For parents of students aged 11–16 · Vienna
Close the learning gap. Rebuild the confidence around it.
Ainstein maps what your child understands, builds daily practice from their own errors, and gives them one mentor who follows the whole story. For students at Vienna's international schools.
15 places per intake September intake now forming IB MYP · Cambridge IGCSE · international curricula
If this sounds like your evenings
- Homework has become a negotiation. Then a fight. Then silence.
- The night before a maths test, the stomach ache arrives on schedule.
- A tutor helped for a while. Then the tutor changed, and you started from zero.
- Your child stopped saying "I don't get it" and started saying "I'm just stupid."
None of this means your child can't do maths. It usually means two things: the gaps go back further than anyone noticed, and maths has stopped feeling safe. Most tutoring works on the first and ignores the second. We work on both. That is the whole idea.
Why this keeps happening
Turn the grade into a map of what comes next.
A new topic every week. New teachers along the way. Nobody holding the whole picture.
This has nothing to do with how good the school is, or even how small the class. A teacher sees your child for one subject, a few hours a week, and sooner or later hands them on. What travels to the next teacher is a grade, not a map of what's missing. The gap that opens quietly in Year 6 is invisible to the Year 8 teacher who inherits its consequences. School is a black box not because teachers don't look, but because nobody is positioned to see one child across the years. Homework goes in, grades come out, and the gaps compound in the dark.
It's also why tutoring so often disappoints. Most tutoring works inside the same black box: on this week's homework, more explanation stacked on top, while the hole underneath stays. If you've tried tutoring and it didn't stick: that wasn't your child failing, and it wasn't you. Nobody could see what to fix.
Work goes in, grades come out. The gaps stay invisible.
Every skill, and what it builds on. The Year 8 wobble traces back to one Year 6 gap.
So the first thing we do is turn the lights on. The diagnostic maps exactly what your child can do and what's missing. Everything afterwards works from that map, not from whatever the class happens to be covering this week. And when the class moves on without your child? The daily check-in catches it the same evening.
The part that comes first
Every child here has a mentor. The same person, every week.
One adult follows your child over time: how they learn, what they avoid, what they are proud of, and what happened at school this week.
The weekly check-in
20 minutes, every week. Not a lesson: your child and their mentor look at the week together, and it starts with what went right: every topic your child finished by explaining it in their own words.
Talk time when your child needs it
Twice a month, your child can ask for 20 minutes that have nothing to do with maths. School stress, friendship trouble, a bad day. Nobody schedules it for them. Your child asks; the mentor is there.
What stays between them
You always see that a conversation happened. What was said stays between your child and their mentor. That is what makes a twelve-year-old actually talk. One exception, and it comes before everything: any worry about your child's safety comes to you immediately.
Progress becomes visible in the work. The mastery map, peer explanations, and mentor notes show what changed. Motivation grows from competence, useful work, and an adult who notices.
The part you can verify
A clear plan, with evidence at every step.
We find the real gaps.
A 45–60 minute diagnostic produces a written mastery map of exactly what your child can do and where the foundations have holes. Many later problems trace back to an earlier prerequisite.
Your child gets a plan built from that map.
About 20 focused minutes a day: practice generated from your child's own mistakes, not from a textbook chapter everyone gets.
When they're stuck, help that fits.
Your child can request an explanation built around their own error, as audio or a short worked-example video. And every week there's a live group session where a tutor solves, in real time, the problems this group actually struggled with. Questions can be sent in beforehand, so no one has to raise a hand.
Topics end when your child can teach them.
To finish a topic, your child explains it to a study buddy or as a short recording. If you can explain it, you own it.
You see all of it, every month.
The mastery map updates, and the mentor writes you a few honest sentences about the human being behind the data.
Every child receives practice built from their own learning evidence, and every completed step informs what happens next. That sentence is the product.
Every school day
Three minutes after school that change the next day.
Your child checks in: drop in what today's lessons covered; a photo of the worksheet is enough. Say out loud what was hard, then rate how well it made sense.
"Tell us what happened at school today. Tomorrow's practice is built from it."
When the class moved on and your child didn't, we know that evening, not at the next report.
Today · after school
Once a month
See what changed, every month.
The mastery map shows what became secure during the month and what remains fragile. A paragraph from the mentor explains what the change meant for the child behind the data.
That paragraph is the product. Data shows the maths moved. A person who knows your child tells you what it meant.
