I am a secondary mathematics PGCE trainee at the University of Manchester, with a First Class Master’s degree in Mathematics and several years of experience tutoring GCSE and A-Level students.

As part of my PGCE training, I currently teach mathematics in Manchester secondary schools, giving me up-to-date classroom experience across KS3 and KS4. I particularly enjoy helping students build secure foundations in number, algebra and problem solving, as these are often the areas that unlock confidence and progress across the rest of mathematics.

Before teacher training, I worked as a software engineer. This strengthened my ability to explain abstract ideas clearly, solve problems systematically and communicate with different audiences. I bring that same structured approach to tutoring: I want students to understand the mathematics, not just memorise procedures.

I can support KS3 Mathematics, GCSE Mathematics, GCSE resit preparation and A-Level Mathematics.

I have tutored GCSE and A-Level Mathematics since 2018, supporting students with a wide range of goals: improving confidence, preparing for exams, moving from foundation to higher tier, securing key algebra and number skills, and developing stronger problem-solving strategies.

I am currently completing a Secondary Mathematics PGCE at the University of Manchester. My school placements have given me experience teaching KS3 and KS4 classes, planning sequences of lessons, using questioning and mini-whiteboards to check understanding, responding to misconceptions, and supporting pupils with different levels of confidence and prior attainment.

I have also worked as a Mathematics Graduate Teaching Assistant at the University of Manchester, supporting undergraduate Probability tutorials, and previously volunteered with the Coronavirus Tutoring Initiative.

My tutoring style is calm, focused and diagnostic. I try to understand exactly where a student is getting stuck, then rebuild from that point using clear explanations, carefully chosen examples and low-pressure practice.

I do not just show students a method and ask them to copy it. I want them to understand why the method works, how to recognise when to use it, and how to avoid common mistakes. I often use contrast examples, worked examples, retrieval practice and exam-style questions to strengthen both understanding and fluency.

I am happy to support students aiming for high grades, as well as those who feel anxious, behind or lacking confidence in maths. My aim is to help students become more independent, more accurate and more confident.