We teach Primary 4 to 6 math in classes of four, ninety minutes at a time, slowly enough that it becomes permanent. No pace pressure, no worksheet floods, and no grade guarantees we could not keep.
We teach understanding before procedure. A child who can explain why three-quarters is larger than two-thirds will never need to memorise a trick for comparing fractions.
Four students, one teacher, ninety minutes at the same table every week. Fewer problems, more time on each. Annotation and restatement by hand before any method is picked up.
One class a week, twelve weeks a term, two terms a year. No holiday intensives, no make-up marathons. The schedule is deliberately calm because the thinking is not.
| Day | Time | Level | Seats | |
|---|---|---|---|---|
| Tue | 16:30 | Primary 5 | Waitlist | Enquire → |
| Wed | 16:30 | Primary 4 | 2 of 4 open | Enquire → |
| Thu | 16:30 | Primary 6 | 1 of 4 open | Enquire → |
| Fri | 16:30 | Primary 4 | 2 of 4 open | Enquire → |
| Sat | 09:30 | Primary 5 | Waitlist | Enquire → |
| Sun | 10:00 | Primary 6 | 2 of 4 open | Enquire → |
Billed monthly. Four students maximum.
Starts Term 3 of Primary 6. Same small-group format.
No registration fees. No material fees. No termly bundles or long-term contracts. Fees are paid month by month, by PayNow or direct bank transfer, and a family may leave at the end of any month with two weeks' notice. Price is the price.
See the full fee schedule →Every prospective student sits a sixty-minute diagnostic consultation with Ms. Lim, in the studio, in person. It is a conversation as much as a test. We work through three or four problems together, discuss how the child approaches them, and ask questions of the parent about how math is handled at home.
The assessment is a gate, not a sales funnel. We are honest with parents about what we find, and we are not the right studio for every student. Roughly one in three families we meet end up enrolling.
Book an assessmentMs. Lim writes one teaching note a month, published openly — so parents and teachers can see how we think about primary math, before deciding whether to enrol.
Most centres open with the bar model because it demonstrates well to parents. We start without it, and introduce the bar only once a child can already hold the quantities in their own head.
Ten variations of the same question teach a child to pattern-match, not to think. A single difficult problem, sat with for thirty minutes, teaches something closer to mathematics.
Intensive mock-paper blocks in the final quarter often erode the very understanding they are meant to test. We run at most one full paper a fortnight, and we mark them slowly.