My recent encounter with Leeds Tuition Centre, where I sought an academic assessment for my daughter, currently in Year 4, left much to be desired. The experience not only fell short of my expectations but also highlighted a concerning approach to education and student assessment. The assessment comprised a series of tests in Maths and English. While a comprehensive evaluation is always appreciated, the feedback session, particularly with the director Joanna, was profoundly disheartening and, in my opinion, indicative of an unprofessional conduct. Joanna informed us that my daughter would not pass the entrance exam for Heckmondwike Grammar School, stressing that the school requires students to be two years ahead of their school level. This justification was used to subject my daughter to Year 6 level tests, a benchmark I found not only unrealistic but also misaligned with the school's own advisories. Heckmondwike Grammar School, like many others, does not mandate that children be two years ahead in their curriculum understanding. This unrealistic expectation set by Leeds Tuition Centre is not only ridiculous but also starkly contradicts the school's own guidance for parents. Furthermore, Joanna's proposed solution – an intensive and potentially overwhelming tutoring schedule – was delivered in a manner that was both dismissive and arrogant. To suggest that, despite heavy tutoring, a child might only just be in a position to attempt the exam is both demotivating and discouraging. Her approach lacked the fundamental empathy and encouragement that is pivotal in nurturing a child's academic journey. What was particularly disconcerting was the impact of this interaction on my daughter – she was driven to tears by the dismissive and cold demeanour of someone who is supposed to be a guiding figure in her educational journey. Education, especially at such a formative stage, should be as much about building confidence and resilience as it is about academic achievement. The approach adopted by Leeds Tuition Centre was overly critical, lacked encouragement, and failed to recognise the unique learning curve of each student. The expectation for a child to be two years ahead in their curriculum is not only unfounded but also places unnecessary pressure on young learners. It's imperative that tutoring centres align their benchmarks and recommendations with realistic standards and the advised preparation strategies of the schools themselves. In conclusion, while Leeds Tuition Centre may offer a structured academic assessment, the manner in which feedback is delivered and the unrealistic expectations set are both disconcerting and indicative of a flawed approach to education. I would urge Leeds Tuition Centre to reconsider their assessment methods and feedback approach, ensuring they nurture not just academic excellence but also the emotional well-being and confidence of their students. To fellow parents – I recommend caution if considering Leeds Tuition Centre for your child's educational needs. The path to academic success should be challenging yet reasonable, and most importantly, supportive and encouraging.