Hi, I’m Cameron, a professional maths tutor with around a decade of tutoring experience, including two years full-time. I am originally from Cambridge and hold a Bachelor’s degree in Mathematics from the University of Nottingham, where part of my degree focused on real-world applications of mathematics and communicating mathematical ideas clearly. This emphasis on clear explanation and practical understanding continues to shape how I teach today, with a focus not just on solving problems but on helping students understand why the mathematics works.

I have recently reactivated my profile and am currently accepting new students. You are welcome to send a tuition request at any time, day or night. I respond promptly with detailed availability.

I thoroughly enjoy teaching mathematics at all levels and aim to provide clear, high-quality lessons. Each lesson is carefully tailored to suit the student’s individual learning style. In addition to mathematics, I also support subjects where the challenge is mathematical in nature, particularly physics and other quantitative areas of science.

If you choose me as your tutor, I am available to be contacted between 7am and 10pm, seven days a week, for questions, booking adjustments, additional homework, or extra resources.

As an independent tutor, I work directly with students and parents rather than through a tutoring company or agency. This means that from the first inquiry onwards, you communicate directly with the person who will actually be teaching the lessons.

I personally manage all teaching, communication, scheduling and lesson preparation, allowing me to provide a consistent and genuinely individual service. I am not required to follow a company’s standardised teaching programme, so lessons can be adapted freely around each student’s individual needs, learning style, schoolwork and goals.

Being independent also allows me to build long-term relationships with students and families, with continuity in both teaching and communication.

I specialise in making maths understandable, accessible, more enjoyable and significantly less intimidating. A moment I see often in lessons is when a student suddenly says something like, “Oh — it finally makes sense.” That moment of clarity is important: once the ideas are understood, confidence tends to grow and the subject becomes far less frustrating. Enjoyment sometimes develops later — but understanding always comes first. My primary objective is clarity and helping students realise their full potential.

As well as prioritising clarity, I place a strong emphasis on exam success when that is the goal. I have a thorough and up-to-date understanding of the relevant curricula and assessment objectives, which allows me to prepare students strategically as well as conceptually. We focus not only on knowing the mathematics, but on applying it clearly, efficiently, and accurately under exam conditions. This includes structured practice, careful analysis of mark schemes, and developing the techniques needed to secure method marks and maximise final grades.

The balance between deep conceptual understanding and exam-focused preparation is always tailored to the student. Some families prioritise long-term confidence and mastery; others require targeted preparation for an upcoming assessment. I am comfortable delivering either approach — or a combination of both — depending on the goals of the child and the preferences of the parent.

I aim to build strong rapport with my students and create a calm, respectful learning environment where they feel comfortable asking questions, making mistakes without embarrassment, and steadily building motivation and confidence.

I have worked with students aged 5 through to 36, covering KS1 through to university-level mathematics. Alongside general mathematics support, I provide structured preparation for:

• SATs and CATs
• GCSEs / National 3–5
• A-levels
• University examinations
• Coursework support (strictly within academic guidelines)

In my experience tutoring, students often achieve significantly more than they initially expect and go on to reach their goals through their own hard work. I work with students across the full ability spectrum — from those focused on passing, to high-achieving students aiming for top grades and those final few marks.

I have experience teaching:

• Autistic students
• Students with dyslexia, dyscalculia and dyspraxia
• Students with ADHD
• Students with anxiety

As someone who is dyslexic myself, I understand that traditional classroom methods do not suit every learner. Through personal experience, alongside learning from educators with significantly greater experience in education, I have adopted, refined, and in some cases developed my own alternative and non-traditional teaching methods. These approaches combine established educational strategies with techniques I have built and adapted through practice. I apply them whenever traditional methods prove ineffective.

This perspective has shaped how I explain ideas — clearly, patiently, and broken into manageable steps so students do not feel rushed or overwhelmed.

I also work extensively with homeschooled students, ensuring their knowledge aligns not only with exam specifications but also with practical life skills and long-term academic or career goals. I prioritise both depth and breadth of understanding — not simply curriculum coverage.

Many students are taught procedures without understanding why they work. I focus equally on method and reasoning. When the “why” becomes clear, memorisation becomes less forced and new topics become significantly more manageable.

In my view, common weaknesses in modern education include:

• Overemphasis on procedures
• Overreliance on traditional delivery methods
• Insufficient adaptation to different learning styles

Many capable students fall behind not because of ability, but because the teaching style does not match how they learn. Some benefit far more from visual explanation, alternative structuring, or slower step-by-step breakdowns.

Students frequently ask:

• “What’s the point of learning this?”
• “Why is this important?”
• “When will I use this in real life?”

I explain that learning mathematics is closely linked to learning how to think logically. Asking “What’s the point in learning maths?” is comparable to asking “What’s the point in learning to think logically?” Logical thinking is universally valuable, yet mathematics can feel abstract, which sometimes obscures its importance.

Beyond academic success, mathematics supports future aspirations, careers, and structured problem-solving in everyday life.

