FAQs

Here you will find answers to common questions about the levels and qualifications I support, online and face-to-face tuition, lesson arrangements, fees, availability, confidence and challenge.

Questions are grouped by topic below. If your question is not covered, please get in touch.

Levels and qualifications

  • I teach lower-secondary, GCSE and IGCSE, A-level Maths and Further Maths, and IB Mathematics: Analysis and Approaches (AA) at Standard Level and Higher Level.

    I work with students who need support rebuilding confidence, students aiming for particular examination grades, and students who are already doing well but want to develop greater depth, fluency and independence.

  • Yes. I offer GCSE Mathematics tuition across the main UK exam boards, including Edexcel, AQA, OCR and WJEC.

    I also support IGCSE Mathematics for Edexcel and Cambridge International.

    For students taking additional mathematics qualifications alongside GCSE, I can also support AQA Level 2 Further Mathematics and OCR Additional Mathematics FSMQ.

  • Yes. I teach A-level Maths and A-level Further Maths.

    For Further Mathematics, I teach all compulsory core content across the main exam boards, together with first-option Mechanics and Statistics content. I also support selected additional options, including Edexcel Further Pure 1, Further Mechanics 2 and Decision 1; OCR A Additional Pure; and OCR B (MEI) Mechanics Major and Statistics Major.

    Support is also available for Cambridge International and Edexcel International A-levels.

    Because optional units can vary significantly between specifications, I am happy to discuss the exact module or option before confirming whether I offer support for it.

  • I offer tuition for IB Mathematics: Analysis and Approaches (AA) at both Standard Level and Higher Level. My tuition focuses on the taught course and examination preparation.

    I do not provide tuition or editing support for the IB Mathematics Internal Assessment. The exploration is intended to be the student’s own work and is supervised and internally assessed by their school teacher, so students should discuss its development directly with them.

Online and face-to-face tuition

  • Yes. I have taught thousands of hours of online one-to-one mathematics tuition.

    I teach from a dedicated desktop setup with a large monitor, graphics tablet and stylus, professional microphone and HD webcam. Zoom is used for shared whiteboard work, document viewing and screen-sharing.

    Students with a tablet and stylus can co-annotate during the lesson. Students without this setup can still participate fully by explaining their ideas aloud, asking questions and directing what we explore together on the board.

    Read about online maths tuition →

  • No. A tablet and stylus can be helpful, especially if a student wants to write directly onto the shared whiteboard, but it is not essential.

    Students can still participate fully by speaking through their reasoning, dictating steps, asking questions and discussing ideas as we build the work together on screen.

  • Yes, where travel arrangements are practical.

    I am based in Wilmslow and welcome enquiries from families across Cheshire East, South Manchester and nearby areas, including Alderley Edge, Knutsford, Macclesfield, Hale, Bowdon and Altrincham.

    Read about local maths tuition →

    My tutoring experience includes thousands of hours of face-to-face tuition and thousands of hours of online tuition, and my current face-to-face work includes students in this wider local area.

  • I am based in Wilmslow and consider face-to-face enquiries from nearby areas where travel arrangements are practical.

    Most face-to-face tuition is likely to be within about 15 miles of Wilmslow, including areas such as Alderley Edge, Knutsford, Macclesfield, Hale, Bowdon, Altrincham and nearby Cheshire East and South Manchester communities.

Lessons and scheduling

  • A standard lesson is one hour.

    Where practical, shorter or longer sessions of 30, 45 or 90 minutes may be possible for students who work better at a different duration.

    Lessons are intensive, so I do not usually offer sessions longer than 90 minutes.

  • Most term-time tuition takes place in a regular weekly or fortnightly slot reserved for the student.

    This gives consistency to the work, allows tuition to become part of the student’s normal routine, and is especially helpful for face-to-face tuition, where a regular schedule makes travel arrangements more predictable.

    I occasionally arrange ad-hoc lessons during term where appropriate, but my usual preference is to work with students on a regular basis during the school term.

    School holidays can work more flexibly. Regular students are normally offered first refusal on their usual lesson time, where I am available, but I also welcome enquiries from students who are looking for occasional or short-term holiday tuition. Holiday lessons can be arranged ad hoc, depending on availability.

  • Availability varies throughout the academic year, especially during the run-up to examinations.

    Please get in touch with a few details about the student and the support you are looking for. I will always try to help where I can, either by offering a suitable regular slot or discussing what may be possible.

    My teaching week can include daytime, evening and weekend sessions, broadly between 09:00 and 21:30, Monday to Sunday, subject to availability.

    The most popular times are after 4pm on weekdays and at weekends, so it is helpful to include several possible times when enquiring.

  • Lessons are shaped around the student’s needs.

    A session might involve revisiting a difficult topic, working through carefully chosen examples, developing written solutions, preparing for an assessment, exploring a misconception, or using past-paper questions to strengthen exam technique.

