month, ask what happens if the arrangement is not working and you want to leave. If the answer involves forfeiting substantial prepaid fees, that is the clause to negotiate or walk away from.
Materials fees and "hidden" charges
Some centres advertise a monthly tuition fee but charge separately for:
Printed notes and worksheets
Practice paper compilation booklets
Administrative or registration fees (typically collected once, but sometimes recurring)
"Exam preparation" intensive sessions separate from regular classes
Assessment marking fees charged per paper
None of these are inherently unreasonable, but the total monthly cost may be 20–40% above the advertised fee. Ask for a full cost schedule - all recurring and one-time charges - before comparing prices across centres.
Refund policies
If you prepay and your child needs to withdraw (illness, school change, exam over, wrong fit), what happens?
Common structures:
No refund for completed and upcoming sessions already paid
Partial refund (50%) for remaining sessions with notice
Full refund for sessions beyond the notice period
Full forfeiture if withdrawal is within a minimum commitment period
Read this clause explicitly. "Full flexibility" in a sales conversation does not override a contract clause.
Substitution clauses
Some centres include clauses allowing teacher substitution without notice or fee adjustment. If you have enrolled specifically for a named teacher (which is often the best reason to choose one centre over another), confirm that substitution is limited and that you have recourse if the named teacher is replaced.
Auto-renewal terms
Some centres auto-renew monthly or termly commitments without explicit confirmation from parents. If your contract has an auto-renewal clause, set a calendar reminder before the renewal date so the decision is active rather than default.
When to Quit: Exit Signals and the Two-Term Rule
This is the question parents ask most often on forums - and the one almost no tuition article answers directly: how many sessions before I should expect to see improvement? What does a justified exit look like?
The baseline timeline
A realistic timeline for measurable improvement depends on the starting point and the type of problem:
Specific knowledge gap (e.g., one or two topics): Visible improvement within 4–6 sessions if the teaching is targeted and the student is engaged. If there is no measurable change in that topic after 8 sessions, something is wrong - either the diagnosis was wrong, the teaching is not addressing the actual gap, or the student is not working between sessions.
Broad performance improvement (e.g., grade from C to B across the subject): 1 full school term (approximately 10 weeks) is the minimum before drawing a conclusion. Two terms is a reasonable window for a definitive assessment.
Exam technique (structuring answers, managing time): 4–8 sessions with deliberate practice under timed conditions. This is faster to improve than conceptual understanding if the student is applying feedback.
The two-term rule
If a student has attended consistently for two full school terms and there is no measurable improvement - in school test results, in the specific gaps targeted, or in the student's own report of their understanding - stop. Not "consider stopping." Stop.
The only exception is a student who has just transferred between centres or made a major change in approach mid-term, where the clock reasonably resets.
Two terms is enough time to produce evidence. If there is no evidence after that period, continuing is unlikely to change the outcome and will continue consuming time and money.
Specific exit signals
Exit or change arrangements immediately if:
Your child is consistently more anxious or distressed after tuition sessions than before them
The teacher is demonstrably not keeping up with the current MOE syllabus (you can verify this by checking one topic from SEAB's published syllabus documents)
The centre has changed teachers more than once without notice or explanation
School performance has dropped in non-tutored subjects since tuition started and the schedule has not changed (a sign of time-displacement - see the discussion in the companion guide)
Your child cannot describe what was covered in the last session
What switching looks like in practice
Switching tuition centres feels harder than it is. Most families who delay switching do so because it feels like an implicit acknowledgement of a bad decision. It is not. Tuition centres have different strengths, and a mismatch is information - not failure. A student who switches from a poor-fit centre to a well-matched one often shows improvement within a few sessions, precisely because the previous months' content knowledge finally gets activated by better teaching.
Trial Class Checklist and Ongoing Review
The questions below are designed to be asked and used, not just read.
Before the trial class
Confirmed which teacher will lead the trial (not "a member of our team")
Confirmed the class level and topic covered matches where your child currently is in school
Asked for the full cost schedule including materials and one-time fees
Read the contract - specifically the refund, cancellation, and substitution clauses
Asked for the distribution of A-Level results (not internal or prelim) for the most recent cohort
During the trial class
Teacher asks questions back at students, not just explains
Teacher responds to wrong answers by diagnosing the reasoning, not just correcting
Students are asked to attempt problems before the teacher demonstrates
The class is pitched at the right difficulty for your child's current level
Students appear engaged and ask questions spontaneously
Class size is at or below the level promised
After the trial class
Ask your child: did the teacher explain anything in a way that made it clearer than school did?
Ask your child: was anything too fast, too slow, or already covered?
Ask the teacher: where does my child appear to be relative to the class?
Confirm the start-date and commitment terms in writing
6-week progress review
Has school test performance in the targeted area changed?
Can your child now attempt similar problems independently?
Does your child report the sessions as useful?
Is your child completing the assigned practice between sessions?
Does the teacher have a specific assessment of where your child is and what comes next?
If you cannot answer yes to at least three of the five 6-week questions, raise them directly with the centre and set a further four-week window before deciding to continue or exit.
Hold student fees in a fee protection scheme (FPS) so that prepaid fees are protected if the institution closes
Maintain a dispute resolution process
Meet minimum standards for governance and quality management
For small single-teacher operations and most boutique tuition centres, PEI registration is not expected and its absence is not a meaningful red flag. For larger centres charging substantial fees upfront, registration (and the associated fee protection) is a reasonable expectation.
