Group grinds and one to one tutors are built to cover the syllabus, and families take from them whatever they can.
We do one thing, on purpose: coach Leaving Cert Higher Level students to the top grade through focused exam training, not a general run through the course.
See how a H1 is actually wonCovering the course gets a student to a pass, or a H4. The top grade is won on a short list of things a course-coverage grind is simply not built to deliver. These six decide it.
A Higher Level specialist, teaching live
Your child’s own gaps found first
A plan built backwards from the H1
Exam technique and timing drilled
A marked mock every month
Help the moment they are stuck
Only 8.1% of Higher Level maths students were awarded a H1 in 2026, down from 18.1% in 2022. Most of the rest knew the material. They were never coached on how to win the top marks under exam pressure.
Share of Higher Level maths students awarded a H1, State Examinations Commission results, reported by The Irish Times and The Irish Examiner.The marks are not lost in what your child knows. They are lost in how they apply it under exam pressure, and that is a separate skill most grinds never train.
We drill every one of these from the first week. A course-coverage grind barely touches them.
A one to one tutor gives an hour, then your child is on their own until next week. A big grinds hall gives a class pitched at the middle of the room. A H1 comes from little and often, with help on tap.
A one to one tutor sells you one hour a week. We give your child regular live classes, plus help whenever they are stuck, the kind of contact no single tutor could offer for the same money.
A side tutor has a day job. A big grinds hall has two hundred students and a room to get through. We have one job, and a reputation that depends on it.
Your child’s Higher Level maths H1.
A one to one tutor gives an hour and goes home. A grinds hall gets a room through the syllabus. We coach Higher Level students to the top grade, and we do nothing else. If that is what you want for your child, start with the call.
The earlier the better, and before the mocks rather than after them. Finding what is missing takes an assessment and fixing it takes time, and both of those are easier in October than in February.
If your child’s next mock came back as their final grade, would you be happy with it? That is the question worth answering now, while there is still room to do something about it.
No. The mocks do not create the problem, they show it to you. Waiting for them means starting with less time, a result in front of you, and a child who has just had a bad morning.
If you already suspect the gaps are there, the mock will confirm it and charge you two months for the privilege.
Usually not, and the starting grade is the wrong thing to look at. Nearly every student we meet who is stuck on a H4 or a H5 is not bad at maths: they have gaps from earlier that nobody went back for, and nobody has aimed their exam preparation at the top grades.
What matters is what is actually missing and how much time is left. That is what the assessment and the call are for.
Often, yes. A good school teaches the course well, but it moves at the pace of a class of thirty and it does not go back for a topic your child half learned in fifth year. Higher Level crosses over so heavily that the gap does not stay where it started.
The grade is also decided by how marks are picked up under exam conditions, which is the part a school timetable rarely has room to train.
It is usually the other way around. Most of the pressure in sixth year comes from not knowing what to work on, opening a book, doing a bit of everything and still feeling behind.
A written list of what is missing, in the order it is costing marks, takes that away. They stop guessing.
Yes. Alongside the live classes, which Chisom teaches himself, your child has their own set of priorities written out from the assessment, practice assigned against that list, and a one to one review call with their tutor on what has actually changed.
There is also a shared channel for maths questions between classes, so a question can be asked at the point they are stuck.
As much as you want to be, and you will not have to go looking for information. There is a marked assessment every month with a percentage and a grade on it, so you can see how it is really going rather than waiting for the summer.
We do ask for a parent on the form and on the call. After that, your child is close to leaving school and the programme treats them accordingly: supported and held to the work, with you able to see where things stand whenever you want.
An assessment first, to find what is actually missing and set individual priorities. Then targeted lessons and assigned practice against those priorities, with one to one tutor review calls to check what has changed and reset the list.
Live teaching and exam practice run alongside it throughout.
Nothing is lost. Lessons are recorded and the recordings are part of what you are paying for, so a missed class is caught up rather than written off, and the review call is where anything missed gets picked up.
The assessment identifies their priorities wherever they are starting, and the existing topic resources cover what has already been taught. They join the live teaching straight away and the one to one reviews guide the order of the work.
The standard of support is the same. What is different is that there is less time before the exams, so whether it is still the right call is assessed individually rather than assumed.
The rebuild finishes and continuing is optional. Students who continue move into exam preparation through June, with the focus shifting increasingly to timed papers, technique and recurring mistakes.
Live teaching and the one to one reviews run for the term you have bought. If you started with three months, continuing through June is a separate decision and a separate payment. Access to the existing resource library continues through June either way.
It happens often enough that we counted it. 200+ students have improved their grades with Exceed Maths, and when we surveyed them after the 2026 results, over 74% had gone up by two grades or more, and more than 2 in 5 students by three or more.
A lot of the distance between a H4 and a H1 is gaps and exam technique rather than ability, which is why it can move faster than parents expect once the right things are being worked on.
Answer the few questions at the bottom of this page, then choose a time for your free call. It only takes a minute or two.
The call is free and there is no obligation. Chisom goes through where your child is starting, what the gaps are likely to be and how the programme would work for them. Bring your child if you can. If it is not the right answer for them, he will say so.
It only takes a minute or two, and you choose your call time at the end.
Form not loading? Open it in a new tabThat is what the call is for. Chisom goes through where your child is starting, what the gaps are likely to be, and whether this programme is the right answer for them. If it is not, he will say so.
The call is free and there is no obligation. If the programme is not right for your child, we would rather say so on the call than take the money.