    The lesson is not simply a lecture. I ask students to think, explain, try ideas, question methods and reflect on their reasoning. The amount of guidance changes depending on the student’s confidence and understanding.

    Lesson notes or shared work are sent promptly afterwards, often shortly after the lesson and almost always by the end of the day. I also communicate with parents where appropriate, particularly if there is something important to note about progress, confidence, preparation or next steps.

  • For face-to-face tuition, students usually work best somewhere quiet, settled and suitable for focused mathematics: for example, a kitchen table, dining room or study space.

    A parent does not need to sit in the lesson, but for younger students it is helpful for an adult to be nearby and available if needed.

  • Where appropriate, yes.

    Some students benefit from work between lessons, particularly when preparing for exams or consolidating a topic. Others may already have substantial school workload, so homework needs to be used carefully.

    If I set work, the aim is for it to be purposeful rather than excessive.

Confidence, progress and challenge

  • Yes.

    Exam technique matters, but I do not treat it as a substitute for understanding. I help students use past papers carefully, recognise common question types, present their work clearly and understand how marks are awarded.

    Mark schemes are useful guides, but they should not become scripts to memorise. Students learn to communicate valid mathematical reasoning in a way that earns credit.

  • Yes. Many students come to tuition because their confidence has been affected.

    Some are openly anxious. Others appear capable but have begun to avoid certain topics, rush their work, stay quiet in class or feel that mistakes mean they are “not good at maths.”

    One-to-one tuition gives us space to slow down, identify what is really happening and rebuild confidence through understanding, carefully chosen practice and calm support.

  • Yes.

    Some students are already performing well but want to understand the subject more fully, become more fluent with demanding material or be stretched beyond routine questions.

    In these cases, tuition can focus on precision, problem-solving, mathematical communication and recognising familiar ideas in less familiar forms. Questions can be chosen to encourage independent thought, make connections and give the student room to explore mathematics beyond what they already find comfortable.

    Some high-achieving students may also be preparing for university admissions tests. Where dedicated preparation for a particular admissions test is needed, they may instead benefit from a tutor or provider specialising in that assessment. My own tuition is centred on the student’s taught mathematics course, with room to explore beyond its syllabus where that is useful.

  • My main focus is school mathematics: lower-secondary, GCSE, IGCSE, A-level Maths and Further Maths. I also offer IB Mathematics: Analysis and Approaches (AA) at Standard Level and Higher Level.

    I enjoy working with curious students and I am happy to explore mathematics in greater depth where this supports their confidence, understanding and enjoyment. However, I do not usually offer dedicated Olympiad or competition preparation.

    Some students thrive on mathematical competitions and may benefit from specialist competition coaching. My work is different. For younger students in particular, I am cautious about tuition that turns mathematics into another performance contest before confidence and enjoyment are secure.

    For able younger students, my aim is to help them think carefully, ask good questions, communicate clearly and keep their curiosity alive.

Fees and practicalities

  • My rate is £120 per hour for one-to-one mathematics tuition.

    This applies across lower-secondary, GCSE, IGCSE, A-level Maths and Further Maths tuition, as well as IB Mathematics: Analysis and Approaches (AA) tuition, whether online or face to face where travel arrangements are practical.

  • I do not offer free trial lessons.

    The first lesson is intended to be a proper working session rather than a demonstration of tuition. It is therefore charged in the same way as any other lesson.

    Before arranging tuition, I am happy to discuss the student’s needs and what they are looking for, so we can start exploring relevant content together from the outset.

  • For face-to-face tuition, a modest travel fee may apply depending on location and journey time.

    Where charged, this is usually between £0 and £10 per lesson and will always be agreed before tuition begins.

  • Payment is normally due after each completed lesson.

    For regular students, monthly invoicing may be available by prior agreement. Regular reserved lesson times depend on payments being kept up to date.

  • Please give at least 24 hours’ notice if you need to cancel or rearrange a lesson.

    Because each regular lesson time is reserved for an individual student, cancellations with less than 24 hours’ notice may be charged at the full lesson fee.

    During the main examination period, from March to June, lessons cancelled with less than 24 hours’ notice will normally be charged at the full lesson fee. No-shows without notice are charged at the full lesson fee at any time of year.

    Outside March to June, I may waive the charge for a late cancellation at my discretion, particularly where there are exceptional circumstances.

    Regular weekly or fortnightly lesson times are offered on the understanding that the student intends to use that reserved time consistently. Occasional cancellations are, of course, sometimes unavoidable. However, if a reserved slot is cancelled frequently, I may need to offer that time to another student or move future lessons to an ad-hoc arrangement.

Begin with a conversation

Please use the contact form with a few details about the student, their course or year group, and the support you are looking for.

I will reply by email as soon as I can.

Enquire about tuition