When these questions are addressed properly, motivation typically improves. Even if students do not fully agree initially, that is perfectly fine — what matters is that their questions are taken seriously and answered clearly. Every relevant question deserves a thoughtful response.

Private tutoring provides focused, individual attention. With one-to-one teaching, it is possible to identify precisely where a student is struggling and address those areas directly. I place particular emphasis on fully utilising this advantage — diagnosing gaps in understanding carefully, adjusting explanations in real time, and refining knowledge until the underlying issue is genuinely resolved. Making full use of the precision that private tutoring allows is central to my approach and is a key reason students often progress faster than expected.

Teaching Method

My lessons follow a clear structure:

1. Detailed explanation with worked examples
2. Guided practice using targeted questioning
3. Independent attempt with support available
4. Reinforcement through structured homework

Although straightforward, this structure consistently proves highly effective.

The central aim of my tutoring is genuine intellectual and conceptual understanding — not merely procedural competence, but clear comprehension of why each step works.

Most sessions are one-to-one, ensuring focused attention. I also teach group sessions online, with discounted rates depending on group size.

Lesson Structure

I teach primarily online using Microsoft Teams, which I have found reliable and practical for both students and parents.

Lessons include:

• Structured slide presentations containing detailed explanations, clear worked examples, and supporting diagrams
• Screen-shared worksheets
• A digital whiteboard used to annotate worksheets in real time, indicate key parts of each question, and clearly highlight important steps
• Live pen-and-paper camera demonstrations
• Optional face camera use

I often explain ideas using hand gestures as well as written work, so my face camera can be helpful. Students may use their camera or keep it off unless a parent specifies a preference either way. I respect both privacy and parental guidance. My own internet connection is stable and fully suitable for online teaching. If bandwidth limitations occur on the student’s side, I am happy to simplify the setup (for example, reducing video use) to ensure the lesson remains smooth and effective.

Homework, Feedback & Reports

Students receive:

• Regular homework (unless parents request otherwise)
• Marked homework with detailed feedback
• Personalised help sheets
• Digital flashcards

Parents receive:

• Lesson feedback after each session
• Marked homework feedback
• Written progress reports outlining development over time

The first homework set is diagnostic, helping identify both the student’s current strengths and areas where improvement may be needed. This provides a clear starting point and allows lessons to be tailored effectively from the outset. Subsequent homework reinforces lesson content, consolidates strengths, and tracks progress over time.

Personalised help sheets are detailed, carefully structured, and frequently used during lessons to guide explanations step by step. Their primary purpose is to remove ambiguity — presenting concepts so clearly that misunderstanding becomes extremely difficult. They also allow students to revisit key ideas independently with confidence and reinforce methods that work well for them.

Progress reports are available on request and provide a clear overview of development over time. These may include observations about strengths, areas for further improvement, and recommended next steps to support continued progress.

All services are flexible and can be requested or declined at any time.

Scheduling

Lessons can begin between 7am and 9pm, seven days a week, subject to availability.

Lesson length and frequency are highly flexible. Students may have daily sessions, multiple sessions per week, weekly lessons, bi-weekly lessons, monthly sessions, or intensive short-term blocks depending on their goals.

Times and duration can be adjusted provided changes are requested before the scheduled start time and do not conflict with existing bookings.

Availability is currently open, though slots can sometimes fill quickly after profile reactivation, particularly weekend slots.

In-Person Lessons

I offer in-person introductory lessons provided it is at a location sufficiently close to me. However, from extensive experience teaching both formats, online lessons are consistently more effective. The digital tools, structured resources, and real-time annotation provide greater clarity, efficiency, and precision than traditional in-person setups. Students who have transitioned from in-person to online tuition frequently prefer it and have seen improved outcomes.

Pricing

The first lesson is completely free no matter how long it is. I do not increase prices for existing students. The rate you begin with remains fixed. Rates for new students may adjust over time in line with broader economic factors. I only charge a clear hourly rate based on the length of the lesson with no hidden fees.

You will receive the following services free of charge:

• Personalised help sheets
• Homework setting and marking
• Detailed homework and lesson feedback
• Detailed progress reports
• Ongoing availability for questions (from 7am to 10pm)

Accepted payment methods include:

• Bank transfer
• PayPal
• Most major payment processors
• Cash (for in-person arrangements)

If you prefer a payment method I do not yet use, I am happy to create an account. Invoices can be provided upon request.

Resources:

In most cases, I create a customised assessment based on the details provided by the parent and/or student, ensuring it is closely aligned with their specific needs.

Assessment materials are provided once tuition arrangements are confirmed. If a parent prefers not to use a formal assessment worksheet, that is absolutely fine — I will adapt accordingly.

Final Note

While I have outlined my approach in detail, I encourage you to read the feedback section below to see how students and parents describe their experience directly.

Although this profile often refers to “parents and students”, I also tutor adult learners — including those returning to education, studying independently, or preparing for professional or university-level examinations.

I can provide a DBS / CRB check on request.

My profile is intentionally detailed so that anyone considering lessons can have a clear picture of what I offer. Thank you for taking the time to read it and for considering me as your tutor. Every enquiry is genuinely appreciated.