I studied Mathematics because it was the subject that made sense to me, and a teacher early on showed me there was far more to it than what’s needed for an exam. As a classroom teacher, I paid particular attention to the students sitting quietly in the middle of the class, who often understood more than they were given credit for — and it’s part of why I moved into tutoring, where every student gets that attention as standard.

I completed a Mathematics degree at Aberystwyth University, Wales then earned my teaching qualification from the University of Oxford. From 2016, I spent five years teaching in UK secondary classrooms. I taught KS3, GCSE, and A-Level Maths across the full range of ability, including students with SEND building Campbell Maths Tuition alongside. By 2021, I realised I wanted to help students one-to-one and left the classroom to commit wholly to my tutoring company. I have spent the last six years working as an official examiner too, which is where a lot of what makes my tutoring different actually comes from.

I have taught for many years, and the students who struggle most are rarely the ones who say so. Students who have moved abroad for school are often under a great deal

of pressure, and many will say nothing so as not to worry anyone. That is why I make time to get to know each student as a person. If I notice something that concerns me,

I speak to the family, guardian, or agent promptly, so that

nobody is left to find out later.

I has marked thousands of GCSE and IGCSE scripts for

CAIE (Cambridge Assessment International Education), Edexcel, AQA, and OCR. I have also written exam questions

and mark schemes allowing me to sit in the meetings

where examiners decide exactly what a correct answer

needs to look like on the page.

That is the piece most tutors don’t have. A student can know the Maths and still lose marks for missing a required line of working, misreading a command word, or phrasing an answer the way a mark scheme doesn’t reward. I have seen it happen from the marking side of the desk which is why I teach command words and mark scheme structure as deliberately as I teach the Maths itself.

For international families, that gap matters even more. A student can be entirely capable at Maths and still be caught out by unfamiliar wording or a phrase a UK exam board expects them to know and their previous school never used — a gap that has nothing to do with ability. I have taught EAL students and tutored for families abroad building that adjustment into my teaching from the first session, so a child’s grade reflects the Maths they can do.