About me
My goals, my experience with different learners, and how I teach.
My qualifications and experience
My qualifications include a postgraduate-level teaching qualification in maths and PE from Homerton College, University of Cambridge, an MSc in Occupational Psychology with Distinction, and a Level 7 Certificate in Executive Coaching and Leadership Mentoring. I have also completed a British Psychological Society-recognised qualification in the use and interpretation of ability and personality assessments. Together, this training supports both my subject teaching and my understanding of how confidence, motivation and individual differences affect learning.
I am a qualified maths teacher with broad classroom experience across the independent and state sectors. I have taught maths full time in both an independent school and a large comprehensive, as well as on longer-term supply placements covering maternity leave and staff absence. Short-term supply work across a range of subjects also gave me experience of different schools, classes and ability levels, and taught me to build rapport with students quickly.
I have also taught PE in mainstream schools and coached netball with junior players in schools and senior players in local clubs.
Alongside tutoring, I work as a data and strategy consultant in the public sector, so I use maths and statistics in practice as well as in the classroom.
Supporting different learners
I have tutored students with dyslexia, ADHD and autism, as well as students who are home-educated, receiving treatment in hospital or unable to attend school because of anxiety or other circumstances.
Every student is different, so I begin by finding out what has and hasn’t worked for them before, and by asking parents for their insight too. I then adapt my teaching to suit the individual student.
For those who are out of school, I plan lessons around treatment, appointments and energy levels, and I am happy to work with parents and the professionals supporting them. Some have missed topics or feel anxious about maths, so I identify gaps and rebuild their knowledge gradually, helping them feel secure before we move on.
My aim is for every student to feel understood, learn in a way that suits them and develop the confidence to make progress.
My approach
I was a child who found maths easy and rewarding. Reading and writing were a different story, and I struggled with them. So I know first-hand what it feels like to find a subject hard at school, and I haven’t forgotten it.
That experience influenced how I teach. Because I understand the maths deeply, I can explain a concept in several different ways and find the one that clicks for the student in front of me. This is where one-to-one tuition comes into its own. Nobody has to force themselves to follow a method that doesn’t fit the way they think. We try different approaches together, talk through what makes sense and what doesn’t, and I always start from where the student is now, building up in small steps.
I’ve lost count of how often a student has said to me, “That’s so easy! Why didn’t my teacher explain it like that?” The honest answer is that a teacher with a class of 20 to 30 has to choose the method that works for the majority. The pace is set for the group, there is only so much room to adapt, and some students inevitably get left behind. One-to-one lessons don’t have that limit.
I’m a people person, which is why teaching suits me so well. I love seeing a student’s confidence grow along with their maths. Small wins count for a lot: getting quicker or tackling a slightly harder question than last week. And I never tire of the moment the penny drops.
A common thread in the feedback from my students over the years has been a growth in their confidence. This matters because without the confidence to have a go, progress is slow. Students who are afraid of getting an answer wrong tend to hold back, avoid the questions that would stretch them, and stay stuck. So I work on confidence from the very first lesson. I praise effort and good reasoning as well as correct answers, and I treat mistakes as useful learning experiences.
My background in sport has shaped how I work. Through teaching PE in mainstream schools and coaching netball to junior and senior players, I have learned how to get the best out of people of different ages and abilities. It comes down to building trust, giving clear and encouraging feedback, and knowing when to push and when to ease off. I bring the same approach to my tutoring. Students tend to describe me as approachable and caring, with a relaxed manner but high expectations.
A good coach spots where a player is ready for the next challenge and sets it at just the right level. I do the same in my lessons: once a student has mastered a skill, I stretch them with a slightly harder question. Because lessons are one-to-one, where nobody sees their mistakes, students learn to take on difficult questions more calmly and confidently.
Start with a free trial lesson
Talk through your goals on a free introductory call, then try a lesson with no obligation to continue.