I plan programmes to work for you.  

Whatever your aims are, together we can plan the right approach to achieve these. 

Every student is unique - and so is my approach to working with each student.  

While many would describe me as a “tutor,” I would describe myself as a Coach.  I invest in every student I work with.

These are just a few examples of what I do.  

Michael - aged 11

I started working with Michael shortly after he had moved from Year 6 to Year 7.  His parents contacted me because Michael was concerned that he was falling behind in his Maths class.  The questionnaire showed some interesting patterns and after a few sessions of working with him, it was clear that he was finding it hard to adapt to his new teacher’s style of teaching.  As a result, he was beginning to lose confidence and momentum.

We worked together for two sessions a week for a few months, focusing on the topics he was covering at school and also looking ahead to future topics.  He made great progress and in term 2 we moved to once a week.  I continue to check in with Michael once a month and we plan structured sessions to support his revision for end of year assessments.

Haidar - aged 13

Haidar’s parents contacted me to ask my advice on how I could support her in two specific topics.  In our weekly sessions, we use a 60/40 split to target the two particular topics by filling in gaps and correcting misunderstandings (the 60) while also reviewing her daily and weekly momentum in her Maths lessons and linking the two topics to the class work she is doing each week (the 40). 

Lucy - aged 16

Lucy was an incredibly hard-working student.  However, she managed to reach her GCSE years without understanding some fundamental Maths concepts.  As a result, she was trying to learn the GCSE curriculum by memorising algorithms - but it was just too big.  To address this, we dug as deeply as we needed to in order to hit the bedrock, and from this we built strong foundations.  She gained a 7 at IGCSE (and we were both equally delighted).

Ahmed - aged 8

The move from Year 2 to Year 3 was challenging for Ahmed in a number of ways.  He had recently been assessed as Dyslexic, and this was manifesting in various forms.  Three specific areas where I provided support were firstly on the continued use of physical objects to help him “see” the calculations in Maths, secondly to work on the etymology of mathematical language, helping him to understand why the word means what it does, and thirdly, to break instructions into clear steps.  As the complexity of Ahmed’s Maths grows, we continue to have weekly sessions.  He is thriving in the top half of his middle set class.

And finally, from an older student:

"There are many things that have brought me to where I am now, but I can confidently say had I not had you as a Maths Teacher, I may not have got the exam results that I achieved later down the line...You truly were the best teacher I ever had and my life has been changed for the better because of it."

 Contact me: adam@gibsonlearning.com