Mastery map · fractions & decimals+6 this month
Mastered, explained in their own wordsNot yet
Why this exists
I built this for my own son first.
I'm Friederike. My sons go to international school in Vienna. For two years, I built learning materials for one of them by hand: every worksheet from his actual mistakes, every explanation rewritten until it fit him.
It worked, and I learned why: the materials mattered, but what mattered more was that someone saw exactly where he was, every single week, and never made him feel stupid for being there.
Learning Support is that, built properly: software that does the tracking and the tailoring, and a mentor who does the seeing. I take fifteen families per intake, because that's the number where every child is still a child I know about.
Friederike
What it costs
Less per month than one weekly hour of private tutoring.
For support that runs every day.
The pricing rules, in plain sight
- Intake opens monthly; places are offered in the order diagnostics are completed.
- Prices are set per intake and only move up as the waitlist grows. Nobody negotiates, nobody gets a secret discount; the only better deal is joining earlier.
- Whatever price you join at is your price for as long as you stay.
- Minimum three months: real change doesn't show in four weeks, and we'd rather not pretend it does. After that, monthly, cancel anytime.
Academic support
Learning Support is an academic programme with mentoring. When a child needs clinical support, the mentor tells the family plainly and helps them identify the appropriate professional route.
Motivation
We build motivation through visible mastery, useful work, and a relationship with an adult who notices. Points, streaks, rankings, and prizes are outside the model.
Outcomes
Families see gaps closing in a documented order. Grades depend on many factors outside the programme, so progress is reported through the mastery map, learning evidence, and mentor judgment.
Screen time.
About 45–60 minutes a day, including live sessions. No feed, no autoplay, no recommendations, nothing to scroll. The app ends; it doesn't continue.
How to start
Three steps. The map is yours either way.
Book the diagnostic
45–60 minutes online, €149, credited in full if you join. You receive the written mastery map either way. It's yours to keep, whatever you decide.
We talk
Thirty minutes, parents and mentor: what the map shows, what the plan would be, whether this is the right thing for your child. Sometimes the honest answer is that it isn't.
Your place is offered
Fifteen places per intake, offered in diagnostic order. When an intake is full, your diagnostic holds your place in line for the next one.
September intake now forming · 15 places
Questions parents ask
Practical answers for parents.
Is this therapy or coaching?
No. It's an academic programme with a mentor at its center. Mentors are trained to listen and to know when something is beyond their role. In that case we talk to you and help you find the right professional support. We name what children experience; we don't treat it.
Which schools and curricula?
Students aged 11–16 at international schools, including IB MYP, Cambridge IGCSE and similar. Mathematics first; English follows. You don't need to know which curriculum your child's gaps are in; finding that out is what the diagnostic is for.
Isn't finding the gaps the school's job?
In an ideal world. But look at the structure: a teacher has your child for one subject, a few hours a week, alongside several other classes, and sooner or later hands them on to someone who starts from zero. Tracking one child's foundations across years and across teachers is a job school gives to nobody. That's structure, not negligence.
We do exactly that one job, and we do it alongside school, not against it. The mastery map is your child's, yours to share with their teacher if you wish.
Who are the mentors?
People we'd trust with our own children, trained in our method: process praise, no shaming, a strict escalation protocol, and the discipline to let the child do the work. The founder mentors the first intake personally.
What if my child refuses to do another tutoring thing?
Fair. Most of our students arrive with tutoring fatigue. Two honest answers: the daily dose is 20 minutes, not another 90-minute lesson; and the first thing that usually shifts is not maths but the feeling that someone is on their side.
If it genuinely doesn't take, the three-month minimum is as long as we'll hold you to it.
Does AI do the teaching?
Software builds the practice sets from your child's errors and keeps the mastery map current; that part is genuinely better done by a machine. Every decision that matters, including what to focus on, when to push, when to slow down, and what to tell you, is made by the mentor.
Your child will never be alone with a chatbot and a deadline.
Is my child's talk time private?
Between your child and the mentor, yes. You see that sessions happen, not what's said. The exception is safety: any concern about your child's wellbeing comes to you immediately. Both promises are in writing at signup.
Do you offer this in German / for Austrian schools?
Not yet. International curricula in English first; the Austrian school system (AHS, Mittelschule, Schularbeiten) is on the roadmap.
Why is there a waitlist if you're new?
Because fifteen families per intake is a real limit, not a marketing device: one mentor, every child known by name. When we say a number, it's true. That's a policy across everything we do.
