This is general educational guidance. Check the linked official sources and your child’s school instructions for the applicable syllabus and assessment year.
Start with the learning need
A student with one contained topic gap may need a short focused period. A student rebuilding several prerequisite skills may benefit from regular support over a longer time.
Write a specific goal before deciding frequency. ‘Complete algebra corrections independently’ is more actionable than ‘improve Maths’.
Include practice between lessons
Learning needs time away from the tutor. The student should retrieve and apply the idea independently before the next lesson.
If every available evening is filled with lessons, there may be too little time to practise, sleep and consolidate.
Consider age, attention and school load
Younger learners may benefit from shorter, focused sessions. Older students may handle longer work but also have heavier schedules and multiple subjects.
Place lessons when the child can engage. A theoretically convenient slot may be unproductive if it consistently follows an exhausting day.
Review before increasing frequency
After several lessons, examine whether agreed tasks are being completed, repeated errors are decreasing and the child can work more independently.
If progress is limited, the solution may be a different priority, method or tutor fit rather than simply another weekly lesson.